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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Mimbar PGSD Undiksha Jurnal Pendidikan Kewarganegaraan Undiksha Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Ilmu Sosial dan Humaniora Pedagogia: Jurnal Pendidikan Ngayah: Majalah Aplikasi IPTEKS International Research Journal of Management, IT & Social Sciences PAEDAGOGIA Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora Journal AL-MUDARRIS Etika Demokrasi Jurnal Ilmiah Pendidikan dan Pembelajaran WIDYA LAKSANA Journal of Education Action Research International Journal of Social Science and Business Journal on Education JISIP: Jurnal Ilmu Sosial dan Pendidikan Psychology, Evaluation, and Technology in Educational Research Academy of Education Journal Jurnal Ilmiah Pendidikan Citra Bakti JPDI (Jurnal Pendidikan Dasar Indonesia) CERMIN: Jurnal Penelitian Jurnal Ilmiah Profesi Pendidikan Jurnal Aplikasi dan Inovasi Iptek (JASINTEK) Jurnal Paedagogy Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan GANESHA CIVIC EDUCATION JOURNAL Jurnal Komunitas Yustisia Jurnal Adat dan Budaya Indonesia Jurnal Filsafat Indonesia Didaktika: Jurnal Kependidikan Realita : Jurnal Bimbingan dan Konseling Jurnal Pendidikan PKn Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Cokroaminoto Journal of Primary Education Dharmas Education Journal (DE_Journal) Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal of Basic Education Research International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Indonesian Journal of Educational Development (IJED) Education and Counseling Journal Padma Sari: Jurnal Ilmu Pendidikan Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Journal of Innovation and Research in Primary Education Jurnal Profesi Pendidikan (JPP) Literasi: Jurnal Pendidikan Guru Indonesia SocioEdu: Sociological Education ARMADA : Jurnal Penelitian Multidisiplin Jurnal Ilmu Hukum Sui Generis Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Strategi Pembelajaran Journal of Educational Studies Proceeding of the International Conference on Global Education and Learning Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pendidikan Citra Bakti JRTI (Jurnal Riset Tindakan Indonesia)
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Tren Penelitian Pembelajaran PPKn Berbasis Kearifan Lokal Bali: Analisis Sistematis terhadap Metodologi, Jenjang Pendidikan, dan Implikasinya terhadap Hasil Belajar Ni Luh Novita Deviana; Dewa Bagus Sanjaya; I Nengah Suastika
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 6 (2026): ARMADA : Jurnal Penelitian Multidisplin, Juni 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i6.2416

Abstract

Penelitian mengenai integrasi pembelajaran PPKn berbasis kearifan lokal Bali sudah banyak dilakukan. Namun belum ada penelitian yang bertujuan untuk memetakan tren mengenai pembelajaran PPKn berbasis kearifan lokal Bali. Penelitian ini bertujuan untuk melakukan analisis dan pemetaan mengenai integrasi pembelajaran PPKn berbasis kearifan lokal Bali. Penelitian ini merupakan penelitian kajian literatur sistematis dengan metode PRISMA. Tahapan penelitian dimulai dari penetapan pertanyaan penelitian, pengumpulan literatur selama 10 (sepuluh) tahun terakhir pada aplikasi Google Scholar, seleksi literatur berdasarkan kriteria inklusi dan ekslusi, analisis dan sintesis literatur yang terpilih untuk menjawab pertanyaan penelitian, penyajian data dalam bentuk deskriptif dan penarikan kesimpulan. Analisis data dilakukan secara deskriptif. Hasil penelitian menyatakan bahwa ; 1) kearifan lokal Bali yang dominan diintegrasikan dalam pembelajaran PPKn adalah Tri Kaya Parisudha, Tri Hita Karana dan Tat Twam Asi ; 2) jenis penelitian yang digunakan adalah dominan pada penelitian kuantitatif ; 3) penerapan pembelajaran PPKn berbasis kearifan lokal Bali dominan pada jenjang Sekolah Dasar (SD) dan 4) dampak dari penerapan pembelajaran PPKn berbasis kearifan lokal Bali adalah pada aspek kognitif dan afektif. Rekomendasi yang dapat disampaikan berkaitan dengan hasil penelitian tersebut adalah agar dilakukan eksplorasi lebih luas terhadap potensi kearifan lokal Bali yang cocok diintegrasikan dalam pembelajaran PPKn, pengembangan ragam penelitian berkaitan pembelajaran PPKn berbasis kearifan lokal dan analisis dampak secara holistik yaitu pada aspek kognitif, afektif dan psikomotor.
Reorientasi Praktik Progresif Berbasis Kecerdasan Buatan melalui Perspektif Filsafat Ilmu untuk Membangun Kesadaran Berkelanjutan: Reorienting Artificial Intelligence-Based Progressive Practices through the Perspective of Philosophy of Science to Build Sustainable Awareness Ni Luh Rista; Tu Ayu Rini Puspitasari; Desak Putu Parmiti; I Nyoman Jampel; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108118

