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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Media Infotama Dinamika Pendidikan JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Riset Manajemen dan Akuntansi JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Regional and City Planning Dinamika Jurnal Pendidikan Dasar Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Gadjah Mada Journal of Psychology Elementary: Jurnal Ilmiah Pendidikan Dasar JSSH (Jurnal Sains Sosial dan Humaniora) Al Ishlah Jurnal Pendidikan Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Islamic Guidance and Counseling Journal JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Jurnal Review Pendidikan dan Pengajaran (JRPP) Instructional Development Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL International Journal of Islamic Educational Psychology Jurnal Ilmiah Kontekstual International Journal of Social Learning (IJSL) Jurnal Riset Pendidikan Dasar (JRPD) IJORER : International Journal of Recent Educational Research STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran JANAKA : JURNAL PENGABDIAN MASYARAKAT KEWIRAUSAHAAN INDONESIA Proceedings Series on Social Sciences & Humanities Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Alhamra Jurnal Studi Islam Langgam International Journal of Social Science Education, Art and Culture Dewantara: Jurnal Pendidikan Sosial Humaniora Jurnal Pendidikan Indonesia (Japendi) Jurnal Keperawatan Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Cendikia Pendidikan Research and Innovation in Social Science Education Journal (RISSEJ) MANGGALI Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Ta'allum: Jurnal Pendidikan Islam Edumaspul: Jurnal Pendidikan
Sriyanto Sriyanto
Universitas Muhammadiyah Purwokerto
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Transportation Other

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The Effect of the Quizizz Game on Increasing Motivation and Social Studies Learning Outcomes at the Junior High School Level Kartini, Agustina; Sriyanto, Sriyanto
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 5 No. 3 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i3.3442

Abstract

This study aims to determine the effect of Quizizz games on increasing motivation and social studies learning outcomes for class VII students of SMPN 7 Purwokerto. This experimental research design uses two groups, namely the experimental group and the control group. The data collection technique used interviews, tests (pre-test and post-test), and observation with a sample of 74 students from 286 students from class VII SMP N 7 Purwokerto. The purposive sampling technique showed that the class used as the control class was class VIIB, with a total of 34 students. The treatment was given using traditional learning methods. Class VII A is used as an experimental class with the learning process using the Quizizz learning application. Based on the results of research conducted by Quizizz, learning media can be declared capable of increasing student motivation and learning outcomes. The effect of Quizizz learning media on increasing motivation and learning outcomes using the test declares the Wilcoxon value of Asymp. The sign (2-tailed) is 0.000. Because the Asymp. Sign (2-tailed) is less than 0.05, then Ho is rejected, and Ha is accepted, so it is concluded that the use of learning media based on Quizizz educational games has an effect on increasing motivation and learning outcomes of social studies class VII students of SMPN 7 Purwokerto.
Media Pembelajaran Gamifikasi Wordwall Labelled Diagram Berbasis STEM untuk Berpikir Kritis Siswa SD dalam Pembelajaran IPS Fauziyati, Khuldiana Azizah; Sriyanto, Sriyanto
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 2 (2023): VOLUME 6, NUMBER 2, 2023
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v6i2.62031

Abstract

Salah satu keterampilan yang harus dikuasai oleh siswa di abad ke-21 untuk menghadapi permasalahan dan tantangan dalam kehidupan personal dan sosialnya adalah berpikir kritis. Keterampilan berpikir kritis dapat ditingkatkan melalui media pembelajaran gamifikasi wordwall labelled diagram berbasis (Science, Technology, Engineering, And Math) STEM. Penelitian ini bertujuan untuk mengetahui pengaruh dari gamifikasi wordwall labelled diagram sebagai media pembelajaran IPS berbasis (Science, Technology, Engineering, And Math) STEM terhadap keterampilan berpikir kritis siswa. Penelitian ini menggunakan pendekatan kuantitatif jenis penelitian pre-eksperimental dengan desain one group pretest–posttest. Penelitian dilakukan pada siswa kelas VA Sekolah Dasar Negeri 4 Kalibagor Kecamatan Kalibagor. Sampel yang digunakan berjumlah 21 siswa, yaitu 7 laki-laki dan 14 perempuan secara purposive sampling. Instrumen yang digunakan yaitu soal uraian berdasarkan indikator keterampilan berpikir kritis menurut Ennis diantaranya elementary clarification, basic support, inference, advance clarification, and srategy and tactics. Tes keterampilan berpikir kritis dilakukan dengan dua tahap yaitu pretest dan posttest. Berdasarkan perolehan hasil persentase nilai rata-rata keterampilan berpikir kritis pada soal pretest adalah 58,7% dengan kategori cukup, sedangkan pada soal posttest adalah 81,2% dengan kategori sangat baik. Uji Hipotesis yang digunakan adalah uji paired sample t test, hasil yang diperoleh melalui software IBM SPSS versi 25 dengan (0,05%) didapatkan nilai signifikansi (2-tailed) 0,000 < 0,05. Berdasarkan penelitian ini dapat disimpulkan bahwa H0 ditolak dan H1 diterima, sehingga adanya pengaruh gamifikasi wordwall labelled diagram sebagai media pembelajaran IPS berbasis (Science, Technology, Engineering, And Math) STEM terhadap keterampilan berpikir kritis siswa.
PENERAPAN PBL DALAM PEMBELAJARAN IPS UNTUK MELATIH KETERAMPILAN BERPIKIR KRITIS SISWA SMP PEMDA 2 KESUGIHAN Anggraeni, Karina Tri; Sriyanto, Sriyanto
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i2.6010

