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All Journal Indonesian Journal of Early Childhood Education Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Riset Pendidikan Agama Islam Jurnal Riset Pendidikan Guru Paud Bandung Conference Series: Islamic Education Bandung Conference Series: Early Childhood Teacher Education MIMBAR : Jurnal Sosial dan Pembangunan Beujroh : Jurnal Pemberdayaan dan Pengabdian pada Masyarakat Idarotuna: Jurnal Manajemen Pendidikan Islam
Ayi Sobarna
Prodi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah Dan Keguruan, Universitas Islam Bandung, Indonesia.
Religion Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Penggunaan Media Tangram untuk Meningkatkan Kemampuan Berpikir Logis Anak Usia Dini Rosi Mila Sari; Ayi Sobarna
Bandung Conference Series: Early Childhood Teacher Education 69-78
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.20716

Abstract

Abstract. This research was motivated by the inability of early childhood to think logically, such as classifying shapes based on colour, size and shape, grouping similar shapes, and sorting objects from smallest to largest. The purpose of this research was to determine the logical thinking ability of early childhood using tangram media. This research uses the classroom action research method. The data collection techniques used are documentation, interviews, observation and tests. The data analysis techniques used are qualitative and quantitative data. To enhance the logical thinking ability of young children, tangram media was used. Before using tangram media, a pre-cycle was conducted, with an average pre-cycle score of 49. This was followed by cycle I with an average score of 66.30, cycle II with 79.70, and cycle III with 87.20. The results of the paired sample t-test also showed that the pre-cycle and cycle I were significant (sig. 0.019 < 0.05, Cycle I and Cycle II sig. 0.000 < 0.05, Cycle II and Cycle III sig. 0.011 < 0.05. Based on this, it can be concluded that Ha is accepted and Ho is rejected. Therefore, it can be concluded that the use of tangram media is effective in improving the logical thinking skills of young children at Raudhatul Athfal Manbaul Huda. Abstrak. Penelitian ini dilatarbelakangi oleh kurangnya kemampuan berpikir logis anak usia dini seperti mengklasifikasikan bentuk berdasarkan warna, ukuran dan bentuk, mengelompokkan bentuk yang sama atau sejenis dan mengurutkan benda dari paling terkecil ke paling besar. Tujuan dari penelitian ini yaitu untuk mengetahui kemampuan berpikir logis anak usia dini dengan menggunakan media tangram. Penelitian ini menggunakan metode penelitian tindakan kelas. Teknik pengumpulan data yang digunakan yaitu dokumentasi, wawancara, observasi dan tes. Teknik analisis data yang digunakan yaitu data kualitatif dan data kuantitatif. Dalam meningkatkan kemampuan berpikir logis anak usia dini yaitu menggunakan media tangram. sebelum menggunakan media tangram, dilakukan pra siklus, hasil nilai rata rata pra siklus sebesar 49, setelah itu dilakukan siklus I dengan nilai rata-rata 66.30, siklus II 79,70 dan siklus III 87,20 dan dapat dilihat juga dari hasil uji t paired sampel t test, pra siklus dan siklus I sig. 0,019 < 0,05, siklus I dan siklus II sig. 0,000 < 0,05 , siklus II dan siklus III sig. 0,011 < 0,05. Berdasarkan hal tersebut dapat diketahui bahwa Ha diterima dan Ho ditolak. Dengan demikian, dapat disimpulkan bahwa penggunaan media tangram efektif untuk meningkatkan kemampuan berpikir logis anak usia dini di Raudhatul Athfal Manbaul Huda.
Upaya Meningkatkan Minat Baca Melalui Program Pojok Baca Pada Anak Usia Dini Di Kober Najmiatul Ulum Oktaviana Nurul Rizqika; Ayi Sobarna
Bandung Conference Series: Early Childhood Teacher Education 135-144
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21195

