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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Biologi Tropis Pendas : Jurnah Ilmiah Pendidikan Dasar KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan Fisika dan Teknologi Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal Analis Medika Biosains (JAMBS) Kappa Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) JPAP (Jurnal Praktisi Administrasi Pendidikan) Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research JPIn : Jurnal Pendidik Indonesia Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) International Journal Of Science, Technology & Management (IJSTM) Ulumuna Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan Empiricism Journal Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) Jurnal Pijar MIPA Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika YASIN: Jurnal Pendidikan dan Sosial Budaya International Journal of Scientific Multidisciplinary Research (IJSMR) Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Tatsqif International Journal of Essential Competencies in Education Jurnal Literasi dan Pembelajaran Indonesia Asian Journal of Early Childhood and Elementary Education JPAP (Jurnal Praktisi Administrasi Pendidikan) Journal of Authentic Research International Journal of Ethnoscience and Technology in Education International Journal of Science Education and Science International Journal of Active Learning Indonesian Journal of Innovation in Education Research International Journal of Contextual Science Education Jurnal Pengabdian Pendidikan IPA Kontekstual Contextual Natural Science Education Journal
Joni Rokhmat
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Construct Validation of a Critical Thinking Disposition Instrument for Physics Education Students: An Exploratory and Confirmatory Factor Analysis Approach Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh
Lensa: Jurnal Kependidikan Fisika Vol. 14 No. 1: June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v14i1.20097

Abstract

This study examined the construct validity of a critical thinking disposition instrument for Physics Education students using an Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) approach. The instrument measured four dimensions of critical thinking disposition, namely open-mindedness, truth-seeking, analyticity, and inquisitiveness, represented by 16 observed indicators. The study involved 250 undergraduate students enrolled in Physics Education programs from 10 public and private universities in Indonesia. Descriptive analysis showed that the mean score of each dimension was 3.00, with standard deviations ranging from 1.07 to 1.10 and Cronbach’s alpha values between 0.745 and 0.784. The data met the requirements for factor analysis, as indicated by a Kaiser-Meyer-Olkin value of 0.863, a significant Bartlett’s Test of Sphericity (χ² = 1247.060, p < .001), and a total reliability coefficient of 0.858. EFA identified a four-factor structure explaining 60.20% of the total variance. CFA further confirmed the adequacy of the measurement model, with all standardized factor loadings exceeding 0.70, composite reliability ranging from 0.847 to 0.857, and average variance extracted ranging from 0.580 to 0.600. These findings indicate that the instrument demonstrates satisfactory construct validity and reliability and is suitable for measuring critical thinking disposition among Physics Education students. 
AnaIisis VaIiditas dan ReIiabiIitas E-moduI Berbasis ProbIem Based Learning untuk Meningkatkan Penguasaan Konsep dan Kemampuan Berpikir Kritis pada PembeIajaran Fisika Casandra, Abelia Berliana; Rokhmat, Joni; Bahri, Syamsul
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/23nf4c86

Abstract

PeneIitian ini diIakukan dengan tujuan menganaIisis tingkat vaIiditas dan reIiabiIitas e-moduI berbasis ProbIem Based Learning (PBL) pada mata peIajaran Fisika yang dikembangkan untuk mendukung peningkatan penguasaan konsep serta kemampuan berpikir kritis peserta didik. PeneIitian tersebut merupakan bagian dari peneIitian pengembangan yang difokuskan pada tahap evaIuasi produk. Proses uji vaIiditas meIibatkan tiga vaIidator ahIi yang memberikan peniIaian terhadap 13 indikator mencakup aspek isi, penyajian, dan bahasa. Pengukuran vaIiditas diIakukan menggunakan indeks Aiken’s V, sedangkan reIiabiIitas dianaIisis meIaIui metode Percentage of Agreement (PA). HasiI anaIisis memperIihatkan bahwa rata-rata niIai Aiken’s V mencapai 0,906 dan termasuk daIam kategori sangat vaIid. Dari keseIuruhan indikator yang diniIai, sebanyak 11 indikator berada pada kategori sangat vaIid, sementara 2 indikator Iainnya termasuk kategori vaIid. SeIain itu, hasiI pengujian reIiabiIitas menunjukkan niIai Percentage of Agreement sebesar 97%, yang menandakan tingkat kesepakatan antar vaIidator sangat tinggi. Berdasarkan temuan tersebut, e-moduI berbasis ProbIem Based Learning pada mata peIajaran Fisika dinyatakan memiIiki tingkat vaIiditas dan reIiabiIitas yang sangat tinggi, sehingga Iayak digunakan sebagai bahan ajar untuk membantu meningkatkan penguasaan konsep dan kemampuan berpikir kritis peserta didik.
Profil Sikap Siswa Setelah Implementasi Project-Based Learning Terintegrasi STEM Ditinjau dari Jenis Kelamin Hikmawati; Rokhmat, Joni; Kosim; A, Syahrial; Makhrus, Muh.; Nilawati
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pcz35237

