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All Journal International Journal of Evaluation and Research in Education (IJERE) JIEM (Journal of Islamic Education Management) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Indonesian Journal of Islamic Educational Management IQRO: Journal of Islamic Education Journal on Education Ibtida'i : Jurnal Kependidikan Dasar Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam Studia Manageria: Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan dan Kebudayaan Tsaqofah: Jurnal Agama dan Budaya IJGIE (International Journal of Graduate of Islamic Education) Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Formosa Journal of Social Sciences (FJSS) Al-Manahij : Jurnal Kajian Hukum Islam Jurnal Pendidikan Dasar dan Sosial Humaniora Formosa Journal of Sustainable Research (FJSR) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Proceeding Of International Conference On Education, Society And Humanity Jurnal Ragam Pengabdian
Supardi, Supardi
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic Juhji Juhji; Encep Syarifudin; Supardi Supardi; Paiman Paiman; Dina Indriana; Sutanto Sutanto; Irma Yunita Ruhiawati; Ima Rahmawati
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24510

Abstract

Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.
KEPEMIMPINAN PENDIDIKAN DI SEKOLAH/MADRASAH Iwan Setiawan; Supardi
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 1 No. 1 (2023): MARET 2023
Publisher : Media Inovasi Pendidikan dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kepemimpinan pendidikan merupakan kemampuan untuk mempengaruhi, mengkoordinir, dan menggerakkan orang-orang lain yang ada hubungannya dengan pelaksanaan dan pengembangan pendidikan agar dapat dicapai tujuan pendidikan atau sekolah secara efektif dan efisien. Agar tujuan sekolah dapat dicapai secara efektif dan efisien dibutuhkan kepemimpinan kepala sekolah yang efektif. Ada tujuh karekateristik kepemimpinan kepala sekolah efektif: (1) memiliki visi yang jelas, (2) memiliki harapan tinggi terhadap prestasi ; (3) memprogramkan dan memberikan umpan balik yang positif dan konstruktif , (4) mendorong pemanfaatan waktu secara efisien, (5) mendayagunakan berbagai sumber belajar, (6), memantau kemajuan peserta didik baik secara individual maupun kelompok, (7), melakukan evaluasi dan perbaikan secara berkesinambungan.
Improving School Images Through Education Marketing Management Sari, Aidah; Supardi, Supardi; Juhji, Juhji
JIEM (Journal of Islamic Education Management) Vol 4, No 1 (2020): MANAJEMEN PENDIDIKAN ISLAM
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/jiem.v4i1.6823

Abstract

Penelitian ini bertujuan untuk mengetahui 1) Perencanaan pemasaran pendidikan 2) Pelaksanaan pemasaran pendidikan 3) Pengendalian pemasaran pendidikan 4) Faktor pendukung dan penghambat implementasi manajemen pemasaran pendidikan 5) solusi mengatasi hambatan implementasi manajemen pemasaran pendidikan (6) citra sekolah sebelum implementasi manajemen pemasaran pendidikan (7) peningkatan citra sekolah setelah implementasi manajemen pemasaran pendidikan. Penelitian ini menggunakan pendekatan kualitatif Studi kasus dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumen. Instrumen penelitian yang digunakan dalam penelitian ini adalah pedoman observasi, pedoman wawancara dan dokumentasi. Analisis data melalui pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini adalah proses implementasi manajemen pemasaran pendidikan, faktor pendukung dan faktor penghambat, solusi dalam mengatasi hambatan, citra sekolah sebelum implementasi manajemen pemasaran dan citra sekolah setelah implementasi manajemen pemasaran pendidikan. Kata kunci: Manajemen, Pemasaran pendidikan, Citra Sekolah. ABSTRACTThis study aims to find out 1) Educational marketing planning 2) Implementation of education marketing 3) Control of education marketing 4) Supporting and inhibiting factors in the implementation of education marketing management 5) solutions to overcome obstacles in the implementation of marketingmanagement (6) school image before the implementation of education marketing management.7)improvement of school image after the implementation of education marketing management. This research uses a qualitative case study approach with data collection techniques through observation, interviews, and document studies. The research instruments used in this study were observation guidelines, interview guidelines and documentation.Data analysis through data collection, data reduction, data presentation, and drawing conclusions. The results of this study are the process of implementing education marketing management, supporting factors and inhibiting factors, solutions to overcome obstacles, the image of the school before the implementation of marketing management and the image of the school after the implementation of education marketing management.Keyword: Management, education marketing, school image.
Analisis dan Implementasi Kebijakan Pembinaan Karakter Islami di Sekolah Islam Terpadu Supardi; Anis Fauzi; Ahmad Jubaedi; Agus Novi Wahyudi
IQRO: Journal of Islamic Education Vol. 8 No. 2 (2025): AGUSTUS 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i2.7328

