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All Journal International Journal of Evaluation and Research in Education (IJERE) Publikasi Pendidikan Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Inovasi Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Vidya Karya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan : Riset dan Konseptual PENDIPA Journal of Science Education ORBITA: Jurnal Pendidikan dan Ilmu Fisika JPF : JURNAL PENDIDIKAN FISIKA EDUKATIF : JURNAL ILMU PENDIDIKAN Kasuari: Physics Education Journal (KPEJ) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Physics Education Research Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Optika : Jurnal Pendidikan Fisika Studies in Learning and Teaching Jurnal Penelitian Pendidikan Fisika Journal of Banua Science Education IJORER : International Journal of Recent Educational Research BIOCHEPHY: Journal of Science Education Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Inovasi Pendidikan Fisika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram International Journal of Current Educational Research International Journal of Research and Community Empowerment Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education U-Teach: Journal of Young Physics Education Teacher Journal of Dedication in Community (JoDiC) Journal of Digitalization in Physics Education (JDPE) Journal of Current Studies in SDGs Journal of Psychology and Culture Behavior in SDGs Journal of Current Studies in SDGs Journal of Law and Bibliometrics Studies Open Access DRIVERset Journal of Innovative Technology and Sustainability Education
TITIN SUNARTI
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Glocal Wisdom in Earthquake Mitigation and Education for Sustainable Development Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.106

Abstract

Objective: This study systematically analyses how glocal wisdom — the integration of local and global knowledge — supports earthquake mitigation and education for sustainable development (ESD). It identifies research patterns, key themes, and gaps in the linkage between cultural wisdom and disaster risk reduction and sustainability education. Method: A Systematic Literature Review (SLR) based on the PRISMA protocol was conducted using the Scopus database. From an initial 66,648 records (2015–2025), 15 peer-reviewed articles were selected through multi-stage filtering based on year, subject area, document type, language, and open-access criteria. Data were analysed using bibliometric mapping and thematic content analysis. Results: Four dominant themes emerged: (1) local knowledge in structural mitigation, (2) glocal wisdom in community-based education, (3) ESD integration models, and (4) policy and implementation gaps. The increase in studies from 2020 to 2023 reflects growing global interest in integrating indigenous knowledge into modern disaster education systems. Novelty: This research redefines glocal wisdom as a core epistemological foundation for sustainable and disaster-resilient education. By combining bibliometric and qualitative analyses, this study proposes a new integrative framework that links traditional knowledge, scientific innovation, and pedagogy to advance ESD and disaster literacy.
Multiple Intelligences in Digital Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Titin Sunarti; Hanandita Veda Saphira; Riski Ramadani
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.101

Abstract

Objective: This study aims to synthesise research on the application of Multiple Intelligences (MI) in digital physics learning within the framework of Education for Sustainable Development (ESD). The goal is to map trends, highlight opportunities for personalised, sustainability-oriented learning, and identify gaps that hinder the integration of MI and digital technologies to foster sustainability competencies. Method: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were collected from Google Scholar, Scopus, IEEE Xplore, ERIC, and ScienceDirect, limited to peer-reviewed studies published between 2018 and 2023 in English or Indonesian. Forty eligible studies were analysed thematically and through content analysis. Results: The findings show that MI-based digital learning enhances students' motivation, engagement, conceptual understanding, and academic performance. Interactive simulations, video-based modules, virtual experiments, and AR/VR applications offer personalised learning aligned with students' dominant intelligences. MI also supports ESD competencies such as critical thinking, collaboration, and sustainability awareness, though aspects like environmental literacy, social responsibility, and ethical reasoning remain underexplored. Novelty: This review uniquely links the MI, physics education, and ESD domains, which are rarely integrated in prior studies. It emphasises MI's potential to enhance cognitive outcomes while embedding sustainability values into physics education. A conceptual roadmap is proposed to align MI-based digital physics learning with the Sustainable Development Goals.
Glocal Wisdom in Earthquake Mitigation and Education for Sustainable Development Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.106