Abstract

Pengembangan sikap merupakan salah satu tujuan penting dalam pembelajaran fisika untuk mendukung pembentukan karakter peserta didik. Project-Based Learning (PjBL) terintegrasi STEM memberikan pengalaman belajar yang berpotensi mengembangkan sikap disiplin, keaktifan, dan tanggung jawab. Penelitian ini bertujuan mendeskripsikan profil sikap siswa setelah implementasi Project-Based Learning terintegrasi STEM berdasarkan jenis kelamin. Penelitian menggunakan pendekatan kuantitatif dengan desain deskriptif-komparatif. Penelitian dilaksanakan di SMAN 3 Mataram selama Februari hingga April 2026. Sampel penelitian terdiri atas 36 siswa kelas XI (SainKes) yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui lembar observasi sikap yang mencakup indikator disiplin, keaktifan, dan tanggung jawab. Analisis data dilakukan menggunakan statistik deskriptif dan uji nonparametrik Mann–Whitney U. Hasil penelitian menunjukkan bahwa median profil sikap siswa laki-laki sebesar 81,25 (kategori cukup), sedangkan siswa perempuan sebesar 88,54 (kategori baik). Hasil uji Mann–Whitney menunjukkan terdapat perbedaan yang signifikan pada profil sikap berdasarkan jenis kelamin (U = 37,50; Z = −4,061; p < 0,001). Temuan ini menunjukkan bahwa siswa perempuan memiliki profil sikap yang lebih baik dibandingkan siswa laki-laki setelah mengikuti pembelajaran Project-Based Learning terintegrasi STEM.
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Sukarso, AA; Harjono, Ahmad; Makhrus, Muh
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1865

Abstract

Science education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students.
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh; Sukarso, AA
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2208

Abstract

This review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education.
VALIDITAS PERANGKAT PEMBELAJARAN LITERASI MITIGASI BENCANA COVID-19 DI SEKOLAH MELALUI MODEL PEMBELAJARAN BERORIENTASI PADA PESERTA DIDIK Syahrial A; Chairunisyah Sahidu; Joni Rokhmat; Muhammad Zuhdi; Muhammad Taufik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51018

Abstract

The outbreak of Covid-19 has severely disrupted the education sector, highlighting the urgent need for disaster mitigation literacy to enhance student preparedness and awareness. However, there is a lack of validated evaluation instruments specifically designed to measure students' understanding of non-natural disaster mitigation. This study aims to analyze the validity of a Covid-19 mitigation literacy test developed as a learning evaluation instrument. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate), with a focus on the expert validation stage. The instrument was assessed by three competent validators comprising a lecturer, a teacher, and a health professional. Data were collected through validation questionnaires and analyzed using mean scores to determine validity categories based on established criteria. The results revealed that the test achieved an average total score of 3.24, falling into the valid category. The highest score was obtained in the alignment of test indicators with basic competencies (3.67, very valid), while aspects such as test identity, instructions, and standard language usage scored 3.00 (valid). These findings indicate that the developed instrument meets academic and pedagogical standards, making it suitable for use as an evaluation tool to measure students' Covid-19 mitigation literacy. Consequently, this test can be effectively integrated into classroom instruction to support evidence-based learning and strengthen student preparedness against non-natural disasters.
EFEKTIVITAS MODEL PEMBELAJARAN BERORIENTASI PADA PESERTA DIDIK (STUDENT ORIENTED) KEMAMPUAN LITERASI MITIGASI BENCANA COVID-19 Syahrial A; Chairunisyah Sahidu; Joni Rokhmat; Muhammad Zuhdi; Muhammad Taufik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51110