Abstract

The increasingly complex environmental and social crises demand a renewed educational paradigm that integrates technology, pedagogy, and epistemological reflection. This study aims to map and analyze literature related to the integration of AI-based progressive practices, philosophy of science perspectives, and Education for Sustainable Development (ESD). The method used is a literature study employing a narrative literature review approach, drawing from journal articles, research reports, and recent academic publications. The findings indicate that the implementation of AI in progressive practices can enhance learning experiences through personalization, scientific exploration, and realistic simulations of environmental problems. Perspectives from the philosophy of science provide epistemological and axiological frameworks for understanding the concept of “sustainable knowledge,” particularly concerning information validity, scientific rationality, and ethical considerations in the use of technology. The literature mapping identifies three main themes: (1) the use of AI to strengthen student agency and problem-based learning; (2) the contribution of the philosophy of science in shaping how students construct knowledge about sustainability; and (3) implementation challenges related to technological bias, ethics, and digital access gaps. This review affirms that the integration of AI-supported progressive practices grounded in the philosophy of science has the potential to serve as a conceptual model for advancing sustainable education in Indonesia
Kecerdasan Emosional Berbasis Filsafat Humanisme dalam Praktik Pendidikan Modern: Emotional Intelligence Based on Humanist Philosophy in Modern Educational Practice Ni Putu Sudayanti; I Nyoman Jampel; Desak Putu Parmiti; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108581

Abstract

This article examines the integration of emotional intelligence with the principles of humanistic philosophy as a comprehensive approach in modern educational practice. The background of this study is rooted in the demands of 21st-century education, which emphasize not only cognitive abilities but also social-emotional competencies that shape learners’ character and humanity. The purpose of this study is to describe the nature of emotional intelligence, elaborate the principles of humanism in education, and analyze the conceptual relationship between the two as a foundation for developing more humanistic and learner-centered learning approaches. This study employs a literature review method, drawing on various up-to-date sources relevant to humanism, educational psychology, and emotional intelligence. The findings indicate that emotional intelligence plays a significant role in fostering self-regulation, empathy, and learners’ interpersonal skills, while humanistic philosophy provides ethical and pedagogical foundations that emphasize respect for human dignity, freedom, and potential. The integration of these two perspectives results in an educational model that positions learners as active, autonomous subjects who develop holistically. In instructional practice, this integration can be implemented through the strengthening of emotionally safe learning environments, self-reflective practices, positive interpersonal relationships, collaborative learning, and teachers’ emotional role modeling. In conclusion, humanism-based emotional intelligence is highly urgent in modern education, as it effectively addresses challenges related to character development, emotional maturity, and the quality of social relationships in learning. This article offers both a conceptual foundation and practical direction for educators in developing a more humanistic, inclusive, and contemporary learning ecosystem.
Rekonstruksi Pendidikan Berbasis Dialog: Tinjauan Filosofis terhadap Proses Pemahaman dan Dialektika Pengetahuan: Dialogue-Based Reconstruction of Education: A Philosophical Review of the Process of Understanding and the Dialectics of Knowledge Lalu Alvin Maulana Sajili; Desak Putu Parmiti; I Nyoman Jampel; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108918