Abstract

Objective: This study systematically analyses how glocal wisdom — the integration of local and global knowledge — supports earthquake mitigation and education for sustainable development (ESD). It identifies research patterns, key themes, and gaps in the linkage between cultural wisdom and disaster risk reduction and sustainability education. Method: A Systematic Literature Review (SLR) based on the PRISMA protocol was conducted using the Scopus database. From an initial 66,648 records (2015–2025), 15 peer-reviewed articles were selected through multi-stage filtering based on year, subject area, document type, language, and open-access criteria. Data were analysed using bibliometric mapping and thematic content analysis. Results: Four dominant themes emerged: (1) local knowledge in structural mitigation, (2) glocal wisdom in community-based education, (3) ESD integration models, and (4) policy and implementation gaps. The increase in studies from 2020 to 2023 reflects growing global interest in integrating indigenous knowledge into modern disaster education systems. Novelty: This research redefines glocal wisdom as a core epistemological foundation for sustainable and disaster-resilient education. By combining bibliometric and qualitative analyses, this study proposes a new integrative framework that links traditional knowledge, scientific innovation, and pedagogy to advance ESD and disaster literacy.
Inquiry-based Physics Learning Integrated with Mobile Apps, Multiple Intelligences, and Local Wisdom: A Bibliometric Analysis of Research Trends and Scientific Literacy Implications Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Sunarti, Titin; Madlazim, Madlazim; Kurtulus, Muhammed Akif
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.3967

Abstract

This bibliometric study maps and evaluates the publication landscape on inquiry-based physics learning that intersects with mobile applications, multiple intelligences (MI), and local wisdom, with attention to implications for scientific literacy. Scopus records were retrieved using a TITLE-ABS-KEY search and processed following PRISMA 2020 and PRISMA-S. The screening window was restricted to 2020–2025, English-language, final-status documents, and journal articles or conference papers/proceedings. From 138,162 initially identified records, 362 remained after year and subject filtering; 305 met eligibility criteria, and 99 unique documents were included after DOI/title deduplication (full flow and exclusion reasons are reported in the PRISMA diagram and accompanying table). Performance analysis (annual output, sources, authors, countries, and subject areas) and science mapping (co-authorship, keyword co-occurrence, co-citation, and bibliographic coupling) were conducted using Bibliometrix/Biblioshiny and visualized in VOSviewer with association-strength normalization and full versus fractional counting sensitivity checks. Results show a publication peak in 2020, a decline across 2021–2023, and a rebound in 2024. Conference proceedings dominate the corpus (≈91%), with Journal of Physics: Conference Series contributing nearly two-thirds of documents. Indonesia is the leading contributor by affiliation and country; Physics and Astronomy accounts for ≈48–49% of subject assignments, followed by Engineering (≈14%) and Computer Science (≈12%). Keyword networks center on “students” and “education computing,” while MI and scientific literacy occur infrequently and local wisdom appears peripheral, indicating an early-stage, technology-driven field. Limitation: the Physics subject-area filter likely underrepresents education-journal studies where MI and literacy are more explicitly operationalized. Future work should prioritize journal-level designs, validated scientific-literacy measures, and transparent term normalization and counting schemes.
Integrating Earthquake Technologies into Physics Learning for Education for Sustainable Development: A Systematic Literature Review Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.86

Abstract

Objective: This study aims to synthesize current research on integrating earthquake-related technologies into physics education within the framework of Education for Sustainable Development (ESD). The objective is to examine how these technologies contribute to students' scientific literacy, critical thinking, and disaster preparedness, while also aligning with sustainability goals such as SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). Method: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. A total of 546 records were identified from databases, including Scopus, Web of Science, ERIC, and ScienceDirect, with 38 studies meeting the inclusion criteria after screening. Data were analyzed thematically and categorized into technological approaches, pedagogical strategies, and reported learning outcomes. Results: The findings demonstrate that earthquake technologies, including VR/AR simulations, shake tables, and real-time sensors, have a positive impact on student engagement, conceptual understanding, and disaster risk awareness. Pedagogical integration through inquiry-based, project-based, gamification, and problem-solving approaches enhances collaboration, critical thinking, and contextual application of physics concepts. However, challenges remain in terms of limited access to technology, insufficient teacher training, and the lack of longitudinal evidence. Novelty: Unlike previous studies that treated disaster education and physics pedagogy separately, this review bridges both domains under the ESD agenda. It highlights the transformative role of physics classrooms as laboratories for resilience and sustainability, providing a comprehensive framework for integrating disaster-related technologies into science education.
Inquiry-Based Digital Physics Learning Integrated with Glocal Wisdom for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.105