Abstract

This study discusses the application of Problem Based Learning in social studies learning in training students' critical thinking skills at SMP Pemda 2 Kesugihan. This study focuses on discussing the process of digestion, implementation and evaluation of the implementation of the Problem Based Learning learning model in training students' critical thinking skills at SMP Pemda 2 Kesugihan. The purpose of this study is to analyze students' critical thinking skills in the application of the Problem Based Learning model in social studies learning at SMP Pemda 2 Kesugihan. The research method used in this study is a qualitative approach with a case study type. Data collection techniques used in this study are observation, interviews, and documentation. The study found that students' understanding of social studies learning materials with the Application of the Problem Based Learning Model in training critical thinking skills at SMP Pemda 2 Kesugihan can be measured by five indicators. The first aspect is to explain again, the second aspect is to describe in your own words, the third aspect is to summarize, the fourth aspect is to give examples and the fifth aspect is to conclude. Based on the results of the study, it was found that students had brought up the five aspects of the indicators in student answers and student learning activities. ABSTRAK Penelitian ini membahas mengenai penerapan pembelajaran Problem Based Learning pada pembelajaran IPS dalam melatih keterampilan berpikir kritis siswa di SMP Pemda 2 Kesugihan. Penelitian ini fokus membahas mengenai proses pencernaan, pelaksanaan dan evaluasi implementasi model pembelajaran Problem Based Learning dalam melatih ketrampilan berpikir kritis siswa di SMP Pemda 2 Kesugihan. Tujuan penelitian ini adalah untuk menganalisis keterampilan berpikir kritis peserta didik dalam penerapan model Problem Based Learning pada pembelajaran IPS di SMP Pemda 2 Kesugihan. Metode penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data yang digunakan pada penelitian ini adalah observasi, wawancara, dan dokumentasi. Penelitian menemukan bahwa pemahaman siswa pada materi pembelajaran IPS dengan Penerapan Model Problem Based Learning dalam melatih keterampilan berpikir kritis di SMP Pemda 2 Kesugihan dapat diukur dengan lima indikator. Aspek pertama yaitu menjelaskan kembali, aspek kedua yaitu menguraikan dengan kata-kata sendiri, aspek ketiga yaitu merangkum, aspek keempat yaitu memberikan contoh dan aspek kelima menyimpulkan. Berdasarkan hasil penelitian diperoleh bahwa siswa telah memunculkan kelima aspek pada indikator tersebut pada jawaban siswa dan kegiatan pembelajaran siswa.
ANALISIS KESULITAN MEMBACA PERMULAAN PADA SISWA KELAS III DI SDN 2 KEDUNGWULUH Rahmadani, Devi; Sriyanto, Sriyanto
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 2 (2024): Volume 7 No. 2 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i2.27786

