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Sudarmin Sudarmin
Jurusan Kimia FMIPA Universitas Negeri Semarang Gedung D6 Lantai 2 Kampus Sekaran Gunungpati Semarang, 50229, Telp. (024)8508035
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Journal : Innovative Journal of Curriculum and Educational Technology

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Desain Pendidikan Karakter Berbasis Nilai-Nilai Ihsan Bagi Siswa MI NU Salafiyah Kudus Ihwanto, Muhammad Arif; Sutoyo, Anwar; Sudarmin, Sudarmin
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15570

Abstract

MI NU Salafiyah Kudus memiliki eksistensi yang kontras dengan sekolah pada umumnya dalam desain, aktualisasi nilai dan esensi pendidikan karakter menarik untuk dijelaskan secara jernih. Penelitian ini bertujuan untuk mendesain pendidikan karakter berbasis nilai-nilai ihsan di MI NU Salafiyah. Metode penelitian menggunakan kualitatif deskriptif-analitis dengan desain fenomenologi. Subyek penelitiannya yaitu siswa MI NU Salafiyah, pengambilan data melalui observasi, wawancara dan dokumentasi. Analisis penelitian menggunakan miles dan huberman yaitu koleksi data, reduksi data, display data dan simpulan. Hasil penelitian menunjukkan pertama, diperoleh sebuah model pendidikan karakter dengan desain proses antara guru dengan siswa disertai ma’rifatullah (tahu, sadar, yakin akan keberadaan Allah). Desain proses memuat nilai-nilai ihsan (keyakinan, kepasrahan, dan ketakwaan), bagian karakter ihsan (pengetahuan, perasaan, dan tindakan), strategi - metode, prinsip-prinsip ihsan, sistem sosial dan sistem pendukung. Kedua, nilai-nilai ihsan bermakna usaha berbuat kebajikan disertai ma’rifatullah, hal tersebut didasarkan pada usaha madrasah dalam menyuguhkan ide yang orisinal dalam bingkai budaya, menghidupkan Aqidah Ahlussunnah wal jamaah dan menyemaikan benih-benih tasawuf. Manfaat penelitian yaitu memberikan sumbangan teori dan praktik dalam pengetahuan dan cara mendidik karakter melalui nilai-nilai ihsan. MI NU Salafiyah has an existence that contrasts with the school generaly in design, actualization of the value and essence of education interesting character to be explained clearly. This research’s aim to design-based character education values of ihsan in MI NU Salafiyah. Collecting data through observation, interviews and documentation. Qualitative research method using descriptive-analytic design with phenomenology. Subjects of the study are students of MI NU Salafiyah, analysis of studies using Miles and Huberman, namely data collection, data reduction, data display, and conclusion. The results showed first, gained a character education model with the design process between teachers and students accompanied ma'rifatullah (know, consciously, convinced of the existence of God). Process design load values ihsan (faith, submission, and piety), part of the character of ihsan (knowledge, feelings, and actions), the strategy - methods, principles of ihsan, social systems and support systems. Second, The values of ihsan means to do good things with ma'rifatullah, it is based on a madrassa effort in presenting original idea in the frame of culture, turned Aqidah Ahlussunnah wal Jamaah and sow the seeds of Sufism. The benefits of the research was to gave contribution of the theory and practice in the knowledge and how to educate the character through the values of ihsan.
Pengembangan Model Computer-Based Test (CBT) Berbasis Adobe Flash untuk Sekolah Menengah Kejuruan Balan, Yohanes Adio; Sudarmin, Sudarmin; Kustiono, Kustiono
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15574