Abstract

Penelitian ini mengkaji implementasi kebijakan pembinaan karakter Islami di Sekolah Islam Terpadu yang menjadi alternatif pendidikan bagi masyarakat muslim di tengah tantangan degradasi moral akibat globalisasi. Tujuan penelitian adalah menganalisis proses perumusan kebijakan, mendeskripsikan implementasi kebijakan, mengidentifikasi faktor pendukung dan penghambat, serta menganalisis dampak implementasi kebijakan pembinaan karakter Islami. Metode penelitian menggunakan pendekatan kualitatif dengan jenis library research, menganalisis dokumen kebijakan Sekolah Islam Terpadu, buku pedoman, dan hasil penelitian terdahulu melalui teknik content analysis. Hasil penelitian menunjukkan kebijakan dirumuskan melalui tahapan analisis kebutuhan, penyusunan standar karakter berdasarkan konsep muwashafat, perumusan program, dan penetapan kebijakan. Implementasi dilakukan melalui integrasi nilai Islam dalam pembelajaran, pembiasaan ibadah, program mentoring, pelibatan orangtua, dan pengembangan budaya sekolah Islami. Faktor pendukung meliputi komitmen pimpinan, kualifikasi guru, dukungan orangtua, dan standar dari JSIT, sementara faktor penghambat mencakup keterbatasan waktu, pengaruh media, inkonsistensi pembinaan di rumah, dan keterbatasan instrumen evaluasi. Implementasi kebijakan berdampak pada peningkatan kesadaran beribadah, perbaikan akhlak, peningkatan prestasi akademik, dan penguatan identitas keislaman. Penelitian ini memiliki keterbatasan pada pendekatan library research yang kurang menggambarkan dinamika implementasi kebijakan di lapangan secara langsung dan belum mengukur efektivitas secara kuantitatif. Penelitian selanjutnya disarankan menggunakan pendekatan mixed methods dengan observasi lapangan dan studi longitudinal untuk menganalisis dampak jangka panjang serta mengembangkan instrumen evaluasi karakter Islami yang terstandar.
Menerapkan Prinsip Komunikasi Terapeutik dalam Supervisi Pendidikan untuk Menciptakan Lingkungan Kerja yang Positif Syifa Fauziah El Abida; Ahmad Jubaedi; Agus Gunawan; Supardi
IQRO: Journal of Islamic Education Vol. 8 No. 2 (2025): AGUSTUS 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i2.8329