Abstract

Modern education is often trapped in a monologic communication pattern that positions students as passive objects, a phenomenon that stifles critical thinking and creativity. This article aims to reconstruct the foundations of pedagogy through a dialogue-based educational approach by integrating three main philosophical pillars: Socratic Dialogue, Hermeneutics, and Dialectics. This research uses a literature study method with a qualitative approach. Socratic Dialogue is used to stimulate inquiry through the art of asking questions; Hermeneutics is used to deepen the process of interpretation and understanding of meaning; while Dialectics is used as a means to achieve knowledge synthesis through conflicting ideas. The results of the study show that the integration of these three pillars can shift the learning paradigm from mere information transfer to a collaborative truth-seeking process. This article concludes that interactive discussion is not merely a methodological choice, but an existential necessity to humanize students and revive the spirit of education as an effort to cultivate intellectual intelligence.
Fostering Students’ Tolerance in Civic Education: An Experimental Study of Value Clarification Technique Assisted by Picture Cards Made Intan Permani; Dewa Bagus Sanjaya; I Nengah Suastika
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20346

Abstract

This study aims to examine the effect of the Value Clarification Technique (VCT) assisted by picture cards on enhancing students’ tolerance attitudes in Civic Education. The study employed a quasi-experimental method using a pretest–posttest control group design. The participants consisted of 60 fifth-grade students from a public elementary school in Bali, Indonesia, who were divided into an experimental group and a control group. The experimental group received instruction using the Value Clarification Technique assisted by picture cards, while the control group received conventional instruction. The instrument used in this study was a 20-item Likert-scale questionnaire designed to measure students’ tolerance attitudes. Data were analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-test, and independent-samples t-test. The results showed that students in the experimental group achieved a higher posttest mean score (M = 86.43) compared with those in the control group (M = 75.87). The independent-samples t-test revealed a statistically significant difference between the two groups, t(58) = 3.884, p < 0.001, with a large effect size (Cohen’s d = 1.00). These findings indicate that the implementation of the Value Clarification Technique assisted by picture cards had a significant effect on improving students’ tolerance attitudes. The integration of reflective learning through the Value Clarification Technique and visual support through picture cards enabled students to understand and internalize tolerance values more meaningfully during classroom interactions.
Problem Based Learning (PBL) Model to Improve Student Learning Outcomes in Pancasila Education Subjects Ni Kadek Ayulina Agustini; Dewa Bagus Sanjaya; I Nengah Suastika
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.99289

Abstract

The learning process that is less enjoyable causes low student learning outcomes, so that students quickly feel bored, and many students experience difficulties in learning Pancasila Education. This study aims to improve the learning outcomes (subject content of Pancasila Education) of fifth-grade elementary school students by applying the Problem-Based Learning model. The subjects of the study were 27 fifth-grade elementary school students. The data collection method used test and non-test methods in the form of observation and student learning outcome tests. The data analysis method used in this study is a quantitative analysis method. The analysis technique used is descriptive statistics for student learning outcome data. The results of the study showed that the average class percentage obtained in cycle I was 68.6%, and classical completeness was 44.4%. In cycle II, there was an increase in learning outcomes, where the average class percentage obtained was 90.1% with a moderate category, and students' classical learning completeness reached 85.2%. Thus, it can be concluded that the application of the Problem-Based Learning model can improve student learning outcomes in the Pancasila Education subject. This study implies that it can stimulate and develop students' thinking skills continuously. Students actively participate in exploring information so that the learning they do is more meaningful.
FILSAFAT PENDIDIKAN DAN EVALUASI LITERASI MEMBACA SISWA MELALUI PROGRAM READING CAMP DI SD GMIT TEPAS Dessy Daniel; Desak Putu Parmiti; Dewa Bagus Sanjaya; I Nyoman Jampel
PRASI Vol. 21 No. 02 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/prasi.v21i02.109086