Abstract

Penelitian pengembangan Model Computer-Based Test (CBT) Berbasis Piranti Lunak Adobe Flash untuk SMK ini bertujuan untuk (1) mengembangkan sebuah model CBT yang valid, praktis, dan efektif, (2) menguji kelayakan, dan (3) menguji keefektifan CBT. Studi kasus pada 3 SMK di kabupaten Timor Tengah Utara, NTT). Jenis penelitian adalah penelitian pengembangan (R & D) dengan langkah-langkah sebagai berikut: Studi pendahuluan, kajian pustaka, studi lapangan, desain prototipe, pengembangan model, validasi dan uji coba. Instrumen pengumpulan data terdiri dari tes, angket siswa dan lembar pengamatan guru. Produk yang dikembangkan divalidasi oleh pakar materi dan pakar multimedia. Penilaian kepraktisan model CBT diperoleh dari angket respon siswa. Sebanyak 39 siswa yang memberikan penilaian, 31 siswa atau 79,49% memberi respon “sangat setuju” dan “setuju” terhadap 10 butir pernyataan dalam angket, dan 8 siswa atau 20,51% yang memberi “kurang setuju”. Model CBT dinyatakan praktis apabila terdapat minimal 75% responden menyatakan “setuju”. Dengan demikian, model CBT yang dikembangkan dinyatakan praktis. Keefektifan model CBT diperoleh dari hasil pengamatan guru terhadap model dan pelaksanaan CBT. Berdasarkan hasil analisis, diketahui bahwa 11 orang guru atau 100% memberi respon “sangat setuju” dan “setuju” oleh karena itu model CBT yang dikembangkan dinyatakan efektif. Implikasi dari penelitian ini adalah (1) sekolah perlu menyediakan fasilitas TIK yang memadai untuk mendukung latihan CBT, (2) pemerintah daerah perlu memberikan diklat di bidang teknologi pembelajaran bagi guru, dan (3) program pendampingan siswa dalam berbagai latihan CBT sebagai persiapan diri mengikuti Ujian Nasional Berbantuan Komputer (UNBK).Research on developing Model of Computer-Based Test (CBT) Based Software of Adobe Flash for Vocational High School aims to (1) developing a valid, practical, and effective model of CBT, (2) testing the validity of the CBT model, and (3) testing the effectivity of CBT model. Experiments were carried out at 3 SMKs in North Central Timor regency, East Nusa Tenggara province. This is a research and development (R & D) which consists of several steps: field study, theoretical study, prototype desgn, developing model, validation and experiments. Data collection instruments consisted of CBT model test, questionnaire of students and teacher observation sheet. The product was validated by experts and specialists. Rate practicality of CBT models obtained from the student questionnaire responses. A total of 39 students who provide assessment, 31 students or 79.49% responded "strongly agree" and "agree" to the 10-point declaration in the questionnaire, and 8 students or 20.51% who gave "less agree". The CBT model is declared practical when there is a minimum of 75% of respondents said "agree". Thus, the CBT model is practical. The effectiveness of CBT models is from teacher observation against the model and implementation of CBT. Based on the analysis, there were 11 teachers or 100% responded "strongly agree" and "agree" therefore the model of CBT is effective. The implications of this research are (1) schools should provide adequate ICT facilities to support the implementation of CBT drills, (2) local governments should provide training in the field of learning technologies for teachers, and (3) teachers need intensive mentoring for students in a variety of exercises on CBTs as preparation for computer-based national examination.
Evaluasi Implementasi Kurikulum 2013 di Sekolah Pelaksana Mandiri Budiani, Sri; Sudarmin, Sudarmin; Syamwil, Rodia
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15998