Abstract

Abstract. Reading interest is a crucial foundation for early childhood literacy development. This study aims to describe strategies for increasing reading interest through the reading corner program at Kober Najmiatul Ulum. The method used was descriptive qualitative, with data collection techniques including observation, interviews, and documentation. The results showed: 1) The learning approach focused on play and expressive storytelling in small groups, which successfully increased children's enthusiasm for participating in reading activities. 2) The learning system used was group learning, which encouraged children to actively interact with peers and teachers, and fostered confidence in conveying the story. 3) The methods used in the reading corner program included storytelling, picture reading, role-playing, and interactive question and answer sessions, which were proven effective in increasing children's attention to books. 4) The reading corner implementation technique began with selecting books according to children's interests, followed by activities such as drawing the story's content and playing guessing games, which encouraged children to come to the reading corner independently. 5) Supporting factors in implementing this program were an attractive reading space, active teacher involvement, and parental involvement. Barriers encountered included a limited book collection and a suboptimal reading space. the reading corner program succeeded in increasing the frequency of children's visits to the reading corner, their involvement in literacy activities, and their ability to retell the content of the stories they read. Abstrak. Minat baca merupakan fondasi penting dalam mendukung tumbuhnya literasi pada anak usia dini. Penelitian ini bertujuan untuk menguraikan pendekatan yang diterapkan guna menumbuhkan minat baca anak melalui pelaksanaan program pojok baca di Kober Najmiatul Ulum. Dalam penelitian ini digunakan metode kualitatif deskriptif dengan teknik pengumpulan data yang meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan: 1) Pendekatan pembelajaran berfokus pada kegiatan bermain dan bercerita ekspresif dalam kelompok kecil, yang berhasil meningkatkan antusiasme anak dalam mengikuti kegiatan membaca. 2) Sistem pembelajaran yang digunakan adalah pembelajaran kelompok, yang mendorong anak untuk aktif berinteraksi dengan teman dan guru, serta menumbuhkan rasa percaya diri dalam menyampaikan isi cerita. 3) Metode yang digunakan dalam program pojok baca meliputi bercerita, membaca gambar, bermain peran, dan tanya jawab interaktif, yang terbukti efektif meningkatkan perhatian anak terhadap buku. 4) Teknik pelaksanaan pojok baca dimulai dengan memilih buku sesuai minat anak, dilanjutkan dengan aktivitas seperti menggambar isi cerita dan bermain tebak-tebakan, yang membuat anak tertarik untuk datang ke pojok baca secara mandiri. 5) Faktor pendukung dalam pelaksanaan program ini adalah ruang baca yang menarik, peran aktif guru, dan keterlibatan orang tua. Hambatan yang dihadapi meliputi keterbatasan koleksi buku dan ruang baca yang belum optimal. Program pojok baca berhasil meningkatkan frekuensi kunjungan anak ke pojok baca, keterlibatan mereka dalam kegiatan literasi, serta kemampuan mereka dalam mengungkapkan kembali isi cerita yang dibaca.
Dari Adaptasi ke Internalisasi: Implementasi MPLS di Pendidikan Anak Usia Dini Rinka Alifa; Ayi Sobarna; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 145-152
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21238

Abstract

Abstract. The transition period from home to school is a critical phase that significantly influences a child's educational journey. The School Environment Introduction Program (MPLS) is designed as an intervention to facilitate this process, yet in-depth and holistic research examining its implementation remains limited. This study aims to comprehensively analyze the planning, implementation, and outcomes of the MPLS program in developing the adaptation skills of new students at a Raudhatul Athfal (RA). Using a qualitative approach with a case study method, data were collected through non-participant observation, semi-structured interviews with the principal and teachers, and document analysis at RA Al-Khoer, Bandung. Data validity was tested using source and technique triangulation. The findings identify three typologies of student adaptation: (1) fast and smooth adaptation, (2) gradual adaptation with intensive support, and (3) adaptation as a corrective emotional experience for students with negative school histories. The program's success is rooted in planning that builds an "ecological bridge" (mesosystem) between home and school, and a flexible, responsive implementation that effectively serves as pedagogical scaffolding and fulfills children's basic psychological needs for relatedness, competence, and autonomy. An effective MPLS program not only facilitates adaptation but can also function as a therapeutic intervention that repairs a child's perception of school and fosters internal motivation to learn. Abstrak. Masa transisi dari rumah ke sekolah merupakan periode kritis yang sangat memengaruhi perjalanan pendidikan anak. Program Masa Pengenalan Lingkungan Sekolah (MPLS) dirancang sebagai intervensi untuk memfasilitasi proses ini, namun penelitian yang mengkaji proses implementasinya secara mendalam dan holistik masih terbatas. Penelitian ini bertujuan untuk menganalisis secara komprehensif proses perencanaan, pelaksanaan, dan hasil dari program MPLS dalam membangun kemampuan adaptasi peserta didik baru di sebuah Raudhatul Athfal (RA). Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui observasi non-partisipan, wawancara semi-terstruktur dengan kepala sekolah dan guru, serta analisis dokumen di RA Al-Khoer, Bandung. Keabsahan data diuji menggunakan triangulasi sumber dan teknik. Hasil penelitian mengidentifikasi tiga tipologi adaptasi siswa: (1) adaptasi cepat dan mulus, (2) adaptasi bertahap dengan dukungan intensif, dan (3) adaptasi sebagai pengalaman emosional korektif bagi siswa dengan riwayat sekolah negatif. Keberhasilan program ini berakar pada perencanaan yang membangun "jembatan ekologis" (mesosistem) antara rumah dan sekolah, serta pelaksanaan yang fleksibel dan responsif, yang secara efektif berfungsi sebagai perancah (scaffolding) pedagogis dan memenuhi kebutuhan psikologis dasar anak akan keterhubungan, kompetensi, dan otonomi. Program MPLS yang efektif tidak hanya memfasilitasi adaptasi, tetapi juga dapat berfungsi sebagai intervensi terapeutik yang memperbaiki persepsi anak terhadap sekolah dan menumbuhkan motivasi internal untuk belajar.
Analisis Strategi Guru dalam Penggunaan Ice Breaking untuk Meningkatkan Konsentrasi Anak Usia 5-6 Tahun Siti Ammirahmaini; Ayi Sobarna; Dedih Surana
Bandung Conference Series: Early Childhood Teacher Education 159-166
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21436

