Article Per Year (5 Year)
p-Index From 2020 - 2025
21.043
P-Index
This Author published in this journals
All Journal MANAJEMEN IKM: Jurnal Manajemen Pengembangan Industri Kecil Menengah Inersia : Jurnal Teknik Sipil dan Arsitektur Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL GIZI INDONESIA Jurnal Psikologi Jurnal Ilmu Lingkungan Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Natur Indonesia Jurnal Bunga Rampai Usia Emas Jurnal Kedokteran Brawijaya Diponegoro Law Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Manajemen Bisnis Jurnal Sains dan Teknologi Journal of Education and Learning (EduLearn) KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Dinamika Pendidikan ASAS : Jurnal Hukum Ekonomi Syariah Jurnal Pendidikan dan Pemberdayaan Masyarakat BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan REKAYASA JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Ijtimaiyya Jurnal Manajemen Dayasaing REFLEKSI EDUKATIKA Jurnal Pendidikan Usia Dini JEB17 : Jurnal Ekonomi dan Bisnis Jurnal Terapan Abdimas Konversi Indigenous: Jurnal Ilmiah Psikologi Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan TREUBIA JESS (Journal of Educational Social Studies) Jurnal Mirai Management SPEKTRA: Jurnal Kajian Pendidikan Sains JURNAL MEDIA INFORMATIKA BUDIDARMA Arsitektura : Jurnal Ilmiah Arsitektur dan Lingkungan Binaan Dinamika Ilmu Journal of Research and Technology Buletin Sumber Daya Geologi Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Jurnal Akuatiklestari Elsains : Jurnal Elektro Early Childhood Research Journal (ECRJ) Syariah: Jurnal Hukum dan Pemikiran Tibuana : Journal of Applied Industrial Engineering AGRIPEAT English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Jurnal Golden Age IKRA-ITH EKONOMIKA Aulad : Journal on Early Childhood Ensiklopedia of Journal BHUMI: Jurnal Agraria dan Pertanahan Jurnal Literasiologi EDUKATIF : JURNAL ILMU PENDIDIKAN JAE (Jurnal Akuntansi dan Ekonomi) Jurnal Mantik Law, Development and Justice Review Jurnal 'Aisyiyah Medika Jurnal Optimalisasi Jurnal Karinov FIKROH: JURNAL PEMIKIRAN DAN PENDIDIKAN ISLAM Dinasti International Journal of Education Management and Social Science NURSING UPDATE JURNAL ILMIAH ILMU KEPERAWATAN EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis Jurnal Vokasi Jurnal Sains dan Teknologi Bisman (Bisnis dan Manajemen): The Journal of Business and Management Agrienvi : Jurnal Ilmu Pertanian Manajemen Agribisnis: Jurnal Agribisnis International Journal of Engineering, Technology and Natural Sciences (IJETS) Jurnal Sains Komputer dan Teknologi Informasi Jurnal Pengabdian Masyarakat Khatulistiwa Jurnal Pedagogi dan Pembelajaran JOURNAL OF BUSINESS AND ECONOMICS RESEARCH (JBE) Jurnal Graha Pengabdian Indonesia Berdaya ZAHRA: Research and Tought Elementary School of Islam Journal Indonesian Values and Character Education Journal Jurnal Ilmu Manajemen Retail Universitas Muhammadiyah Sukabumi (JIMAT UMMI) Jurnal Ilmiah ASET Buletin Poltanesa Jurnal Litbang Kota Pekalongan International Journal of Educational Research and Social Sciences (IJERSC) Devotion: Journal of Research and Community Service FATAWA: Jurnal Pendidikan Agama Islam Jurnal Pengabdian Masyarakat (ABDIRA) International Journal of Social Service and Research Edu Cendikia: Jurnal Ilmiah Kependidikan Juwara : Jurnal Wawasan dan Aksara Indo-MathEdu Intellectuals Journal Indonesian Collaboration Journal of Community Services (ICJCS) Journal of Social Research Journal Of World Science Indonesian Journal of EFL and Linguistics Jurnal Teknologi Berkelanjutan JUANGA: Jurnal Agama dan Ilmu Pengetahuan Al-MIKRAJ: Jurnal studi Islam dan Humaniora Jurnal Locus Penelitian dan Pengabdian Jurnal Terapan Pemerintahan Minangkabau BISMA (Bisnis dan Manajemen) DINAMIKA ILMU: Jurnal Pendidikan AKSARA: Jurnal Bahasa dan Sastra JAKA (Jurnal Akuntansi, Keuangan dan Auditing) ETAM: Jurnal Pengabdian kepada Masyarakat PERCIPIENCE International Journal of Social, Administration, & Entrepreneurship Journal of Accounting and Finance Management (JAFM) Journal of Social Science Journal of International Conference Proceedings Jurnal Basicedu Jurnal Pengabdian Masyarakat Bhinneka Journal of Innovation and Research in Primary Education JURNAL TUNAS PENDIDIKAN Jurnal Ilmiah MEA (Manajemen, Ekonomi, dan Akuntansi) Journal Legal Dialetics International Journal of Business and Applied Economics (IJBAE) Jurnal Primagraha IUS FACTI : Jurnal Berkala Fakultas Hukum Universitas Bung Karno Indonesian Research Journal on Education TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat Nusantara: Journal Of Law Studies Journal of Social Science Journal of Maternal and Child Health Science e-Jurnal Apresiasi Ekonomi TOFEDU: The Future of Education Journal Enrichment: Journal of Multidisciplinary Research and Development Jurnal Konseling Pendidikan Islam Jurnal Serambi Ekonomi dan Bisnis Riwayat: Educational Journal of History and Humanities Pelita : Jurnal Kajian Pendidikan dan Pembelajaran Indonesia Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Kapuas Jurnal Manajemen Pendidikan Islam FATAWA: Jurnal Pendidikan Agama Islam LITERAL: Disability Studies Journal Jurnal Pengabdian Kepada Masyarakat IJSS LAWPASS Kybernology : Jurnal Ilmu Pemerintahan Dan Administrasi Publik ZIJEn: Zabags International Journal of Engagement JURNAL PEKAN : Jurnal Pendidikan Kewarganegaraan Prosiding International Conference on Sustainable Innovation (ICoSI) Jurnal Ilmiah Manajemen Inovasi Bisnis dan Strategi Developmental and Clinical Psychology
Suparno Suparno
Politeknik Kesehatan Kemenkes RI Prodi Keperawatan Baturaja
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 236 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search
Journal : Journal of Innovation and Research in Primary Education