Abstract

Tujuan dilakukanya penelitian ini adalah untuk menganalisis kesulitan membaca permulaan pada siswa kelas III di SDN 2 Kedungwuluh, faktor-faktor yang mempengaruhi kesulitan membaca permulaan yang dialami oleh siswa dan upaya yang dilakukan guru dalam mengatasi kesulitan membaca permulaan. Peneliti menggunakan metode penelitian kualitatif dengan menggunakan pendekatan studi kasus. Fokus penelitian adalah empat orang siswa kelas III di SDN 2 Kedungwuluh yang mengalami kesulitan membaca permulaan. Data yang dikumpulkan melalui observasi di kelas, wawancara dengan guru, siswa, dan orang tua serta analisis dokumen. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukan berikut (1) kesulitan membaca permulaan yang dialami siswa meliputi: kurang mengenal huruf/abjad, huruf yang bentuknya hampir sama, merangkai susunan kata, huruf diftong dan kluser, penggunaan tanda baca, ragu-ragu ketika membaca, kesulitan mengeja/terbata-bata. (2) faktor yang mempengaruhi kesulitan membaca permulaan siswa adalah faktor intelektual, latar belakang siswa di rumah, minat, motivasi dan dukungan keluarga. (3) solusi tindakan yang dilakukan oleh guru dalam mengatasi kesulitan belajar membaca permulaan yaitu memberikan program jam tambahan, guru dan orang tua menjalin kerjasama untuk mendukung anak dalam belajar membaca, dan menggunakan media yang menarik dan efektif.  
Enhancing Collaboration and Learning Through a Problem-Based Game in Lower Secondary Social Studies Farida, Amalina; Sriyanto, Sriyanto; Demirdag, Seyithan
International Journal of Social Learning (IJSL) Vol. 6 No. 1 (2025): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i1.494

Abstract

This study was motivated by the low collaboration skills and learning outcomes in social studies subjects, which are attributed to monotonous learning methods and the underutilization of digital learning media. The research aims to analyze the effectiveness of the "Journey to Merdeka" educational game integrated with the Problem-Based Learning (PBL) model in enhancing students’ collaboration skills and learning outcomes. Employing a mixed-method research and development (R&D) approach, this study involved 8th-grade students from three junior high schools in Brebes Regency. Key stages included product design, validation, testing, and analysis using statistical techniques such as Wilcoxon and N-gain tests. Findings show a significant increase in collaboration skills—students categorized as "very good" rose from 10.81% to 97.30%—and improved learning outcomes, with an N-gain score of 0.6213 (moderate effectiveness). The results confirm that the educational game is valid and well-received, and effective in supporting active learning, problem-solving, and collaborative engagement in social studies.
The Influence of Virtual Reality Content in Social Studies Learning on Critical Thinking Skills and Learning Happiness at SMP N 3 Pagedongan Banjarnegara Asri Ratna Sari; Sriyanto Sriyanto
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.5940

Abstract

The essence of social studies learning is to help students to develop the ability to make decisions, in a different society and the culture of an interdependent world democratic society. Thus, IPS follows an integrated perspective aimed at developing the ability to make decisions, based on the diverse public interests in social life. Social studies learning is not only limited to achieving degrees of knowledge and understanding, but is expected to be able to achieve higher degrees, namely increasing the profile of critical thinking. One of the important challenges for Social Sciences teachers is how to manage learning that is able to bring joy to learning. The research used the experimental method in the form of a true experimental design, with cluster random sampling. Collecting data using test techniques, questionnaires and observation. Data analysis is quantitative or statistical in nature, with the aim of testing the established hypotheses. The results of the research are based on the results of the questionnaire hypothesis test, to measure the happiness of learning conducted by researchers with a significant probability value of 2 thailood is 0.0000 less than 0.05 then H1 is accepted. There is an influence of the application of the use of virtual reality-based learning media on the learning happiness of students at Pagedongan 3 Public Middle School. Looking at the results of the post-test hypothesis testing, to measure critical thinking skills performed by researchers with a significant probability value of 2 thailood is 0.0000 less than 0.05. It can be concluded that H1 is accepted, so it can be concluded that there is an effect of applying the use of virtual reality-based learning media to the critical thinking skills of students in grade 7 at SMP Negeri 3 Pagedongan.
Connected yet Isolated: Digital Social Disruption and Its Impact on Learning and Interaction in Rural Elementary Education Lia Fherdiana; Sriyanto Sriyanto; Subuh Anggoro; Anang Widhi Nirwansyah; Văn Kim Hoàng Hà
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp577-595