Abstract

Abstract. At the age of 5 to 6 years, concentration skills are a crucial factor influencing a child's success in learning. In reality, many young children, especially those aged 5 to 6, still have difficulty maintaining concentration during learning activities. This study aims to determine teachers' strategies for improving the concentration of children aged 5 to 6 through ice-breaking activities. This study used qualitative research with descriptive analytical methods. Data were collected through observation, interviews, and documentation. The subjects were class B teachers, the principal, and 10 students aged 5 to 6. The results showed that teachers at RA At-Thoharoh used various types of ice-breaking activities, such as rhythmic clapping, movements and songs, and simple games to improve the concentration of children aged 5 to 6. The implementation procedure was carried out in stages, including observing the child's condition, selecting appropriate activities, providing examples, actively involving the child, and evaluating the child's responses. Ice-breaking has been proven effective in improving focus, learning readiness, and engagement in learning. However, not all children respond optimally. Some children still require a personalized approach, especially when facing environmental distractions or having special needs. Teachers address these challenges through flexible strategies and support from the school. Abstrak. Pada usia 5 sampai 6 tahun, kemampuan konsentrasi menjadi salah satu aspek krusial yang memengaruhi keberhasilan anak dalam mengikuti proses pembelajaran. Kenyataannya masih banyak anak usia dini terkhususnya usia 5 sampai 6 tahun yang mengalami kesulitan mempertahankan konsentrasinya selama kegiatan belajar berlangsung. Penelitian ini bertujuan untuk mengetahui strategi guru dalam meningkatkan konsentrasi anak usia 5 sampai 6 tahun melalui kegiatan ice breaking. Penelitian ini menggunakan penelitian kualitatif dengan metode deskriptif analitis. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru kelas kelompok B, kepala sekolah, dan 10 orang anak didik usia 5 sampai 6 tahun. Hasil penelitian menunjukkan bahwa guru di RA At-Thoharoh menggunakan berbagai jenis ice breaking seperti tepuk ritmis, gerak dan lagu, serta permainan sederhana untuk meningkatkan konsentrasi anak usia 5 sampai 6 tahun. Prosedur pelaksanaan dilakukan secara bertahap, meliputi pengamatan kondisi anak, pemilihan kegiatan yang sesuai, pemberian contoh, pelibatan aktif anak, hingga evaluasi berdasarkan respons. Ice breaking terbukti efektif dalam meningkatkan fokus, kesiapan belajar, dan keterlibatan anak dalam pembelajaran. Namun, tidak semua anak merespons secara optimal. Beberapa anak masih membutuhkan pendekatan personal, terutama saat menghadapi gangguan lingkungan atau memiliki kebutuhan khusus. Guru mengatasi tantangan tersebut melalui strategi yang fleksibel dan dukungan dari sekolah.
Aktivitas Bermain Balance Bike dan Kemampuan Motorik Kasar Anak Usia 4-5 Tahun di Kampung Manoko, Lembang, Kabupaten Bandung Barat Annisa Mustika; Ayi Sobarna; Dedih Surana
Bandung Conference Series: Early Childhood Teacher Education 61-70
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24060