 1 
Improving Reading Comprehension Skills of Students with Learning Difficulties through the Problem-Based Learning Model in Grade 5 Primary School Goran, Elisabeth Nyora; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1602

Abstract

Reading comprehension is a crucial skill in primary education, yet many students—especially those with learning difficulties—struggle to achieve mastery. Traditional, lecture-based instruction often fails to address their diverse cognitive and motivational needs. This study aims to improve reading comprehension among fifth-grade students with learning difficulties through the implementation of the Problem-Based Learning (PBL) model. Employing a Classroom Action Research (CAR) approach with three iterative cycles, the research was conducted at SDN Bukit Makmur, East Kutai, involving 20 students. Data collection involved observations, pre- and post-tests, and documentation. Instructional interventions were designed to align with the phases of PBL, encouraging students to engage in contextual problem-solving and collaborative learning. The findings demonstrated progressive improvements across all three cycles. Student activity scores increased from an average of 2.88 to 3.67, while teacher activity scores improved from 3.25 to 3.75. Notably, post-test results revealed an increase in mastery from 15% to 100%, with all five students identified as having learning difficulties successfully achieving competency. These results indicate that the PBL model effectively fosters both cognitive engagement and academic achievement. The study underscores the importance of reflective, student-centered instruction in supporting inclusive literacy development and offers practical insights for educators seeking to address comprehension gaps in diverse classroom settings.
Enhancing Speaking Abilities in Children With Speech Delays Through Role-Playing Interventions Lavenia, Nia; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1731