Abstract

The COVID-19 pandemic has highlighted the critical need for effective disaster mitigation literacy among students, yet awareness and adherence to health protocols remain inadequate despite available information. This study aims to evaluate the effectiveness of a student-oriented learning model in enhancing disaster mitigation literacy regarding COVID-19, focusing on virus transmission, mask usage, handwashing, and social distancing, while also assessing student responses. The research employed a 4D development model (Define, Design, Develop, Disseminate) and was conducted with Class X MIPA 1 students at SMAN 2 Mataram. Data were collected using pre-tests, post-tests, response questionnaires, and observation sheets, with knowledge improvement measured using the N-Gain score. Results showed that the student-oriented disaster mitigation literacy education was effective in significantly improving students’ knowledge of COVID-19 transmission and health protocol implementation, yielding an average N-Gain of 0.60 (moderate category). Furthermore, students responded positively to the learning process. These findings indicate that student-oriented literacy education can successfully enhance both knowledge and behavioral readiness toward health protocols in school settings during the pandemic.
Implementasi Model Pembelajaran TGT dan Media Quizizz untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas 3 di SDN 23 Ampenan Reta Yunita; Joni Rokhmat; A. Hegar Triapuri
YASIN Vol 3 No 5 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i5.1959

Abstract

This research is entitled: "Implementation of the TGT Learning Model and Quizizz Media to Improve Mathematics Learning Outcomes for Grade 3 Students at SDN 23 Ampenan". The aim of this research is to improve learning outcomes in mathematics lessons regarding angles through the Teams Games Tournaments type learning model for students in Class III SDN 23 Ampenan. The method used in this research is Action Research which consists of 2 (two) cycles, and each cycle consists of: Planning, Implementation, Observation and reflection. Based on the results of action research, the Teams Games Tournaments Type Learning Model can improve the Mathematics Learning Outcomes of Class III students at SDN 23 Ampenan. Furthermore, the researcher recommends: (1) Teachers who experience the same difficulties can apply the Teams Games Tournaments Type Learning Model to improve the Mathematics Learning Outcomes of Class III students. (2) In order to get maximum results, teachers are expected to better understand the Teams Games Tournaments Learning Model.
Implementasi Model Pembelajaran PBL untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas 1 SDN 23 Ampenan Agustina Komala Ningsih; Joni Rokhmat; Ade Hegar Triapuri
YASIN Vol 3 No 5 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i5.1960

Abstract

Mathematics is a branch of science that has an important role in the development of science and technology, both as a tool in the application of other fields of science and in the development of mathematics itself, where in the learning process there are many formulas, numbers and mathematical symbols. Mathematics is taught from elementary school age with the aim of training a person's thinking power, which makes them creative in solving problems, so that it can increase students' interest in learning. Based on the results of observations carried out at SDN 23 Ampenan, it was found that class I mathematics learning outcomes were very low under KKM and students lacked enthusiasm in the learning process. When learning is taking place there are still many students who do not pay attention to the teacher's explanation during learning because the teacher does not use a learning model and only uses a conventional model so that learning is teacher-centred. Thus, 80% of student learning outcomes are below the average or KKM and only 20% of students achieve the KKM score. Therefore, a learning model is needed that involves student activity during the learning process. Therefore, researchers took a problem based learning model to overcome this problem. This research is a type of classroom action research (PTK) because this research was conducted to observe or observe activities that were deliberately created and occurred in a class with an emphasis on perfecting or improving the learning process.
Pengaruh Model Guided Inquiry Learning terhadap Hasil Belajar Siswa di SMAN 1 Pringgarata Akbar, Mahzin Ali; Hikmawati, H.; Rokhmat, Joni
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 4 No. 2 (2020): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v4i2.142