Abstract

Abstract. This study describes daily balance bike play and gross motor development in children aged 4-5 years in Kampung Manoko, Lembang, West Bandung Regency. Balance bike play in this rural setting occurs naturally as free play, differing from prior studies that mostly examined structured, controlled balance bike programs. A qualitative descriptive approach was used, involving three children aged 4-5 years selected through purposive sampling and their parents as interview sources. Data were collected through observation, in-depth parent interviews, and documentation, then analyzed using thematic analysis with technique triangulation. The results show that: (1) balance bike play occurred naturally, almost daily for 20 minutes to one hour on varied terrain, providing diverse movement experiences; (2) before regularly playing, children showed varied initial conditions, including limited physical activity, unstable balance, and developing coordination; and (3) after regularly playing, children maintained balance, coordinated body movements, moved more agilely, and showed age-appropriate muscle strength, although individual variation remained. These findings indicate that balance bike play in a village environment provides diverse movement experiences and supports gross motor development in early childhood, affirming that natural rural play environments offer rich opportunities for children to develop their abilities. Abstrak. Penelitian ini mendeskripsikan aktivitas bermain balance bike dan kemampuan motorik kasar anak usia 4-5 tahun di Kampung Manoko, Lembang, Kabupaten Bandung Barat. Aktivitas ini berlangsung alami sebagai free play, berbeda dengan penelitian terdahulu yang umumnya mengkaji program balance bike dalam setting terkontrol. Penelitian menggunakan pendekatan kualitatif deskriptif dengan tiga anak usia 4-5 tahun yang dipilih melalui purposive sampling dan orang tua mereka sebagai sumber wawancara. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, dianalisis menggunakan analisis tematik dengan triangulasi teknik. Hasil penelitian menunjukkan bahwa: (1) aktivitas bermain balance bike berlangsung alami, hampir setiap hari selama 20 menit hingga satu jam pada medan bervariasi sehingga memberikan pengalaman gerak beragam; (2) sebelum rutin bermain, anak-anak menunjukkan kondisi awal beragam berupa keterbatasan aktivitas fisik, keseimbangan belum stabil, dan koordinasi gerak yang masih berkembang; dan (3) setelah rutin bermain, anak-anak mampu menjaga keseimbangan, mengoordinasikan gerakan tubuh, bergerak lebih lincah, serta memiliki kekuatan otot sesuai usianya, meski tetap ada variasi individual. Temuan ini menunjukkan bahwa aktivitas bermain balance bike di lingkungan kampung memberikan pengalaman gerak beragam dan berpotensi mendukung perkembangan motorik kasar anak usia dini, sekaligus menegaskan bahwa lingkungan bermain alami di pedesaan menjadi ruang kaya kesempatan bagi anak mengembangkan kemampuannya.
Studi Kasus Pola Asuh Nenek terhadap Perkembangan Kesadaran Diri Anak Usia 4-5 Tahun di Kabupaten Bandung Yushi Luthfiyati Fadilah; Ayi Sobarna; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 115-122
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24717

