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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Historia: Jurnal Pendidik dan Peneliti Sejarah Dinamika Pendidikan JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Riset Manajemen dan Akuntansi Jurnal Prima Edukasia 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 Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Jurnal Sains Sosio Humaniora 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 Jurnal Teknik Informatika (JUTIF) 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 Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Proceedings Series on Social Sciences & Humanities Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 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 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 Sadar Wisata: Jurnal Pariwisata Ta'allum: Jurnal Pendidikan Islam Edumaspul: Jurnal Pendidikan
Sriyanto Sriyanto
Universitas Muhammadiyah Purwokerto
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Transportation Other

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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.  
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
STRENGTHENING CHARACTER EDUCATION BASED ON LOCAL WISDOM IN ELEMENTARY SCHOOLS THROUGH PARTICIPATION IN THE SOWAN NGALAS TRADITION Isa Bowo Yunianto; Sriyanto
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7684

Abstract

Strengthening character education in elementary schools is crucial, but it still requires a contextual approach based on local wisdom to make character values ​​more meaningful for students. This study aims to analyze the strengthening of local wisdom-based character education in elementary schools through participation in the Sowan Ngalas Tradition. The study used a qualitative ethnographic approach with students and teachers at SDN 1 Pesangkalan as subjects, as well as community leaders. Data were collected through participant observation, in-depth interviews, and documentation. Data were analyzed thematically through data reduction, data presentation, and conclusion drawing. Data were validated through triangulation of sources and techniques. The results of the study indicate that the Sowan Ngalas tradition plays an important role in strengthening local wisdom-based character education in elementary schools. Through a participatory approach, students gain authentic experiences that enrich their understanding of character values ​​in a more meaningful way. Religious, nationalist, mutual cooperation, integrity, and independent characters can be internalized through a series of concrete cultural practices. Religious values ​​grow through communal prayer and the procession of washing heirlooms; nationalism develops through the procession of heirlooms and the narrative of village history; mutual cooperation is built through collective work in the mountain procession; integrity is strengthened through reflection on moral values ​​in the shadow puppet performance; and independence is formed through responsibility for maintaining cleanliness and caring for the environment after the activity. These findings confirm that direct experiences based on local culture provide meaningful, reflective, and contextual character learning for students' lives. Collaboration between schools, community leaders, and local communities is key to maintaining the sustainability of regional traditions while instilling character values ​​from an early age.
Pemberdayaan Pekerja Migran Perempuan Indonesia di Hong Kong melalui Pelatihan Manajemen Stres, Penetapan Tujuan, dan Kewirausahaan Berbasis Participatory Action Research : Empowering Indonesian Female Migrant Workers in Hong Kong through Integrated PAR-Based Training S. Sriyanto
JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) VOL. 10 NOMOR 1 MARET 2026 JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jppm.v10i1.28637

Abstract

Indonesian female migrant workers in Hong Kong face complex psychological challenges due to their dual roles as breadwinners abroad and family caretakers in their home country. This dual burden often leads to stress, work–family conflict, and a lack of future orientation after returning home. This community service program aimed to enhance stress management skills, goal setting, and economic independence through an integrated training based on Participatory Action Research (PAR). The program involved 33 female migrant workers from Indonesian community groups in Hong Kong. The activities consisted of three main components: (1) stress management training based on psychoeducation and Islamic approaches, (2) goal-setting training using SMART principles, and (3) basic entrepreneurship training. Evaluation was conducted using a pre-test and a post-test to measure changes in stress levels, understanding, and stress management abilities. The results indicated a significant decrease in stress levels and improvement in participants’ understanding and coping skills after the training. Furthermore, participants demonstrated higher motivation to plan for the future and to develop small-scale entrepreneurial initiatives. These findings highlight that the PAR-based training effectively strengthens psychological resilience, self-reliance, and emotional well-being among female migrant workers. This model is recommended for replication and sustainable implementation to empower Indonesian migrant worker communities abroad.
Analisis Peran Orang Tua Dalam Memotivasi Belajar Siswa Kelas V Sd Negeri 1 Kalibagor, Banyumas Syafa Aludra Thara; Sriyanto Sriyanto
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8293

Abstract

This study aims to analyze the role of parents in motivating the learning process of fifth-grade students at SD Negeri 1 Kalibagor, Banyumas. Employing a descriptive qualitative design, data were collected through classroom and home observations, interviews with the class teacher, students, parents, neighbors, and a teacher, and documentation of grade books and student data records. Informants were selected via purposive sampling to include four students (with low and high motivation), four parents (active and less active), two neighbors, and one class teacher. Instruments consisted of observation, interview, and documentation guides, with data validity ensured through triangulation. Results indicated that parental involvement—through encouragement, supervision, and supportive learning environments—positively influenced student motivation. High motivation was observed in students with active parental support, while those lacking such support exhibited lower participation and academic achievement. Based on these findings, it is recommended that schools and educational authorities facilitate active parental engagement through coaching programs and involvement in learning activities to enhance student motivation and academic outcomes.
Exploration of differentiated learning and its impact on students’ social skills in elementary schools Supriati, Supriati; Sriyanto, Sriyanto
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.52423