Abstract

Tujuan penelitian ini adalah mengetahui pengaruh model Guided Inquiry Learning terhadap hasil belajar siswa SMA di SMAN 1 Pringgarata. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain penelitian yaitu pretest-postest control group design. Teknik cluster random sampling digunakan untuk menentukan sampel peneltian di mana, kelas X IPA 3 sebagai kelas eksperimen (21 siswa) yang dibelajarkan menggunakan model Guided Inquiry Learning dan kelas X IPA 2 sebagai kelas kontrol (20 siswa) yang dibelajarkan menggunakan pembelajaran langsung. Instrumen tes berupa pilihan ganda sebanyak 30 item soal digunakan untuk mengukur hasil belajar siswa yang diberikan sebelum dan sesudah pembelajaran. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest kelas eksperimen sebesar 30,10 dan kelas kontrol sebesar 33,20 sedangkan nilai rata-rata post-test kelas eksperimen sebesar 80,57 dan kelas kontrol sebesar 75,60. Hasil uji statistik menggunakan uji-t dengan taraf signifikan 5%, diperoleh hasil t-hitung sebesar (4,12) > t-tabel sebesar (2,02), sehingga H0 ditolak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Guided Inquiry Learning berpengaruh terhadap hasil belajar siswa SMA di SMAN 1  Pringgarata.The Effect of Guided Inquiry Learning Model on Student Learning Outcomes at SMAN 1 PringgarataAbstractThe purpose of this study was to determine the effect of the Guided Inquiry Learning model on high school students’ learning outcomes at SMAN 1 Pringgarata. The quasi-experimental research with pretest-posttest control group design was used on this study. The cluster random sampling technique was used to determine the research sample in which, Class X IPA 3 as an experimental class (21 students) were taught using the Guided Inquiry Learning model and Class X IPA 2 as a control class (20 students) that were learned using direct learning. The 30-item multiple choice test instrument was used to measure student learning outcomes given before and after learning. The results showed that the average value of the experimental class pretest was 30.10 and the control class was 33.20 while the post-test mean value of the experimental class was 80.57 and the control class was 75.60. The results of statistical tests using the t-test with a significance level of 5%, the results obtained t-test of (4.12)> t-table of (2.02), so that H0 is rejected. Based on the results of the study, it can be concluded that the Guided Inquiry Learning model effect on high school students’ learning outcomes at SMAN 1 Pringgarata.
Co-Authors 'Ardhuha, Jannatin A Wahab Jufri A Wahab Jufri A, Syahrial A. Hegar Triapuri A. Wahab Jufri A.A Sukarso A.Wahab Jupri AA Sukarso AA Sukarso Ade Hegar Triapuri Adenan Muktamar Afifah, Gusti Agil Al Idrus Agil Al Idrus, Agil Al Agus Abhi Purwoko Agus Abhi Purwoko Agus Muliadi Agus Ramdani Agus Ramdani Agus Ramdani Ramdani AGUS SETIAWAN Agustiawati, Dilla Agustina Komala Ningsih Agustina, Dede Lia Ahmad Busyairi, Ahmad Ahmad Harjono Ahmad Harjono Aini Nurul Aini, Rohmi Nurul Akbar, Lalu Muhamad Roviq Akbar, Mahzin Ali Al Jarwi, Muh. Arafatir Aliefmam Hakim Aliefman Hakim Amalissholeh, Nindy Ambarwati, Intan