Abstract

Abstract. Grandmother care is a form of family support when parents work and have limited time to accompany their children directly. This study aims to examine grandmothers' parenting patterns and their relationship to the development of self-awareness in children aged 4–5 years in Bandung Regency. The study used a qualitative approach with a case study method involving three families where grandmothers were the primary caregivers of children aged 4–5 years because the parents were working. Data were collected through interviews with grandmothers as primary informants and parents as supporting informants, as well as observations of children's activities with grandmothers. The results showed that grandmothers' parenting is active, contextual, and dynamic. Grandmothers not only look after the children but also involve them in care, establishing routines, setting rules and boundaries, supervision, communication, and emotional support. The form and intensity of care vary according to the child's needs, family circumstances, consistency of rules, division of roles, and support from other family members. Grandmothers' parenting patterns appear to be related to the development of children's self-awareness, which includes emotional awareness, accurate self-assessment, and self-confidence. Warmth and open communication provide space for children to recognize and express emotions, while opportunities to experiment, guidance, appropriate assistance, and appreciation appear to support children in understanding their abilities and limitations and expressing themselves with greater confidence. Based on the three cases studied, grandmother-parenting can be understood as an intergenerational care practice that contributes to the gradual development of children's self-awareness. Abstrak. Pengasuhan oleh nenek menjadi salah satu bentuk dukungan keluarga ketika orang tua bekerja dan memiliki keterbatasan waktu untuk mendampingi anak secara langsung. Penelitian ini bertujuan untuk mengkaji pola asuh nenek serta keterkaitannya dengan perkembangan kesadaran diri anak usia 4–5 tahun di Kabupaten Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan tiga keluarga dengan nenek sebagai pengasuh utama anak usia 4–5 tahun karena orang tua bekerja. Data dikumpulkan melalui wawancara dengan nenek sebagai informan utama dan orang tua sebagai informan pendukung, serta observasi terhadap aktivitas anak bersama nenek. Hasil penelitian menunjukkan bahwa pengasuhan nenek bersifat aktif, kontekstual, dan dinamis. Nenek tidak hanya menjaga anak, tetapi juga terlibat dalam perawatan, pembentukan rutinitas, pemberian aturan dan batasan, pengawasan, komunikasi, serta pendampingan emosional. Bentuk dan intensitas pengasuhan berbeda sesuai dengan kebutuhan anak, kondisi keluarga, konsistensi aturan, pembagian peran, serta dukungan anggota keluarga lain. Pola asuh nenek tampak berkaitan dengan perkembangan kesadaran diri anak yang meliputi kesadaran emosional, penilaian diri yang akurat, dan kepercayaan diri. Kehangatan dan komunikasi terbuka memberikan ruang bagi anak untuk mengenali dan mengungkapkan emosi, sedangkan kesempatan mencoba, arahan, bantuan yang proporsional, serta apresiasi tampak mendukung anak dalam memahami kemampuan dan keterbatasannya serta mengekspresikan diri dengan lebih percaya diri. Berdasarkan ketiga kasus yang diteliti, pengasuhan nenek dapat dipahami sebagai praktik pengasuhan lintas generasi yang turut memberikan ruang bagi perkembangan kesadaran diri anak secara bertahap.
Implementasi Pembelajaran Tahfidz Al-Qur'an melalui Metode Talaqqi di TAUD Baitul Muttaqin Kamila Salsabila; Ayi Sobarna; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 249-256
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25954

Abstract

Abstract. This study aims to analyze the planning, implementation, outcomes, and supporting and inhibiting factors of Qur'anic tahfidz learning through the talaqqi method at KOBER TAUD Baitul Muttaqin, Antapani District, Bandung City. This research employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation involving the principal, tahfidz teachers, and parents. The findings indicate that the tahfidz program was planned according to early childhood characteristics by applying the talaqqi method as the primary learning approach. Learning was conducted every morning through direct teacher modeling followed by repeated imitation by the children in a supportive and enjoyable atmosphere. The program contributed to improvements in Qur'anic memorization, pronunciation, and the development of religious habits. Supporting factors included teacher commitment, appropriate learning facilities, parental involvement, and the suitability of the talaqqi method, while challenges involved unequal teacher tahsin competence, limited instructional time, and differences in children's memorization abilities. Overall, the implementation of the talaqqi method proved effective in supporting Qur'anic tahfidz learning for early childhood through a gradual, enjoyable, and child-centered approach. Abstrak. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, hasil, serta faktor pendukung dan penghambat implementasi pembelajaran tahfidz Al-Qur'an melalui metode talaqqi di KOBER TAUD Baitul Muttaqin Kecamatan Antapani Kota Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi terhadap kepala sekolah, guru tahfidz, dan orang tua peserta didik. Hasil penelitian menunjukkan bahwa program tahfidz dirancang sesuai karakteristik anak usia dini dengan menjadikan metode talaqqi sebagai metode utama pembelajaran. Pelaksanaan dilakukan setiap pagi melalui proses guru membacakan ayat, kemudian anak menirukan secara berulang dalam suasana belajar yang menyenangkan. Program ini memberikan dampak positif terhadap peningkatan hafalan, kualitas pelafalan Al-Qur'an, serta pembentukan pembiasaan religius. Faktor pendukung meliputi komitmen guru, metode talaqqi, sarana pembelajaran, dan dukungan orang tua, sedangkan faktor penghambat meliputi kemampuan tahsin guru yang belum seragam, keterbatasan waktu pembelajaran, dan perbedaan kemampuan hafalan anak. Dengan demikian, metode talaqqi efektif diterapkan dalam pembelajaran tahfidz Al-Qur'an bagi anak usia dini karena dilaksanakan secara bertahap, menyenangkan, dan berorientasi pada kualitas bacaan.
The Role of Early Childhood Education Teachers in Communicating and Managing Schools Safe Nurul Afrianti; Arif Hakim; Erhamwilda; Masnipal; Ayi Sobarna; Via Eka Lestari
MIMBAR : Jurnal Sosial dan Pembangunan Volume 39, No. 2, (December 2023) [Accredited Sinta 3, No 79/E/KPT/2023]
Publisher : UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/mimbar.v39i2.2970