Abstract

Implementasi Kurikulum 2013 di sekolah piloting maupun pelaksana mandiri perlu dievaluasi untuk menjaga konsistensi pencapaian tujuan kurikulum itu sendiri. Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum 2013 di sekolah pelaksana mandiri yang meliputi (1) Kesiapan implementasi; (2) Proses pembelajaran dan evaluasi pembelajaran, (3) hasil implementasi; dan (4) tingkat keberhasilan implementasi. Metode evaluasi yang digunakan adalah model Countenan Stake yang membagi komponen kurikulum dalam matrik observasi dan matrik pertimbangan meliputi tahap pendahuluan (antecedent), proses (transaction), dan hasil (outcomes). Penelitian dilakukan di SD Nasima Semarang yang merupakan sekolah pelaksana mandiri. Hasil penelitian menunjukkan bahwa tahap pendahuluan atau kesiapan implementasi meliputi kesiapan guru, buku, sarana prasarana, dan rencana pembelajaran sangat baik (95%), tahap proses yang meliputi kegiatan pembelajaran dan evaluasi pembelajaran sangat baik (90%), dan hasil implementasi yang meliputi respon peserta didik dan hasil belajar juga sangat baik (94%). Implementasi Kurikulum 2013 di sekolah pelaksana mandiri dapat berjalan sangat baik dengan dukungan pemenuhan standar nasional pendidikan dan para guru yang memiliki motivasi, kreativitas, dan kinerja yang baik.Implementation of Curriculum 2013 in schools piloting or independent organizers needs to be evaluated to maintain the consistency of curriculum goals. This study aimed to evaluate the implementation of Curriculum 2013 in independent organizer to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation .The evaluation used Countenan Stake method which devided curriculum component in the judgment matrix and observation matrix includes the consideration of antecedent, transaction, and outcomes. The study was conducted in elementary school Nasima Semarang which is independent organizer. The results showed that the preparing stage or implementation readiness include the readiness of teachers, books, facilities, and learning plan is very good (95%), stage process that includes learning activities and learning evaluation is very good (90%), and the results of the implementation which includes responses students and learning outcomes are also very good (94%). Implementation of Curriculum 2013 in schools independent organizer can run really well by the support of compliance with education national standards and teachers who have the motivation, creativity, and good performance.
Desain Pendidikan Karakter Berbasis Nilai-Nilai Ihsan Bagi Siswa MI NU Salafiyah Kudus Ihwanto, Muhammad Arif; Sutoyo, Anwar; Sudarmin, Sudarmin
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15570

Abstract

MI NU Salafiyah Kudus memiliki eksistensi yang kontras dengan sekolah pada umumnya dalam desain, aktualisasi nilai dan esensi pendidikan karakter menarik untuk dijelaskan secara jernih. Penelitian ini bertujuan untuk mendesain pendidikan karakter berbasis nilai-nilai ihsan di MI NU Salafiyah. Metode penelitian menggunakan kualitatif deskriptif-analitis dengan desain fenomenologi. Subyek penelitiannya yaitu siswa MI NU Salafiyah, pengambilan data melalui observasi, wawancara dan dokumentasi. Analisis penelitian menggunakan miles dan huberman yaitu koleksi data, reduksi data, display data dan simpulan. Hasil penelitian menunjukkan pertama, diperoleh sebuah model pendidikan karakter dengan desain proses antara guru dengan siswa disertai ma’rifatullah (tahu, sadar, yakin akan keberadaan Allah). Desain proses memuat nilai-nilai ihsan (keyakinan, kepasrahan, dan ketakwaan), bagian karakter ihsan (pengetahuan, perasaan, dan tindakan), strategi - metode, prinsip-prinsip ihsan, sistem sosial dan sistem pendukung. Kedua, nilai-nilai ihsan bermakna usaha berbuat kebajikan disertai ma’rifatullah, hal tersebut didasarkan pada usaha madrasah dalam menyuguhkan ide yang orisinal dalam bingkai budaya, menghidupkan Aqidah Ahlussunnah wal jamaah dan menyemaikan benih-benih tasawuf. Manfaat penelitian yaitu memberikan sumbangan teori dan praktik dalam pengetahuan dan cara mendidik karakter melalui nilai-nilai ihsan. MI NU Salafiyah has an existence that contrasts with the school generaly in design, actualization of the value and essence of education interesting character to be explained clearly. This research’s aim to design-based character education values of ihsan in MI NU Salafiyah. Collecting data through observation, interviews and documentation. Qualitative research method using descriptive-analytic design with phenomenology. Subjects of the study are students of MI NU Salafiyah, analysis of studies using Miles and Huberman, namely data collection, data reduction, data display, and conclusion. The results showed first, gained a character education model with the design process between teachers and students accompanied ma'rifatullah (know, consciously, convinced of the existence of God). Process design load values ihsan (faith, submission, and piety), part of the character of ihsan (knowledge, feelings, and actions), the strategy - methods, principles of ihsan, social systems and support systems. Second, The values of ihsan means to do good things with ma'rifatullah, it is based on a madrassa effort in presenting original idea in the frame of culture, turned Aqidah Ahlussunnah wal Jamaah and sow the seeds of Sufism. The benefits of the research was to gave contribution of the theory and practice in the knowledge and how to educate the character through the values of ihsan.
Pengembangan Model Computer-Based Test (CBT) Berbasis Adobe Flash untuk Sekolah Menengah Kejuruan Balan, Yohanes Adio; Sudarmin, Sudarmin; Kustiono, Kustiono
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15574