Abstract

Recent technology and gadget use have profoundly affected children and how they communicate and learn, including those living in remote areas. The goal of this study is to understand the emerging social phenomenon of digital social disruption and its ramifications for social communication and academic engagement, with a focus on elementary school children in rural areas and on intensive technology use. The study's rural context is digital social disruption and its impact on children's social engagement and learning. The study employs a qualitative approach and a case study design. Data were obtained through community and classroom observations, semi-structured interviews with parents, students, and teachers, and relevant documents collected from school and home. When relating the discovered themes to the three forms of digital social disruption, it was identified that the first digital social disruption involves the transition from a participatory social engagement to a digital individualised participation where social empathetic engagement and social/interpersonal skills are noticeably diminished; the second involves a prevalent digital distraction and poor collective learning culture that causes a focus deficiency on academic achievement tasks; and lastly, the school and family collaboration in fostering children's digital capacities has been poor resulting in inadequate digital supervision. Rural youth social ecosystems are being impacted by digital individualization through the dismantling of established social collectives. The study recommends that more responsive digital literacy programs and school-family collaboration on the responsible use of technology, and revitalizing children’s social engagement are important. Keywords: social disruption, digital era, social interaction, learning concentration
The Integration of Spiritual and STEM Education (IS-STEM) in Muhammadiyah Schools: A Systematic Review for Sustainable Learning S. Sriyanto; Pratik Hari Yuwono; Sella Dwinanda; Sri Mulyani
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.28204

Abstract

Twenty-first-century education requires learners not only to achieve academic proficiency but also to be socially, morally, and environmentally responsible. STEM approaches are proven to enhance cognitive skills, yet they often neglect spiritual and value-based dimensions, limiting their contribution to sustainable learning. This study aims to analyze the concept and implementation of Spiritual-STEM (IS-STEM) for sustainable learning, focusing on teachers ’ understanding, classroom practices, and the dual impacts on students ’ cognitive and affective development. A Systematic Literature Review (SLR) was conducted using the PRISMA model. Articles were retrieved from Scopus, Web of Science, ERIC, SpringerLink, MDPI, Taylor & Francis, Wiley Online Library, covering the period 2019-2025. A total of 412 articles were identified, of which 21 met the inclusion criteria and were analyzed using data extraction and thematic synthesis. The review found that IS-STEM served as a bridge between technical competencies and the internalization of spiritual values. Common pedagogical approaches include Project-Based Learning (PjBL), Engineering Design Process (EDP), and Socio-Scientific Issues (SSI). Findings indicate dual benefits: cognitive improvement (conceptual understanding, systems thinking, and problem-solving) and affective development (environmental awareness, social empathy, and moral orientation). Integrating spirituality into STEM strengthens a holistic and sustainable education paradigm. IS-STEM is highly relevant for Muhammadiyah schools and adaptable to global contexts, balancing modern scientific literacy with spiritual development. Further research is recommended to test IS-STEM ’ s effectiveness empirically and to develop valid instruments for evaluating the spiritual dimensions of learning.
Cognitive Development in Rural Children Age 6-8 Years: Integrating Piaget's Theory and Neurocognitive Perspective Norman Yulia; Sriyanto Sriyanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9129

Abstract

Cognitive development among children aged 6–8 in rural areas is often constrained by limited environmental stimulation, yet few studies integrate cognitive, socio-ecological, and neurocognitive perspectives to explain these disparities. This study aims to analyze how these dimensions interact in shaping children’s cognitive development in rural Indonesia. This research employed an exploratory qualitative case study involving nine children aged 6–8 years, nine parents, and two teachers in a rural area of Banjarnegara, Central Java. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed thematically using integrated coding based on Piagetian, Bronfenbrenner’s bioecological, and neurocognitive frameworks. The findings reveal three distinct developmental profiles based on levels of family stimulation. Children with high stimulation demonstrated stable concrete operational thinking, including conservation, classification, and sustained attention. Those with moderate stimulation showed transitional cognitive patterns with emerging but inconsistent logical reasoning. In contrast, children with low stimulation remained in the preoperational stage, characterized by perceptual reasoning, weak working memory, and limited self-regulation. The results indicate that cognitive development is influenced by the interaction between family support (microsystem), home–school continuity (mesosystem), and executive function capacity. The study highlights that cognitive development in rural children is not solely age-dependent but shaped by the synergy of environmental stimulation and neurocognitive processes. Strengthening family–school collaboration and providing context-based cognitive stimulation are essential to support optimal development in rural educational settings.
Analysis of the Experience of Dyscalculia Children in Completing Addition Operations in Upper Elementary School Classes Rizqi Siregar, Muhammad; Sriyanto, Sriyanto
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i2.1300