Abstract

Objective: This study aims to analyse the integration of inquiry-based learning, digital technology, Education for Sustainable Development (ESD), and glocal wisdom in physics education through a systematic literature review. The goal is to map trends, patterns, and research gaps connecting these dimensions to improve conceptual understanding, critical thinking, and sustainability-oriented learning. Method: A Systematic Literature Review (SLR) was conducted based on PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, SpringerLink, and ScienceDirect, covering studies published from 2015 to 2025. Of the 1,428 identified articles, 54 met the inclusion criteria. Data were analysed using thematic analysis with NVivo 14 to identify key research themes and directions. Results: Four major themes emerged: (1) effectiveness of inquiry-based digital learning in enhancing reasoning and conceptual mastery; (2) integration of digitalisation and ESD to foster ecological literacy; (3) application of glocal wisdom as a cultural context to enhance relevance and inclusivity; and (4) ethical and equity challenges in technology implementation. These findings indicate a paradigm shift from content-based physics learning to contextual and sustainability-driven education. Novelty: This study offers an integrative synthesis that combines inquiry, digitalisation, ESD, and cultural wisdom within a single framework. Its novelty lies in presenting a holistic model of physics education that promotes scientific literacy, environmental awareness, and cultural identity toward sustainable learning.
Simulation Technologies in Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.107

Abstract

Objective: This study aims to systematically analyse how simulation technologies are integrated into physics education to support Education for Sustainable Development (ESD). The objective is to identify publication trends, thematic focuses, and pedagogical implications of simulation-based learning in fostering sustainability competencies and scientific literacy. Method: A Systematic Literature Review (SLR) approach was employed using data from Scopus and ScienceDirect databases covering the years 2007-2025. Thirty-five selected articles were analysed using bibliometric mapping in VOSviewer and thematic content analysis to identify research patterns related to the use of simulation in ESD-oriented physics learning. Results: The findings reveal that simulation technologies enhance students' conceptual understanding, digital competence, and sustainability awareness. Four main themes emerged: (1) simulation for conceptual understanding, (2) sustainability competency development, (3) teacher digital competence, and (4) equity in virtual learning. Publication trends show a steady increase since 2019, with the highest research output in 2023. Most contributions originated from countries with strong digital infrastructures, such as the USA, Indonesia, and Switzerland. Novelty: This study provides an integrated view of simulation-based physics education as a driver of sustainability competencies, highlighting its dual cognitive and affective impact. Unlike previous reviews, this work explicitly connects simulation technology with ESD frameworks, offering insights for future pedagogical models and sustainable digital learning practices.
STEAM-Integrated PjBL Learning Tools for Newton’s Laws to Improve High School Students’ Creative Thinking Skills Dea Ramadhana Zsa Zsa Alifah; Titin Sunarti; Oka Saputra; Hanandita Veda Saphira
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/rwvkks02

Abstract

Creative thinking skills are essential competencies in physics education because students are expected not only to understand scientific concepts but also to apply them creatively in solving contextual problems. However, learning in physics on Newton’s Laws is often still dominated by routine problem-solving and formula-based instruction, which provides limited opportunities for students to develop fluency, flexibility, originality, and elaboration. This study aimed to develop and evaluate STEAM-integrated Project-Based Learning (PjBL) learning tools on Newton’s Laws to improve students’ creative thinking skills. This research employed a Research and Development design using the 4-D model, consisting of Define, Design, Develop, and Disseminate stages, with dissemination limited to classroom implementation and academic reporting. The developed products included a teaching module, student worksheets, and a creative thinking skills test instrument. The study involved 55 eleventh-grade science students at SMA Labschool UNESA 1 Surabaya, selected through purposive sampling. Data were collected through expert validation, learning implementation observation, pre-test and post-test, and student response questionnaires. Data were analyzed using descriptive statistics, normalized gain, and a paired t-test. The results showed that the developed learning tools were very valid, with an average validation score of 88.30%. The effectiveness test indicated a substantial increase in students’ creative thinking skills, with the pre-test average increasing from 38.14 to 89.86 in the post-test, an n-gain score of 0.85 in the high category, a significant paired t-test result (Sig. < 0.05), and positive student responses of 85%. The novelty of this study lies in the explicit integration of PjBL syntax, STEAM components, and indicators of creative thinking into structured learning tools for Newton’s Laws. These findings indicate that the developed learning tools are valid, practical, and effective, and that they contribute to physics education by offering a contextual, interdisciplinary, and student-centered instructional design to foster creative thinking skills.
Development of an Integrated Science Literacy Assessment Instrument Incorporating Local Gamelan Wisdom in the Topic of Sound Waves to Support the Achievement of SDG 4: Quality Education Ayunda Zahra Aulia; Titin Sunarti; Joshi Maharani Wibowo
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 2 (2026): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.2.249