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi filsafat pendidikan konstruktivisme dan  progresivisme dalam meningkatkan kemampuan literasi membaca siswa di SD GMIT Tepas melalui program Reading Camp. Studi deskriptif analitik ini menggunakan data Rapor Pendidikan tahun 2025 dan evaluasi program dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa program Reading Camp berbasis prinsip progresivisme efektif meningkatkan literasi membaca siswa dengan capaian 100% peserta didik mencapai kompetensi minimum dan 76,92% peserta didik mencapai kompetensi di atas minimum. Penerapan filosofi pendidikan yang menekankan pengalaman belajar aktif, pembelajaran berbasis minat siswa, dan keterlibatan kritis dalam membaca teks informatif dan sastra membuktikan relevansi paradigma konstruktivisme dan progresivisme dalam praktik pendidikan literasi kontemporer. Analisis terhadap sub-kompetensi menunjukkan peningkatan signifikan pada kemampuan membaca teks informasi (92,15%), meskipun terdapat penurunan pada kompetensi membaca sastra (86,86%), yang mengindikasikan perlunya strategi diferensiasi pembelajaran. Implikasi penelitian ini mendukung pentingnya fondasi filosofis dalam mendesain program literasi yang inklusif, bermakna, dan berorientasi pada pengembangan kemampuan berpikir kritis siswa. Temuan ini relevan bagi pengembang kurikulum, kepala sekolah, dan guru dalam mengintegrasikan filsafat pendidikan ke dalam praktik pembelajaran literasi di tingkat sekolah dasar.
Keberagaman Sosial sebagai Fondasi Karakter dan Toleransi Siswa Sekolah Dasar I Ketut Satria Ardana; Dewa Bagus Sanjaya; I Nengah Suastika
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5595

Abstract

Social diversity is an inherent characteristic of the elementary school environment and has significant potential as a foundation for fostering students' character development and tolerance. This article aims to systematically examine research findings on the role of social diversity in elementary schools in promoting students' character and tolerance. The study employed a qualitative literature review using content analysis. The literature search was conducted through Google Scholar, ERIC, and Scopus databases using the keywords social diversity, elementary school, character education, tolerance, keberagaman sosial, sekolah dasar, and pendidikan karakter. The included sources consisted of peer-reviewed journal articles and books published between 2021 and 2026 in both Indonesian and English, focusing on social diversity in elementary school settings and available in full text. Irrelevant, duplicate, and non-peer-reviewed publications were excluded from the analysis. The review revealed that social diversity in elementary schools encompasses differences in religion, ethnicity, culture, language, socioeconomic background, gender, and individual characteristics. The synthesis of the selected studies indicates that social diversity contributes to strengthening students' character by fostering tolerance, empathy, cooperation, responsibility, social awareness, and mutual respect. The development of tolerance is facilitated through inclusive social interactions, collaborative learning, multicultural value habituation, and teachers' role modeling in creating a learning environment that respects diversity. The findings highlight that social diversity is not merely a reality of elementary education but also serves as a fundamental basis for developing inclusive educational practices that support students' character development.
IMPLEMENTASI KONSEP TRI HITA KARANA DALAM PENDIDIKAN MULTIKULTURAL PADA PEMBELAJARAN IPS SD I Ketut Manik Asta Jaya; Dewa Bagus Sanjaya; I Wayan Lasmawan
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3408

Abstract

The integration of local wisdom into learning has become essential in 21st-century education. This study aims to construct a theoretical argument regarding the alignment between the Tri Hita Karana philosophy and the goals of multicultural education, as well as to formulate a conceptual model that can serve as a reference for educators in creating transformative social studies learning with a diversity perspective. This research employs a narrative review method. Its three main pillars Parahyangan, Pawongan, and Palemahan create a layered framework that builds multicultural awareness starting from a spiritual foundation, manifested in social practice, and extended to the ecological realm. The synergy of these three dimensions produces a multicultural education approach that is not only cognitive but also transformative, shaping students’ character to appreciate diversity across a complete spectrum. It is concluded that implementing the Tri Hita Karana concept in elementary school social studies learning offers a comprehensive and transformative paradigm for multicultural education.
Developing a Steam and Tri Hita Karana Comic to Improve Fifth-Grade Elementary School Students' Science Literacy Nengah Kadek Selamet; I Gede Margunayasa; Dewa Bagus Sanjaya
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v9i1.5250