Abstract

Supervisi pendidikan di Indonesia masih didominasi oleh pendekatan inspektif-evaluatif yang menimbulkan tekanan psikologis pada guru dan menghambat pengembangan profesional berkelanjutan. Penelitian ini bertujuan menganalisis penerapan prinsip komunikasi terapeutik dalam supervisi pendidikan dan dampaknya terhadap terciptanya lingkungan kerja yang positif. Metode penelitian menggunakan pendekatan kualitatif dengan studi pustaka melalui kajian sistematis terhadap literatur akademik yang dipublikasikan tahun 2021-2025 untuk artikel dan buku-buku di 10 tahun terakhir yang diperoleh dari berbagai basis data seperti Google Scholar, ERIC, ProQuest, dan portal jurnal nasional terakreditasi. Analisis data dilakukan dengan teknik content analysis tematik untuk mengidentifikasi, mengkategorisasi, dan mensintesis tema-tema utama terkait komunikasi terapeutik dalam supervisi. Hasil penelitian mengidentifikasi lima prinsip inti komunikasi terapeutik yang dapat dioperasionalisasikan dalam tahapan supervisi klinis: empati, mendengarkan aktif, kejujuran terapeutik, penerimaan tanpa syarat, dan konkretisasi masalah. Penelitian menemukan tiga mekanisme psikologis bagaimana komunikasi terapeutik memfasilitasi psychological safety: pengurangan ancaman perseptual, pembangunan kepercayaan interpersonal, dan normalisasi kegagalan sebagai pembelajaran. Temuan menunjukkan bahwa komunikasi terapeutik mentransformasi dinamika supervisi dari hierarkis-defensif menjadi kolaboratif-konstruktif, dengan supervisor mampu memberikan feedback jujur namun tetap supportive melalui diferensiasi evaluasi perilaku dari evaluasi personal. Faktor pendukung implementasi meliputi kompetensi emotional intelligence supervisor, alokasi waktu memadai, dan budaya organisasi yang developmental, sementara hambatan utama adalah beban kerja berlebihan, keterbatasan kompetensi komunikasi, dan budaya hierarkis. Penelitian ini berkontribusi pada pengembangan model supervisi komunikatif-terapeutik yang mengintegrasikan person-centered theory dengan clinical supervision cycle, memperkaya literatur supervisi pendidikan dengan dimensi humanistik dari disiplin psikologi konseling, serta menawarkan kerangka operasional untuk transformasi praktik supervisi menuju pendekatan yang lebih humanis dan berorientasi pengembangan profesional berkelanjutan.
SCOPE AND APPROACH TO SUPERVISION IN THE WORLD OF EDUCATION Ahmad Idris; Arif Faqih Firdaus; Asep Marfu; Supardi Supardi; Agus Gunawan
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1004

Abstract

Education is a process that occurs between students and teachers, has a very crucial function and acts as a valuable resource in human life. To achieve a higher quality of education. it requires teaching staff who have high skills and levels of professionalism in their respective fields. In general, aspects of educational supervision are divided into two main categories, namely academic supervision and administrative supervision. Academic supervision is related to development efforts aimed at improving the quality of teaching in the classroom, with a primary focus on teacher behavior while teaching and the interactions that occur during the educational process. This study aims to understand the scope and methods applied in educational supervision. The methodology used in this study is qualitative research. This type of research is a literature study that aims to collect information from various books or existing sources. It can be said that the scope of supervision is in the fields of student affairs, infrastructure, administration, student affairs, and also in the field of finance. Then the approach used by the supervisor is a direct approach, an indirect approach. and a collaborative approach between the direct and indirect approaches. With a deep understanding of the scope and methods of supervision in educational institutions, institutions can be directed to achieve better educational goals.
SUPERVISI MODEL PENGEMBANGAN Jaja Abdul Jabar; Agus Novi Wahyudin; Supardi Supardi; Agus Gunawan
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 2 (2026): Vol. 6 No. 2 Edisi Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i2.4449