Abstract

Objective: This study aims to develop an essay-based science literacy assessment instrument that integrates local gamelan wisdom into the topic of sound waves for high school students, in accordance with the PISA 2025 science literacy framework. Method: The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model was used, limited to the development stage. The instrument consists of ten essay questions, a question outline, and a scoring rubric. Validation was conducted by three experts, while the empirical test involved 35 students and was analyzed using the Rasch Model with Winsteps software. Results: Expert validation showed a validity score of 86% (highly valid). Rasch analysis indicated that all test items met the criteria for empirical validity, with Point-Measure Correlation values ranging from 0.36 to 0.77 and MNSQ values ranging from 0.52 to 1.35. The item reliability coefficient of 0.91 falls into the “very good” category, while the person reliability coefficient of 0.76 falls into the “adequate” category. The Wright Map shows item difficulty levels ranging from −1.20 to +4.00 logits, supported by an item separation index of 2.91, indicating the instrument’s strong ability to distinguish difficulty levels. Novelty: The novelty of this study lies in the integration of the acoustic phenomena of the local wisdom of gamelan into a science literacy instrument in the form of an essay, which is aligned with the PISA 2025 framework and tested using the Rasch Model. This instrument has proven to be suitable for measuring students’ science literacy in a contextual manner while supporting cultural preservation and the achievement of SDG 4 of Quality Education.
Trends, Methods, and Perspectives of Education Curriculum in Indonesia Towards the Quality and Outcomes of Physics Learning Using the Bibliometric Approach Hanan Zaki Alhusni; Akhmad Iswardani; Titin Sunarti; Hanandita Veda Saphira; Muhammed Akif Kurtuluş
Journal of Law and Bibliometrics Studies Vol. 1 No. 1 (2025): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.1.41