Abstract

The current problems are low student science literacy and fading cultural values. This research aims to develop learning media in the form of STEAM-infused comics containing Tri Hita Karana values to improve the science literacy of fifth-grade students on the ecosystem harmony material at SD Negeri 6 Penatih. Developmental research method using the ADDIE model. Data collection instruments used questionnaires to test validity, practicality, and effectiveness. The research results show that this comic meets excellent criteria, as evidenced by the validation results from content experts, media experts, design expert, and language experts. The practicality test conducted by teachers showed very satisfactory results with a percentage of 98%. The practicality test results for students obtained a percentage of 94.51%, indicating that this comic is very practical and well-received by students. The effectiveness test results thru pretest and posttest showed a significant improvement in students' science literacy with a significance value (p < 0.001) and a high effect size (Cohen's d = 3.208). In conclusion, STEAM-loaded comics and Tri Hita Karana are effective in improving the science literacy of fifth-grade elementary school students. The implications are positive, such as increased student interest in science thru culturally relevant approaches, as well as potential long-term impacts in the form of improved science literacy. The novelty of this research lies in the integration of steam and Balinese local wisdom with the help of sophisticated AR so that the media becomes more contextual, real, interesting, and students' literacy increases.
Co-Authors ., Ni Made Purnamita Sari Adi Winata, I Made Oka Aiman, Ummu Amin, Jumiati Anak Agung Gede Sugianthara Anak Agung Sagung Dewi Cahya Ningrat Anantasya, Yohana Agnes Dewi Andi Wapa Anggariyana, I Kade Angriyani, Ni Nyoman Yusi Apeles Lexi Lonto, Apeles Lexi Arifin arisandhi, Pipit Arthaningsih, Ni Kadek Juni Assifa Qalina Bertolomeus Belang Cahyadi, I Made Riyan Christine Indahwati Dakhi, Risti Tiarna Putri Desak Made Dwipayani Desak Putu Parmiti Desak Putu Parmiti Desak Putu Parmiti Dessy Daniel Dewa Ayu Puteri Handayani Dewa Ayu Puteri Handayani Dewa Nyoman Sudana Dewantara, Putu Mas Dewi Fortuna Aldriyanti Dewi, I Gusti Agung Ayu Kirana Diah Puspitasari, Anak Agung Dina Fitri Rahayu Dinata, I Putu Agus Hendra Divayanti, Ni Putu Nilam Emanuel Deon Emanuel Deon Evayani, Kadek Dwi Fajriani, Anida Firstia Wirabrata, Dewa Gede Fransiskus Aknar Gamu Gede Yudiarta Wiguna Gusti Ayu Sri Mahartini Gusti Ayu Sri Martini . hanifah hanifah Hanifah Hanifah Hasyda, Suryadin Hidayat Hidayat I Dewa Ketut Indra Mahendra I Dewa Putu Surya Wardana I Gede Astawan I Gede Margunayasa I Gede Wahyu Suwela Antara I Gusti Ayu Kade Wulandari I Gusti Ayu Priyanthi Pratiwi Ayu Priyanthi Pratiwi I Gusti Ketut Arya Sunu I Gusti Ngurah Kade Mudiana I Kade Anggariyana I Kadek Sukadana Putra I Ketut Gading I Ketut Manik Asta Jaya I Ketut Satria Ardana I Ketut Sudita I Made Candiasa I Made Darmada I Made Dimas Arta Wiguna I Made Riyan Cahyadi I Made Suwamba I Made Yudana I Made Yudi Candra Negara I Negah Suastika I Negah Suastika I Nengah Suandi I Nengah Suastika I Nengah Suastika I Nengah Suastika³ I Nyoman Jampel I Nyoman Jampel I Nyoman Sudianta I Nyoman Sudianta I Nyoman Widi Gita Kesawa I Putu Windu Mertha Sujana i w. heru sanjaya I Wayan Indra Wirawan I Wayan Kertih I Wayan