Abstract

Supervisi pendidikan merupakan salah satu komponen penting dalam manajemen pendidikan yang berperan strategis dalam meningkatkan profesionalisme guru dan mutu pembelajaran. Perkembangan paradigma supervisi menunjukkan adanya pergeseran dari pendekatan pengawasan administratif menuju pendekatan pembinaan profesional yang bersifat kolaboratif dan berkelanjutan. Salah satu pendekatan yang relevan dengan tuntutan tersebut adalah supervisi model pengembangan. Penelitian ini bertujuan untuk mengkaji konsep, prinsip, peran supervisor, serta implementasi supervisi model pengembangan dalam konteks pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan. Data diperoleh dari buku ajar manajemen dan supervisi pendidikan yang diterbitkan pada rentang tahun 2020–2025 serta artikel jurnal nasional bereputasi yang terindeks SINTA 2 dan SINTA 3 pada periode 2023–2025. Teknik pengumpulan data dilakukan melalui dokumentasi dan penelusuran literatur, sedangkan analisis data menggunakan analisis isi. Hasil kajian menunjukkan bahwa supervisi model pengembangan menekankan prinsip humanistik, kolaboratif, reflektif, dan berkelanjutan, dengan supervisor berperan sebagai fasilitator, pembimbing, dan mitra profesional bagi guru. Implementasi supervisi model pengembangan yang dilakukan secara sistematis dan berkesinambungan berpotensi meningkatkan profesionalisme guru, kualitas pembelajaran, serta mutu pendidikan secara keseluruhan. Oleh karena itu, supervisi model pengembangan dapat dijadikan sebagai strategi efektif dalam upaya peningkatan kualitas pendidikan di sekolah.
CONCEPTUALIZING AI-SUPPORTED EDUCATIONAL LEADERSHIP: A SYSTEMATIC LITERATURE REVIEW AND QUALITATIVE META-SYNTHESIS Juhji Juhji; Teguh Fachmi; Supardi Supardi; Irfan Abbas
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of Artificial Intelligence (AI) has transformed educational leadership practices by improving decision-making, organizational governance, teacher professional development, and institutional transformation. Despite the significant increase in publications on AI in education, existing studies remain fragmented, generally discussing AI from separate perspectives, such as digital leadership, AI governance, teacher readiness, prompt literacy, and technology adoption. This study aims to synthesize research developments on AI-Supported Educational Leadership, identify key themes, uncover research gaps, and formulate an integrated conceptualization as a foundation for developing educational leadership theory and practice in the era of artificial intelligence. This study employed a Systematic Literature Review (SLR) approach, combined with qualitative meta-synthesis, following the PRISMA 2020 guidelines. A literature search was conducted through the Scopus database using keywords related to Artificial Intelligence and Educational Leadership. Articles were selected based on predetermined inclusion and exclusion criteria and analyzed using open coding, axial coding, and selective coding to produce a thematic and conceptual synthesis. The synthesis identified five main themes: strategic digital leadership, ethical AI governance, teacher readiness for AI, human-AI collaborative leadership, and strategic transformation of educational organizations. These five themes interact to form a conceptualization of AI-Supported Educational Leadership, which views AI as an organizational capability to strengthen leadership, organizational learning, institutional innovation, and the sustainability of educational performance. This study reveals that the existing literature remains dominated by the technology adoption perspective and has not fully explained the organizational mechanisms linking AI to the effectiveness of educational leadership. AI-Supported Educational Leadership is a leadership paradigm that integrates strategic leadership, responsible AI governance, teacher capacity development, organizational learning, and human-AI collaboration to support sustainable educational transformation. This perspective expands the concept of digital leadership by positioning AI as part of an organizational capability rather than merely an enabling technology. This study offers a conceptual synthesis that integrates various dimensions of leadership, organization, and artificial intelligence to conceptualize AI-Supported Educational Leadership. This conceptualization makes theoretical contributions to the development of the educational leadership literature while offering empirical research directions and strategic recommendations for educational leaders and policymakers to implement AI effectively, ethically, and sustainably.
THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN E-LEARNING-BASED LEARNING TO DEVELOP SOCIAL TOLERANCE AND SOCIAL EMPATHY ATTITUDES IN HIGH SCHOOL STUDENTS Anis Fuad; Ilzamuddin Ma'mur; Supardi; Wasehudin; Fitri Hilmiyati
Geneologi PAI: Jurnal Pendidikan Agama Islam Vol 13 No 1 (2026): Juni 2026
Publisher : Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/geneologipai.v13i1.12912

Abstract

In Indonesia, which is rich in cultural, ethnic, and religious diversity, education plays an important role in building tolerance among the younger generation.  In this context, Islamic religious education has a great responsibility not only to teach religious values, but also to instill an attitude of mutual respect and appreciation of differences among students. The purpose of this study is to find out the role of Islamic Religious Education teachers in developing social tolerance and social empathy attitudes in high school students at SMAN 1 Pontang and SMAN 1 Tirtayasa. This research uses a qualitative approach, which is a research approach that aims to understand social phenomena in depth and holistically through a descriptive data collection process. The results of this study are that the first implementation of PAI learning at SMAN 1 Pontang and SMAN 1 Tirtayasa has gone well, but it is not optimal in instilling the value of tolerance and social empathy. PAI teachers have tried to instill these values through lectures, discussions, real examples, and examples, but learning still focuses on the knowledge aspect. Second, the attitude of social tolerance of students in both schools shows a fairly good tendency, as seen from their ability to respect differences, work together in groups, and maintain harmonious relationships with peers. Third, the social empathy attitude of students as a whole is in the category of adequate, which is reflected in their ability to understand the feelings of friends, provide help when someone is experiencing difficulties, and show concern for the condition of the classroom environment. Fourth, PAI teachers are considered quite successful in developing students' social tolerance attitudes through exemplary attitudes shown in daily interactions, habituation of mutual respectful behavior, and the integration of tolerance values in materials and learning activities. Fifth, PAI teachers also showed success in fostering students' social empathy through a warm attitude, open communication, and delivery of material that emphasized the value of caring for others.   Keywords: Empathy, PAI Teacher, Tolerance.  
Analisis Implementasi Metode Pembelajaran Salafi dan Modern terhadap Hasil Belajar Santri di Kabupaten Tangerang Banten Ayang Aji Putra; Wasehudin; Fandy Adpen Lazzavietasmi; Supardi; Machdum Bachtiar
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/881rqv87