Abstract

Penelitian pengembangan Model Computer-Based Test (CBT) Berbasis Piranti Lunak Adobe Flash untuk SMK ini bertujuan untuk (1) mengembangkan sebuah model CBT yang valid, praktis, dan efektif, (2) menguji kelayakan, dan (3) menguji keefektifan CBT. Studi kasus pada 3 SMK di kabupaten Timor Tengah Utara, NTT). Jenis penelitian adalah penelitian pengembangan (R & D) dengan langkah-langkah sebagai berikut: Studi pendahuluan, kajian pustaka, studi lapangan, desain prototipe, pengembangan model, validasi dan uji coba. Instrumen pengumpulan data terdiri dari tes, angket siswa dan lembar pengamatan guru. Produk yang dikembangkan divalidasi oleh pakar materi dan pakar multimedia. Penilaian kepraktisan model CBT diperoleh dari angket respon siswa. Sebanyak 39 siswa yang memberikan penilaian, 31 siswa atau 79,49% memberi respon “sangat setuju” dan “setuju” terhadap 10 butir pernyataan dalam angket, dan 8 siswa atau 20,51% yang memberi “kurang setuju”. Model CBT dinyatakan praktis apabila terdapat minimal 75% responden menyatakan “setuju”. Dengan demikian, model CBT yang dikembangkan dinyatakan praktis. Keefektifan model CBT diperoleh dari hasil pengamatan guru terhadap model dan pelaksanaan CBT. Berdasarkan hasil analisis, diketahui bahwa 11 orang guru atau 100% memberi respon “sangat setuju” dan “setuju” oleh karena itu model CBT yang dikembangkan dinyatakan efektif. Implikasi dari penelitian ini adalah (1) sekolah perlu menyediakan fasilitas TIK yang memadai untuk mendukung latihan CBT, (2) pemerintah daerah perlu memberikan diklat di bidang teknologi pembelajaran bagi guru, dan (3) program pendampingan siswa dalam berbagai latihan CBT sebagai persiapan diri mengikuti Ujian Nasional Berbantuan Komputer (UNBK).Research on developing Model of Computer-Based Test (CBT) Based Software of Adobe Flash for Vocational High School aims to (1) developing a valid, practical, and effective model of CBT, (2) testing the validity of the CBT model, and (3) testing the effectivity of CBT model. Experiments were carried out at 3 SMKs in North Central Timor regency, East Nusa Tenggara province. This is a research and development (R & D) which consists of several steps: field study, theoretical study, prototype desgn, developing model, validation and experiments. Data collection instruments consisted of CBT model test, questionnaire of students and teacher observation sheet. The product was validated by experts and specialists. Rate practicality of CBT models obtained from the student questionnaire responses. A total of 39 students who provide assessment, 31 students or 79.49% responded "strongly agree" and "agree" to the 10-point declaration in the questionnaire, and 8 students or 20.51% who gave "less agree". The CBT model is declared practical when there is a minimum of 75% of respondents said "agree". Thus, the CBT model is practical. The effectiveness of CBT models is from teacher observation against the model and implementation of CBT. Based on the analysis, there were 11 teachers or 100% responded "strongly agree" and "agree" therefore the model of CBT is effective. The implications of this research are (1) schools should provide adequate ICT facilities to support the implementation of CBT drills, (2) local governments should provide training in the field of learning technologies for teachers, and (3) teachers need intensive mentoring for students in a variety of exercises on CBTs as preparation for computer-based national examination.
Evaluasi Implementasi Kurikulum 2013 di Sekolah Pelaksana Mandiri Budiani, Sri; Sudarmin, Sudarmin; Syamwil, Rodia
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15998