Abstract

When a disaster occurs, students are the most vulnerable to the effects, especially if the disaster occurs while the children are at school. With the large number of potential disasters that occur, disaster education is very important to do early on, and this is done by equipping early childhood teachers about disaster education and managing disaster-safe schools. In the end, education and management of disaster-safe schools can be conveyed to children through play activities according to the principles of learning for early childhood. Efforts to provide disaster education from an early age is an important and fundamental action that is not only an act of curriculum development or enrichment alone, but is also a preventive action for the life of every child in dealing with this phenomenon in the future, so that when faced with real events every child has optimal readiness to deal with it.
Co-Authors 10030121038, Dinda Amelia Hajrin Wahyu Putri 10030217018, Anita Nur Wahid Martiani 10030220001, Indah Alia Nurlatifah 10030220029, Syafina Ramadhani Putri AA Sudharmawan, AA Aep Saepudin Aep Saepudin Aghnia Rahmadhanti Ahmad Faisal Ahmad Yusuf Afandi Aida Nur Khairunnisa Alia Mirajurrahmah Alvia Sabrina Amar Aninda Aulia Anisa Indah Sabila Anisa Indah Sabila Annisa Fitriya Annisa Mustika Arif Hakim Arif Hakim Arif Hakim Arif Hakim Arif Hakim Asep Dudi Suhardini Aulia Hafsah Amanah Azzahra Khoirunnisa Bambang Saiful Ma’arif Dandi Khoirul Qolbu Dedih Surana Dewi Mulyani Dika Purnama Dinar Nur Inten Ella Hayatin Nufus Enoh Enoh Erhamwilda Fadhil Febrian Ependi fadilah mutmainah, teni Farhan Fauzi Fatia Zahratunnisa Fatimah Azzahra Hanifah Heriady Faujiah, Chicha Siti Fitri Fitriyani Fitriyani Fitroh Hayati Funny Lichandra Giantomi Muhammad Haditsa Qur'ani Nurhakim Haditsa Qurani Nurhakim Hakim, Arif Hakim, Arif Helmi Aziz Heru Pratikno Hukita Ismaura Huriah Rachmah Ikin Asikin Ilham Alamsyah Iqbal Arfah Gunawan Kamila Salsabila Lia Yulianti Lisda Syabaniah Luthfi Nuzul Syahri Masnipal Masnipal Marhun Maya Rosmayanti Meilani Dwi Cahya Meranti Sylvitiani Miftakhul Anam Moh. Irsyad Junaidi Muhammad Aqmal Ramadhan Nugraha Muhammad Arkan Ikhtisyanuddin Mujahid Rasyid Nadri Taja Nan Rahminawati Nastiti Lutfiah Ramadhani Neng Susilawati Nenti Annisa Putri Nisa Nurzakiyah Nur Aulia Mursalin Nur Aulia Mursalin Nur Sabila Sa'diah Nurihi Kamisykatin Nurul Afrianti, Nurul nurul latifah Nury Nurjanah Oktaviana Nurul Rizqika Pardomuan, Naufalsyah Puspito Riyanto, Lindawati Putri, Rachma Vidia R.A. Fiqhiyah El Islamiyah ZA Rahmat Zaki Alauddin Reggy Tania Rifa Tri Rizqillah Rinka Alifa Rohmah, Rizki Zakiyah Nur Rosi Mila Sari Safitri A, Nabila Safitri Hutami Sinta Rahmawati Siska Indriyani Siti Ammirahmaini Sobar Sobar Al Ghazal Sri Wulandari Mazith Syifa Fauziningtyas Iskandar Tata Fathurrohman Utami, Rani Via Eka Lestari Yushi Luthfiyati Fadilah Zahra Dinda Purnama