Landrawan I Wayan Lasmana I Wayan Lasmawan I Wayan Pardi I Wayan Suastra I Wayan Widiana I Wayan Wita Ida Ayu Agung Kriszika Putri . Ida Ayu Gede Mirah Saskarayani Ida Ayu Putu Yuni Pramita Dewi Ida Bagus Indra Bhaskara Ida Bagus Indra Bhaskara Ida Bagus Putrayasa Ifyani, Naila Indah Lestari Indra Wirawan, I Wayan Ira Octaviyani . Jamaah Jamaah Julhidayat Muhsam Kadek Gesa Ananda Jati Utama Kadek Gesa Ananda Jati Utama Kadek Widiantika Kalalo, Griszelda E. Kesawa, I Nyoman Widi Gita Ketut Lia Padma Dewi Ketut Suma Ketut Susiani Ketut Susiani Komang Febrinayanti Dantes Komang Sri Wahyun Krismapera Kusuma, Putu Riski Ananda Lalu Alvin Maulana Sajili Laulita, Ulfa Ledwina Ajung Ledwina Ajung Lesta Pradika, Putu Listyani, Ni Putu Diana Liyana Pranita Sari Luh Putu Yudha Budiarti M.Si Drs. Ketut Sudiatmaka . Made Intan Permani Made Sugi Hartono Mahendra, I Dewa Ketut Indra Maulida , Rosalina Meidiani, Ni Made Misrini Moch. Toha Syamsul Arifin Moch. Toha Syamsul Arifin Monika, Ketut Ayu Lola Mudiana, I Gusti Ngurah Kade Muhammad Romli dan Suprihatin Andes Ismayana Mukarramah Mukarramah Mukarramah Mukarramah, Mukarramah Muliani, Putu Lia Mursalin, Muhammad Musdalifah Syahrir Mustakim Mustakim Nengah Arnawa Nengah Kadek Selamet Nengah Suastika Nengah Suastika, I Nengah Swastika Nengah Swastika Ni Kadek Arthiwi Wijayanti Ni Kadek Ayulina Agustini Ni Kadek Dwi Pramita Ni Kadek Rahayu Sukadani Ni Ketut Sari Adnyani Ni Ketut Sari Adnyani, S.Pd., M.Hum. . Ni Luh Made Ari Krisna Yanti Ni Luh Made Sriariani Ni Luh Novita Deviana Ni Luh Rista Ni Made Ari Dwijayanti Ni Made Purnamita Sari Ni Made Purnamita Sari . Ni Made Swasti Wulanyani Ni Made Widya Sari Ni Nyoman Asri Sidaryanti Ni Nyoman Ayu Yuliastri Ni Nyoman Satriani Ni Nyoman Sri Arianti Ni Nyoman Suantini Ni Nyoman Sulandhari Dewi Ni Nyoman Yusi Angriyani Ni Putu Adi Utami Ni Putu Ratna Febriani Ni Putu Sudayanti Ni Putu Suparmini Ni Rai Tikayani Ni Wayan Arini Ni Wayan Meilyana Ari Savitri Ni Wayan Nik Sri Artini Nice Maylani Asril Nopiani, Putu Nuris Hidayat Nyoman Maesha Bramanda Pramana, Gede Bayu Byana Pramaputra, I Gusti Agung Ngurah Satria Dwi Pratiwi, I Gusti Ayu Priyanthi Pratiwi Ayu Priyanthi Pratiyaksi, Ni Made Diantari Purwanti, Camelia Istiqomah Puspa Putri, Sagung Manik Putra, I Kadek Agus Juniartana Putra, I Komang Tri Mega Rastika Putu Adinda Aneira Adnyana Putri Putu Agus Ariana Putu Desika Suryantini Putri Putu Dian Handayani Putu Indah Sintya Dewi Putu Lesta Pradika Putu Nopiani Putu Yuni Pramita Dewi, Ida Ayu Ratna Artha Windari Ratna Febriani, Ni Putu Ricky Simarmata Rizki Maulana, Rizki Romi Mesra Rosyidah, Ferdiana Rukmana, Gede Weda Ruth Sriana Umbase Sadeva, Tia Aulia Putri Sari, Liyana Pranita Sari, Ni Made Purnamita Sari, Ni Made Widya Satriawan, Komang Deta Ary Saverinus Darmin Saverinus Darmin Sharah Adriani Jafar Sidariyanti, Ni Nyoman Asri Sinta Ainayah Putri1 Sinta Ainayah Putri1 Sipayung, Marisa Yolan Br Siswanto Bukit Siswanto Bukit Suantara, Kadek Agus Suarnadi, Ketut Sukadi Sukadi . Sukadi . Surata, I Nyoman Surya Novalina Panjaitan Sustika , I Nengah Swastika, Nengah Syafruddin Syafruddin Syudirman, Syudirman Titi Chandrawati Tu Ayu Rini Puspitasari Venny Rika Venny Rika Viriya, Arrya Karuna Wahyu Aolia Wahyu Aolia Wahyudi, Ni Putu Putri Audi Vebi Widyaningsih, Ni Wayan Wirabrata, Dewa Gede Firstia Wua, Telly D. Wulandari, I Gusti Ayu Kade Yanti , Putu Dea Anggita Ya’kub Ya’kub Yohana Fatima Hibur Yohana Fatima Hibur