Abstract

Implementasi Kurikulum 2013 di sekolah piloting maupun pelaksana mandiri perlu dievaluasi untuk menjaga konsistensi pencapaian tujuan kurikulum itu sendiri. Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum 2013 di sekolah pelaksana mandiri yang meliputi (1) Kesiapan implementasi; (2) Proses pembelajaran dan evaluasi pembelajaran, (3) hasil implementasi; dan (4) tingkat keberhasilan implementasi. Metode evaluasi yang digunakan adalah model Countenan Stake yang membagi komponen kurikulum dalam matrik observasi dan matrik pertimbangan meliputi tahap pendahuluan (antecedent), proses (transaction), dan hasil (outcomes). Penelitian dilakukan di SD Nasima Semarang yang merupakan sekolah pelaksana mandiri. Hasil penelitian menunjukkan bahwa tahap pendahuluan atau kesiapan implementasi meliputi kesiapan guru, buku, sarana prasarana, dan rencana pembelajaran sangat baik (95%), tahap proses yang meliputi kegiatan pembelajaran dan evaluasi pembelajaran sangat baik (90%), dan hasil implementasi yang meliputi respon peserta didik dan hasil belajar juga sangat baik (94%). Implementasi Kurikulum 2013 di sekolah pelaksana mandiri dapat berjalan sangat baik dengan dukungan pemenuhan standar nasional pendidikan dan para guru yang memiliki motivasi, kreativitas, dan kinerja yang baik.Implementation of Curriculum 2013 in schools piloting or independent organizers needs to be evaluated to maintain the consistency of curriculum goals. This study aimed to evaluate the implementation of Curriculum 2013 in independent organizer to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation .The evaluation used Countenan Stake method which devided curriculum component in the judgment matrix and observation matrix includes the consideration of antecedent, transaction, and outcomes. The study was conducted in elementary school Nasima Semarang which is independent organizer. The results showed that the preparing stage or implementation readiness include the readiness of teachers, books, facilities, and learning plan is very good (95%), stage process that includes learning activities and learning evaluation is very good (90%), and the results of the implementation which includes responses students and learning outcomes are also very good (94%). Implementation of Curriculum 2013 in schools independent organizer can run really well by the support of compliance with education national standards and teachers who have the motivation, creativity, and good performance.
Co-Authors - Kustiono A.A. Ketut Agung Cahyawan W A’yun, Qurrota A’yun, Qurrota Abdul Hafid Abdul rahim Abdul Rahim Abdullah Kamal, Abdullah Achmad Binadja Addiani, Azza Khisnu Adelina, Fitriah Adhi, Danang Triasmoro Adi Nur Cahyono Adi, Qadarudin Fajri Afa, Musadia Afifah, Ni’matul Afifah, Ni’matul Agung Prabowo Agung Tri Prasetya AguReyza Noviansari, AguReyza Agustin, Nella Aidid, Muhammad Kasim Aji, Kresna Rahma Akhmad Masrukhan Nur Alisa Shinsetsu Sulistyoningrum, Alisa Shinsetsu Amalia Amalia Amaluddin Amaluddin, Amaluddin Amanah, Makripatun Amanatur Rifqi, Amanatur Andari, An An Andin Irsadi Andin Vita