Anggi Nuria Rahmawati Anjani, Khairunnisa Sukma Ansumarwaty, Febiyanti Ariansani, Yunita Aris Doyan Aris Doyan Arum, Bq Puspita Asrin Asrin Asrorul Makmur Azizi Azizati, Baiq Septia Azmi Aziz Bachtiar Ardiansyah Baiq Julia Setyaningrum Bayani, Faizul Burhanuddin Casandra, Abelia Berliana Chairunisyah Sahidu Dadi Setiadi Damayanti, Isniwana Dede Rohama Earlyna Sinthia Dewi Edy Herianto Erin Ryantin Gunawan Fahrozi, Samsul Faridatul Helmi Fathiyyah, Alifka Jinan Fatina, Gina Harnum Faujian, Muh. Ferniawan Ferniawan Ferniawan Ferniawan, Ferniawan Fitri, Laelatul Fitria Rizki Mulya Fitrianingsi, Ayu Fuad Tamami G. Gunawan Gito Hadiprayitno Gito Hadiprayitno Gunawan Gunawan Gunawan Gunawan Gunawan Habiburrahman Habiburrahman, Habiburrahman Hairunnisyah Sahidu Hakim, Aliefmam Haqqi, Miftah Arinal Hasanah, Rabiatul Hasanah, Siti Idiatul Hidayat, X Zardht Alex Hidayatullah, Muhammad Thoriq Hikmawati Hikmawati . Hikmawati Hikmawati Hikmawati Hikmawati Hisbullah Als Mustofa Huraiza Mahmudah I Gde Mertha I Gde Mertha I Wayan Gunada Imam Al Anshori Islamiyati, Dian Istiarini, Yunita Iswari Pauzi Jagadraya, Rizki Jannatin 'Ardhuha Jannatin Ardhuha JANNATIN ARDHUHA, JANNATIN Jannatin ‘Ardhuha Jannatin ‘Ardhuha Jarwi, Muh. Arafatir Al Juliana, Darma Kazwani Revikasya, Afriza Kesipudin Kesipudin Kesipudin, Muhammad Khaerus Syahidi Kosim Kosim Kosim Kurniawan Arizona Kurniawati, Nia Rizki Laksono Trisnantoro Listantia, Nora Liswijaya liswijaya, liswijaya M. Sarjan, M. Maelan Azima Mahmudah, Huraiza Mahrus Mahrus Mahrus, Mahrus Mansyur, Farid Miqro’ Fajari Lathifah Muh. Makhrus Muh. Zaini Hasanul Muttaqin Muhammad Sarjan Muhammad Sarjan MUHAMMAD TAUFIK MUHAMMAD TAUFIK Muhammad Yamin Muhammad Zuhdi Muhammad Zuhdi Muhammad Zuhdi Mulawara, Lacitra MULIA RASYIDI Munib Munib, Munib Muntari Muntar Muntari Muntari Muntari Muntari Ni Luh Putu Pebri Artayani . Ni Nengah Sri Swathi Ni Nengah Sri Swathi Nengah Ni Nyoman Sri Putu Verawati NILAWATI Nina Nisrina Nirmala, Siska Ayu Nisa Chaerul Ummah Niseng, Zakee Nisrina, Nina Nora Paoliana Nurcahaya Nurmuhlisa Nurnabilah Nurnabilah, Nurnabilah Paoliana, Nora Permatasari, Galuh Purnama, Dunia Purnama, M. Syabani Pusaka, Semerdanta Putri Ayu Bunayya Putri, Hesti Diana Qothrunnada, Qothrunnada Rahmatin, Johana Aulina Ramdhani Sucilestari Rangga Alif Faresta Reta Yunita Revikasya, Afriza Kazwani Ria Hanipa Rina Martiana Rindu Rahmatiah Rizaludin, Rizaludin Roni Abdani Ronodirdjo, Muhammad Zuhdi Rosmaliati Saputra, Holis Angga Saputra, Ramdani Sari, Yulyatna Sarjan, M Satutik Rahayu Selvia Setyaningrum, Baiq Julia Siska Ayu Nirmala Sofiana Rahmiatun Hatmawati Sudirman Sudirman Sudirman Sudirman Sukardi Sukardi Sukarso, A A Sukarso, A. A. Sukarso, A.A Sukarso, Aa Sukarso, AA. Sutrio Syahrial A Syahrial Ayub Syahrial Ayub, Syahrial Syamsiar, Syamsiar Syamsuddin Syamsuddin Syamsuddin Syamsul Bahri Tanwiruddin, Tanwiruddin Teti Zubaidah Tirmizi, Ahmad Tri Kurniawan Triapuri, Ade Hegar Ulinnuha, Tibyana Viddy Mega Samudera Wahab Jufri Wahyudi WAHYUDI Wahyudi Wahyudi Wahyudi Wahyudi Waluyo, Untung Wildan Wildan Yulyatna Sari YUNITA ARIAN SANI ANWAR Yusran Khery Yusran Khery, Yusran