Abstract

Objective: This study aims to map related keywords and identify research trends concerning the Indonesian physics curriculum, with a focus on quality and learning outcomes, in order to uncover potential directions for future research. It also seeks to provide an overview of research topics that have been most frequently explored, especially those indexed in the Scopus database. Method: This study employed a bibliometric analysis approach using data retrieved from the Scopus database. The analysis focused on publications related to the Indonesian curriculum in physics education from 1977 to 2024. The parameters analyzed included keyword co-occurrence, most productive authors, and frequently targeted journals. Results: The bibliometric analysis identified 287 articles related to the Indonesian curriculum. The most frequently occurring keywords were curriculum, quality education, curriculum development, and curriculum evaluation. The most prolific author in this field was Didi S. Meanwhile, the Journal of Physics: Conference Series appeared as the journal with the most publications related to curriculum and science literacy. These results indicate a continuing interest in curriculum-related research within the scope of physics education in Indonesia. Novelty: This study offers a systematic mapping of Indonesian curriculum research trends in physics education over nearly five decades. It highlights underexplored areas and presents evidence-based insights into future research opportunities, particularly in integrating curriculum studies with physics learning outcomes. The findings contribute to strategic planning for researchers and policymakers aiming to enhance curriculum development in Indonesia.
Co-Authors A. Suhandi Abu Zainuddin Achmad Samsudin Adrian Bagas Damarsha Akhmad Iswardani Akmaral Shokanova Alhusni, Hanan Zaki Alif Syaiful Adam Amalia Nur Rizqiah AMALIAH, QURATUN Aminudin, Adam Hadiana Amiruddin, Mohd Zaidi Bin Annisa Rahmita Soemarsono Apridiana Lestari, Nurita Aprilia Nurhijriyah Santoso Arfiati Ulfa Utami Arif Rahman Hakim Arifin, Lina Arifuddin, Muhammad Arivi, Maharani Agustina Arrafi, Wadhifah Qiyyamul Lailli ASTIKA WATI, DEVIAN AULIA WICAKSONO, ADYNDA AYU ROSDIANA DEWI, NANDAH AYU SEPTIANA, DILLA Ayunda Zahra Aulia B, Budiwati Bauyrzhan Yedilbayev Bin Amiruddin, Mohd Zaidi Binar Kurnia Prahani Budi Jatmiko Budi Jatmiko Bunyamin, Muhammad Abd Hadi Butar Butar, Debora Pebriany Citra, Nina Fajriyah Costu, Bayram Dawana, Irgy Redityo Dea Ramadhana Zsa Zsa Alifah Dea Ramadhana Zsa Zsa Alifah Desi Wulandari Desysetyowati, Novita DIAH HARI KUSUMAWATI DIANA PUTRI, MELISA Dwikoranto Eko Susilowati Eko Susilowati Fadhilah, Nisa’ul Febriyanto, M. Aflah Rizqi Fida Rachmadiarti Findiyani Ernawati Asih Firdaus Maulida Fithrunnada, Fithrunnada FITRI INSANI, NADIA Fitriatus Sabrina HABIBATUL HUSNA, ANDIKA Hanan Zaki Alhusni Hanan Zaki Alhusni Hanandita Veda Saphira Hanandita Veda Saphira Hanandita Veda Saphira Hariyono, Eko Hasan Nuurul Hidayaatullaah Hermin Budiningarti Hermin Budiningarti Hermin Budiningarti Husni Mubarok Ida Kaniawati Idham, Aty Zahar Iffah, Nur Iftirani, Fifta Itsna Imam Sucahyo Indrawatiningsih, Nonik Indri Maya Ariana INDRIATI, PALUPI Iqrima Rahmawati Irfan, Amira Ezzati Binti Mohd Isnawati, I Joana Paula Gerabella da Costa Moniz Joshi Maharani Wibowo Khofifatur Risma Faradillah Khoiro, Muhimmatul Kholiq, Abd. Komang Oka Saputra Kurtulus, Muhammed Akif Larasati, Anggi Leny Yuanita Leny Yuanita Lestari, Nurita Apridiana Lina Arifin Madlazim Madlazim Madlazim Madlazim Madlazim Madlazim Mastuang Mastuang Maya Ningsetyo Misbah Misbah Mita Anggaryani Mohamad Nur Mohamad Nur Mohd Zaidi Bin Amiruddin Muflihatin, Laili Mufti, Mohammad Bakhit Muhammad Arifuddin Muhammad Ghiyats Naufal Muhammad Oka Ramadhan Muhammad Rey Dafa Ahmadi Muhammad Rey Dafa Ahmadi Muhammad Satriawan Muhammed Akif Kurtuluş Mukhammad Nur Kholishur Rofi' Mukhayyarotin Niswati Rodliyatul Jauhariyah Mukhayyarotin Niswati Rodliyatul Jauhariyah Munasir Nadi Suprapto Naufal Syafa Aflah Ningsetyo, Maya NOVIA ROHMAWATI, RIZKA Novita Trisanti NUGRAHANI PRIMARY PUTRI Nugroho, Yuli Sutoto NUR ANISABITAH NURILLAH LAILATURIDLOH, FATICHATUL NURUL AZIZAH Oka Saputra Oka Saputra Pardamean Daulay Paresti, Ananda Nurma PRISTIA IRMAYA, FERNA Purwanto, Muhammad Guntur Qori'ah, Fasihatul Rafiul Azmi, Rizfanny Rahmawati, Elfa Fifi Ramadhana Zsa Zsa Alifah, Dea Reny Amalia Permata RETNO WANDHIRA Rika Pristianti Setianingrum Riski Ramadani Riski Ramadani Rizki, Iqbal Ainur Rooselyna Ekawati ROUDLOTUL JANNAH Rudy Kustijono Rudy Kustijono Rudy Kustijono S. Ida Kholida Safitri, Afaurina Indriana Salleh, Sallimah binti Hj Mohd Salma Hasna Hamiydah Salsabila Happy Millenia Samsul Hidayat Sandygul Akhmetkaliyeva Saphira, Hanandita Veda Sari Kusuma Dewi Satriawan, Muhammad Setyo Admoko SHELLAWATI, SELVIA Sifak Indana Suaebah, Evi Suci Ambarwati SULIYANAH Suliyanah Suliyanah Suliyanah SULIYANAH SULIYANAH Sunni*, Fajriatul Mufarriha Sunni, Fajriatul Mufarriha Suprianto Suprianto Surya, Veronica Junior Ayme Suyidno Suyidno Suyidno Suyidno Suyidno Suyidno TARMUJI TARMUJI, TARMUJI Tjipto Prastowo Trisnawati, Ida Utama Alan Deta Wahono Widodo Wahyu Inda Safitri Wardi, Ladika Zuhrotul WASIS Wasis Wasis Wasis Wasis, W WIBOWO, CAYO Wicaksono, Iwan WIDYA SAFIRA, YUAZULFA Wijaksono, Cahyo Febri Wilis Wisnu Murti Woro Setyarsih Yoda Hilan Zakkiya YULIANTANINGRUM, LINA YUNI SRI RAHAYU Yurizka Melia Sari Zainuddin, Abu Zakaria, Azar