Amalia, Andin Vita Andrianie, Dwi Andrianie, Dwi Anggun Wulandari Ani Rusilowati Annisa, Uma Annisetyas, Regilita Annisetyas, Regilita Ansori, M Afif Anwar Sutoyo Apriliani, Kartika R Arfianawati, Siti Ari Syahidul Shidiq Ariani, Liska Arif Billah, Arif Arif Widiyatmoko, Arif Ariyatun, Ariyatun Arman Syahputra, Arman Asmi, Nia Nurul Aswi, Aswi Asy'syakurni, Nurul Afdhilla Aty Mulyani Awi, Awi Azalia, Izatul Bahiyah, Lumiyatun Bambang Bambang Bambang Subali Bustan, Muhammad Nadjib Carnawi, Carnawi Cepi Kurniawan Chaniago, Arif Syarifuddin Cramb, Susanna Damayani, Indri Damayanti, Yosephine Debbie Danar Saddam, Danar Dea Aransa Vikagustanti, Dea Aransa Deni Ardiyanti, Deni Desandra Putri, Enjelina Desi Setiyadi Desi Utami Dewi Anggraeni Dewi Mustikaningtyas Dewi Widiaswati, Dewi Dewi, Novi Ratna Dewi, Siti Herlina Dian Pratiwi Diena Rufaida, Diena Dilla, Sisna Dimas Gilang Ramadhani, Dimas Gilang Diyah Ayu Lestari, Diyah Ayu Dwi Lestari Dyah Rini Indriyanti Edi Sutanto Edo Septianu, Edo Edy Cahyono Edy Jatmiko, Edy Efendi, Jhonson Eka Titi Andaryani Ellianawati, Ellianawati Endang Sri Lestari Endang Susilaningsih Erna Noor Savitri, Erna Noor Ersanghono Kusumo, Ersanghono Fachry Abda El Rahman Faista, Deluna Hayang Fajri Adi, Qadaruddin Farhan, M Farhan Anantri Pramudya Fatahullah, M. Mirza Fathurrahman Fathurrahman Fawaida, Ulya Febriani, Ema Rahma Fidia Fibriana Firmansyah Firmansyah Fitrah Adelina Fitri, Intan Andhika Fuadah, Anis Gunawan, Andi Restu Guntur Maha Putra Gusal, Teguh Putra Hanik, Ajik Nur Hardi Suyitno Harianingsih, Harianingsih Harjito - Harjono Harjono Hartono & Wahyu Lestari Hartono Hartono Haryanti Haryanti Hasbiadi Hasbiadi Hastani, Fatmi Sri Helmiah, Fauriatun Hendri Silva, Hendri Hendry Oktaviyanto Budiman, Hendry Oktaviyanto Heri Setyanto, Heri Hestiana Ikhwati, Hestiana Hidayatullah, Fauzan I.F. Azizah, I.F. Ihwanto, Muhammad Arif Ihwanto, Muhammad Arif Imam Faizin, Imam Imam Wahyudi Indrawan, Imam Wahyudi Imansari, Maulinda Indah Puji Rahayu Irianto Irianto Isnaini, Wulan Maulia Istianah Istianah Juliantika, Rozi Jumsir, Jumsir Junirin, Junirin Kadir, Dideng Kasmadi Imam Supardi Kasmui -, Kasmui Kevin Mahendrani, Kevin Khairun Nisa Khamida Hikmawati Khoerunnisa, Ria Febu Kifti, Wan Mariatul Krispinus Kedati Pukan Kristianingsih, Desiagi Dwi Kumalasari, Lina Kusoro Siadi Kusuma, Putri Ria La Mpia La Ode Hasnuddin S Sagala Ladjidji, Delfris Ariya Pratama Lailiah, Ikrimatul Lestari, Indah Beti Lestari, Melinda Dwi Lestari, Melinda Dwi Ligina, Anisa Sandhya Listiadji, Prasetyo Lubis, Adi Prijuna M Rusdi M. Akbar H M. Asyraf Mubarak Sudarmin Maharani, Okvi Mahatmanti, F. ‪Widhi Massora, Kris Matsna, Maratul Maysaroh, Maysaroh Meiriza Ardiana, Meiriza Melda Agustina, Melda Meti Kendek Min Zahrotil Umami, Min Zahrotil Mirza Pahlevi, Mirza Mohd Zaim, H. Hanim binti Mohyaddin, Siti Norasikin Binti Muhajir Muhajir, Muhajir Muhamad Kholil Muhamad Stiadi Muhamad Taufiq Muhammad Ali Muhammad Ardiansyah Sembiring Muhammad Arif Tiro, Muhammad Arif MUHAMMAD HASBI MUHAMMAD RIZAL Muharom, Sidik Muharom, Sidik Mujahidah Mujahidah Murbangun Nuswowati