Abstract

Islamic boarding schools (pondok pesantren) are one of the non-formal educational institutions spread throughout Indonesia, having emerged within society itself. Generally, Islamic boarding schools can be classified into two types: salaf (traditional) Islamic boarding schools and khalaf (modern) Islamic boarding schools. The purpose of this study is to determine the implementation of salafi and modern teaching methods on the learning outcomes of students (santri) in Tangerang Regency, Banten, by conducting research at An-Nur Islamic Boarding School and As-Syifa Al-Falahiyah Banu Hamim Islamic Boarding School. This study uses a qualitative approach, namely an approach aimed at deeply and holistically understanding social phenomena through descriptive data collection processes. The results of this study are as follows: First, the implementation of salafi and modern teaching methods applied in the educational and teaching processes at An-Nur Islamic Boarding School and As-Syifa Al-Falahiyah Banu Hamim Islamic Boarding School. Second, the strengths and weaknesses of both salafi and modern teaching methods, which make their collaboration into a unified whole that mutually complements and strengthens the teaching and educational process within the Islamic boarding school environment. Third, the evaluation of salafi and modern teaching methods. The evaluation applied to the salafi method varies widely, such as tests on reading the kitab kuning (yellow books), assignments to lead dzikir (remembrance) tahlil, and memorization tests of verses/lines (bait-bait) from the subject matter contained in the kitab kuning using nadzom (poetic didactic verses). Meanwhile, the evaluation of modern teaching methods includes oral and written examinations in each semester, speech contests in Arabic and English, and examinations of computer-based learning materials—often referred to as CBT (Computer Based Test). Then, the results from all stages of implementing the salafi and modern teaching methods at An-Nur Islamic Boarding School and As-Syifa Al-Falahiyah Banu Hamim produce effectiveness for every student, covering the cognitive, affective, and psychomotor domains.
Co-Authors Aan Ansori Abdul Rahim Zumrah Agus Gunawan Agus Gunawan Agus Novi Wahyudi Agus Novi Wahyudin Ahmad Fitriadi Sari Ahmad Idris Ahmad Jubaedi Ahmad Qurtubi Anis Fauzi Anis Fuad Anis Zohriah Arif Faqih Firdaus Asep Marfu Asmaa Azizatunnisa Atang Suryana Ayang Aji Putra Birru Muqdamien Busthomi Ibrohim Dina Indriana Encep Syarifudin Encep Syarifudin Eneng Muslihah Fandy Adpen Lazzavietasmi Faridz Adha Fatmawati Fauzul Iman Hanafiyah Hanafiyah Hasim Fatoni Hilmiyati, Fitri Ilzamuddin Ma'mur Ima Rahmawati Intan Azkiyah Irfan Abbas Iwan Kurniawan Iwan Kurniawan Iwan Setiawan Jaja Abdul Jabar Juhji, Juhji Lelih Umiyati Lilis Sunarsih Machdum Bachtiar MOCHAMAD ABDUROHMAN Moh. Soleh Novi Andini Paiman Paiman Ropi'ah Ruhiawati, Irma Yunita Rumbang Sirojudin Sari, Aidah Siska Kurnia Putri Sutanto Sutanto Syahid Syahid Syifa Fauziah El Abida Tajul Fadli Teguh Fachmi Wahyu Wibowo, Eko Wasehudin Wasehudin Wasehudin, Wasehudin