Abstract

Objective: This study aims to identify the forms of addition difficulties experienced by students with dyscalculia and examine the strategies used to overcome these obstacles. Method: A phenomenological approach was applied through semi-structured interviews, naturalistic observations, and document analysis involving high-grade students, teachers, and parents selected purposively. Data analysis was conducted through data reduction, open coding, theme categorization, and member checking to ensure credibility. Results The results showed that addition difficulties arise in several aspects, including poor memory for arithmetic facts, misconceptions of place value, reliance on manipulatives, use of inefficient compensatory strategies, and high cognitive load on tiered problems. Emotional and social factors such as math anxiety and inconsistent family support also exacerbate children's obstacles. Novelty: These findings confirm that the experience of dyscalculia is multidimensional, so interventions need to include basic numerical reinforcement, cognitive load management, anxiety reduction, and ongoing collaboration between teachers and parents
Co-Authors Afifah Hasna Prilia Ahmad Dahlan Ahmad Dahlan Aim Abdulkarim Akhmad Yusron Santoso Ana Andriani, Ana Analisa Listanti Anang Widhi Nirwansyah Anggraeni, Karina Tri Apik Budi Santoso Ari Wijayanti Arif Farida Arifin Muslim Asep Daud Kosasih Asmawi Zainul Asmawi Zainul Asri Ratna Sari Ayu Gilar Woromurt, Tyas Azlansyah Azlansyah Azzahra, Nabilla Feylisha Budiyanto, Hermawan Cahyono, Eko Hadi Darmawan, Adi Hidayat Darodjat, Darodjat Darodjat, Darodjat Demirdag, Seyithan Desi Wulandari Dhi Bramasta, Dhi Diansari, Susi Dwi Setyaningsih Eka Setyaningsih Eka Setyaningsih Enok Maryani Esti Mungizzah Eva Banowati Fadjar Harimurti Fahrus Widodo Fajriyatun Fajriyatun Fajriyatun Fajriyatun Farida, Amalina Fauzi Nur Akhadi Fauziyati, Khuldiana Azizah Feby Nurliana Fherdiana, Lia Hakim, Yanuar Prima Nur Handayani Tri Wijayanti Handayani, Alfina Hari Purnomo Susanto Haryanto Haryanto Hasiholan, Bistok Hasna Prilia, Afifah Heni Widiastuti Herdiyanto Herdiyanto Hersiyani, Shintia Husen Ismail, Faisal Bin I. Ismiyati Ida Taprida Idha Lusmianingtyas Ika Pujiastuti Indra Kanedi Indri Murniawaty, Indri Isa Bowo Yunianto Ishafit Ishafit Istiqamah Istiqamah Ita Nuryana Ita Sulistyawati, Ita Jasmadi Jasmadi Jayawarsa, A.A. Ketut Juli R. Wuliandari, Juli R. Kartini, Agustina Kasidin, Kasidin Lia Fherdiana M Mutakin M, Makhful Maesaroh Maesaroh Mandili , Abdel Mohamad Ikram Zakaria Muhamad Hasan Mungizzah, Esti Na'imah, Tri Na’imah, Tri Ninik Tri Kusumadewi Noor, Anfal Zaeni Norman Yulia Novrizal Arif Budiman Nur'aeni, Nur'aeni Pangesti Gagat Wahyuningsih Permadi, Alif Maulana Pinasthika, Dhimas Prahasti, Prahasti Pratama, Averoes Aditya Pratik Hari Yuwno Pratik Hari Yuwono Pratik Hari Yuwono Putri, Afildha Fonika Rahmadani, Devi Rano Subehi Retno Dwiyanti Rizqi Siregar, Muhammad Rizqoh, Evana Rokaliana Rokaliana Rusmiyati Rusmiyati Safitri Pramei Hastuti Sari Ratnawati Sella Dwinanda Septiana Septiana Shibyan Heryawan Siregar, Muhammad Rizqi Sisiliana, Careza Siti Muslikhah Slamet Slamet Sony Irianto Sri Harmianto Sri Mulyani SRI RAHAYU Subuh Anggoro Sunarsih Sunarsih Supriati, Supriati Susanti, Erfi Yana Eka Sutianingsih, Sutianingsih Sutomo Sutomo Suyatno Suyatno Syafa Aludra Thara Thara, Syafa Aludra Titik Kusumawinakhyu Triyadi Haryanto Trubus Kurniawan Văn Kim Hoàng Hà Wage Wage, Wage Wanda Nugroho Yanuarto Wening Rinasari Widiastuti, Wiwin Widowati, Eny Hari Wijanarko, Beny Yani, Achmad Yudha Febrianta Yudha Febrianta Yudha Febrianta Yuhari Andrika Yuliyanti, Ekani Yuni Prihartini Yunilasari, Dita Yuwno, Pratik Hari Z, Malikatun z, Zakiyah Zakaria, Mohamad Ikram Zuhri, Bahtiar Amin Zuhri, Mursid