Murbangun, N. Mustatik Islichanah, Mustatik Nanik Wijayanti Nanik Wijayati Nasution, Ahmad Taufik Nasution, Nurdiana Syari Natanael Natanael, Natanael Nazri , M. Nazri Utama Hasibuan Nina Fitriani, Nina Nirda Julianda Nisa’, Arifatun Nisa’, Arifatun Nofriadi Nofriadi Nor Farida Azzakiya, Nor Farida Norma Eralita Novi Ratna Dewi Nuni Widiarti Nurhijriah, Nurhijriah Nurmasitoh, Qonita Amalia Nurrahmania, Nurrahmania Nurul Azmi, Nurul Nurul Fadhilah Nurul Husna Annisa, Nurul Husna Nurul Laili Rahmawati, Nurul Laili Nurwan, Nurwan Nyna Adhitama, Nyna Palupi, Meilani Dyah Palupi, Meilani Dyah Pancawardhani, Helina Parmin - Pawestri Farrah Diba, Pawestri Farrah Perwitasari, Titis PH, Qori Agussuryani Piliang, Rizaldi Pribadi, Joko Priyosetyoko Priyosetyoko, Priyosetyoko Pujiastuti, Rr. S. E. Pujiastuti, Rr. S.E Pujiastuti, Rr. Sri Endang Putra, Anggar Putra, Ngurah Made Darma Putri Rochimatun Hidayah Widianingrum, Putri Rochimatun Hidayah Qadaruddin Fajri Adi Rahmalia, Ulfa Cinta Rahmiati, Devi Rais, Zulkifli Ramdhan, William Ratna Prasetyowati, Ratna Ravy, Hun Repi Repi, Repi Reza Ovi Diyanti, Reza Ovi Ria Yulia Gloria Risa Dwita Hardianti, Risa Dwita Risnawati Risnawati Rizqi, Afria Alfitri Rodia Syamwil Ruliana Ruliana, Ruliana Ruliyanti, Tria Sa'adah, Silmi Kurnia Safitri, Anni Saiful Ridlo Sakinah, Nur Milatis salipah salipah, salipah Salisah, Hajjah Yuliani Salmia, Salmia Samini Samini, Samini Samsiah, Samsiah Sani, Zulaikha Marta Sani, Zulaikha Marta SANTOSO SANTOSO Saragih, M. Subhan Sari Nuryani, Sari Sari Septiyani, Sari Sarwi - Sasmita, M. Sasmita, Media Satria, Idham Dwi Septian Alif Nugraha, Septian Alif Setiawan, Joko Tia Setiyani, Anisa Setyaningsih, Umi Sholikah, Mar'atus Sholikah, Mar’atus Siami, Fitri Sidjara, Sahlan Sigit Priatmoko Sigit Saptono sinambela, paradita Siregar, Iqbal Kamil Siti Alimah Siti Khoirul Umah, Siti Khoirul Siti Nur Suwaibah, Siti Nur Siti Rahmawati Sitti Masyitah Meliyana R. Skunda Diliarosta Sonni, Alem Febri Sri - Haryani, Sri - Sri Budiani Sri Haryani Sri Ngabekti Sri Nurhayati SRI RAHAYU Sri Sulistyorini, Sri Sri Susilogati Sumarti Sri Wahyuni SRI WARDANI Sri Yamtinah Stephani Diah Pamelasari, Stephani Diah Subehana Rachman Suharto Linuwih SUHENDRI, ADHA Sukarna Sukarna Sukarni Sukarni Sulistyo Saputro Sungkowo Edy Mulyono Sunyoto Eko Nugroho, Sunyoto Eko Supriyadi Supriyadi Susanto, Ahmad Afendy Susatya, Eko Budi Sutopo, Agung Syahnita, Syahnita SYAHRIAL SYAHRIAL Titik Hidayati, Titik Tri Prasetya, Agung Triastuti Sulistyaningsih Tuti Widianti Ulia, Fitriatul Umami, Hanifatul Umar Hidayat, Umar Upik Yelianti Uswatun Kasanah, Uswatun Wahidah Sanusi Wahyu Lestari Weni Ratna Nurlita Hening, Weni Ratna Nurlita Widastra, Holifiled Widayat, Guruh Mulia Wijaya, Kurnia Hendra wildayanto, arif Wilis Okti Pamungkas, Wilis Okti Wisnu Sunarto Wisnuadi, Aries Wiwi Isnaeni Wiwin Eka Rahayu, Wiwin Eka Wiyanto - Woro Sumarni Yermia Yermia, Yermia Yohana, Ismi Yohanes Adio Balan, Yohanes Adio Yuli Astuti Yulianto, Agung Ade Yundari, Yundari Zaenuri Mastur Zaim, Haniza Hanim binti Mohd Zakiyah, Nikmatul Azmi Zamri, Zamri Zulkifli Rais