Abstract

Differentiated learning is increasingly recognized as an approach that addresses students’ diverse learning needs while encouraging active participation in the classroom. This study explored the implementation of differentiated learning and its influence on students’ social skills at State Elementary School 3 Kemawi, Banyumas Regency, Indonesia. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis. The participants consisted of two classroom teachers and six students from the third and sixth grades. The findings revealed that teachers implemented differentiated learning through diagnostic assessment, flexible instructional planning, and modifications to content, process, and product. Students responded positively to these practices and demonstrated improvements in peer relationships, self-management, academic participation, compliance, and assertion skills. The study suggests that differentiated learning can support both academic engagement and social development by creating learning environments that promote collaboration, participation, and respect for individual differences.
Co-Authors Abdollah, Mohd Faizal Afifah Hasna Prilia Ahmad Ahmad Dahlan Ahmad Dahlan Aim Abdulkarim Akhmad Yusron Santoso Alif Maulana Permadi Amalina Farida Ana Andriani, Ana Analisa Listanti Anang Widhi Nirwansyah Andriani, Ana Anfal Zaeni Noor Anggraeni, Karina Tri Apik Budi Santoso Ari Wijayanti Arif Farida Arifin Muslim Asep Daud Kosasih Asmawi Zainul Asmawi Zainul Asri Ratna Sari Ayu Andini, Adzani Ayu Gilar Woromurt, Tyas Aziz, RZ. Abdul Azlansyah Azlansyah Azzahra, Nabilla Feylisha Beny Wijanarko Budiyanto, Hermawan Cahyono, Eko Hadi Darmawan, Adi Hidayat Darodjat, Darodjat Darodjat, Darodjat Desi Wulandari Dewi Agushinta R. Dhi Bramasta, Dhi Dhimas Pinasthika Diansari, Susi Dita Yunilasari Dwi Setyaningsih Eka Setyaningsih Eka Setyaningsih Enok Maryani Erfi Yana Eka Susanti Esti Mungizzah Eva Banowati Evana Rizqoh Fadjar Harimurti Fahrus Widodo Fajriyatun Fajriyatun Fajriyatun Fajriyatun Fauzi Nur Akhadi Fauziyati, Khuldiana Azizah Feby Nurliana Handayani Tri Wijayanti Handayani, Alfina Hari Purnomo Susanto Haryanto Haryanto Hasiholan, Bistok Hasna Prilia, Afifah Heni Widiastuti Herdiyanto Herdiyanto Husen Ismail, Faisal Bin I. Ismiyati Ida Taprida Idha Lusmianingtyas Ika Pujiastuti Indri Apriyani Indri Apriyani Indri Murniawaty, Indri Irianto Irianto Isa Bowo Yunianto Istiqamah Istiqamah Ita Nuryana Ita Sulistyawati, Ita Jasmadi Jasmadi Jayawarsa, A.A. Ketut Juli R. Wuliandari, Juli R. Kartini, Agustina Kasidin, Kasidin Kresna Febri Cahyana Lia Fherdiana Lia Fherdiana M Mutakin M, Makhful Maesaroh Maesaroh Mandili , Abdel Maulana Permadi, Alif Mifkhudin Mohamad Ikram Zakaria Muhamad Hasan Muhammad Rizqi Siregar Mungizzah, Esti Na'imah, Tri Na’imah, Tri Niken Larasati Ninik Tri Kusumadewi Norman Yulia Novrizal Arif Budiman Nur'aeni, Nur'aeni Pangesti Gagat Wahyuningsih Pratama, Averoes Aditya Pratik Hari Yuwno Pratik Hari Yuwono Pratik Hari Yuwono Putri, Afildha Fonika Putut Setiyadi, D.B. Rahmadani, Devi Rano Subehi Retno Dwiyanti Rizqi Siregar, Muhammad Rokaliana Rokaliana Rusmiyati Rusmiyati Safitri Pramei Hastuti Sari Ratnawati Sella Dwinanda Septiana Septiana Seyithan Demirdag Shibyan Heryawan Shintia Hersiyani Sisiliana, Careza Siti Muslikhah Siti Nurjanah Slamet Slamet Sony Irianto Sri Harmianto Sri Mulyani SRI RAHAYU Subuh Anggoro Sumarianto, Febri Sunarsih Sunarsih Sunarsih Sunarsih Supriati Supriati Supriati, Supriati Susanti, Erfi Yana Eka Sutianingsih, Sutianingsih Sutomo Sutomo 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 Yani, Achmad Yanuar Prima Nur Hakim Yudha Febrianta Yudha Febrianta Yudha Febrianta Yuhari Andrika Yuliyanti, Ekani Yuni Prihartini Yuwno, Pratik Hari Z, Malikatun z, Zakiyah Zakaria, Mohamad Ikram Zuhri, Bahtiar Amin Zuhri, Mursid Zuriati, Zuriati