Abstract

Speech delays affect approximately 5-10% of preschool children globally, with 7% of Indonesian children aged 4-5 years experiencing speech development difficulties. Role-playing methods have emerged as promising pedagogical approaches for addressing these challenges, yet systematic evidence for their effectiveness remains limited. This study aimed to investigate the effectiveness of role-playing methods in improving speaking abilities among children aged 4-5 years with speech delays. This classroom action research employed the Kemmis and McTaggart model across three cycles at TK Tunas Harapan 1, involving 13 children aged 4-5 years with speech delays. Each cycle consisted of planning, action, observation, and reflection phases with two meetings per cycle. Data collection utilized structured observation sheets, performance assessments with five-point rubric scales, interviews with teachers and parents, and documentation. Role-playing activities incorporated diverse themes including animal care, professional roles, transportation, and anti-bullying scenarios. Substantial improvements were observed across all implementation cycles. Average speaking scores increased from 42.41% (pre-intervention) to 68.99% (Cycle I), 82.85% (Cycle II), and 94.28% (Cycle III). Classical mastery rates improved from 7.69% to 92.30%, exceeding the 85% success criterion. All seven assessed speaking aspects showed significant enhancement: instruction comprehension, peer interaction responses, vocabulary usage, sentence construction, speaking confidence, expression and intonation, and conversational fluency. The findings validate role-playing effectiveness for speech delay intervention, supporting Vygotsky's sociocultural theory and Bandura's social learning theory. Results align with previous research while providing systematic implementation evidence across multiple cycles. The accessible, classroom-based approach offers practical implications for early childhood education settings addressing speech development challenges.
Enhancing Speaking Abilities Through Applied Behavior Analysis: A Teacher-Led Intervention for 5-6 Year-Old Children with Speech Delays in Inclusive Kindergarten Settings Metasari, Dian; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1883

Abstract

Speech delay affects 5-10% of preschool children globally, significantly impacting their communication abilities, social interaction, and academic readiness. Applied Behavior Analysis (ABA) has emerged as a promising intervention approach, yet limited research exists on teacher-implemented ABA methods for speech-delayed children in inclusive educational settings. This study investigated the effectiveness of ABA methods in improving speaking abilities among children with speech delays aged 5-6 years in an inclusive kindergarten environment. A classroom action research design was employed at TK Negeri 1 Rantau Pulung, involving five purposively selected children with identified speech delays. The intervention was implemented across three progressive cycles using systematic ABA techniques including instruction-response-reinforcement sequences, visual aids, environmental exploration, and role-playing activities. Data were collected through structured observations, speaking ability assessments, interviews, and documentation. Assessment criteria included vocabulary production, sentence construction, pronunciation accuracy, and social engagement, rated on a four-point developmental scale. Significant improvements were observed across all intervention cycles. Pre-intervention assessment showed 80% of children in the "Not Yet Developing" category, with no children demonstrating age-appropriate abilities. By Cycle III, 60% achieved "Developing Very Well" status, 20% reached "Developing as Expected," and 20% maintained "Beginning to Develop." The most substantial progress occurred between Cycles I and II, with continued enhancement in Cycle III. Teacher-implemented ABA methods effectively improve speaking abilities in children with speech delays. The systematic intervention approach provides a replicable framework for inclusive education settings, demonstrating that classroom teachers can successfully deliver evidence-based interventions without specialized therapeutic training.
Game-Based Learning for Special Needs: How Modified Board Games Transform Self-Concept in Students with Physical Disabilities Arifin, Maryam Aria; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1983

Abstract

Students with physical disabilities frequently demonstrate significantly lower self-concept levels compared to typically developing peers, creating barriers to academic achievement and social integration within inclusive educational settings. Board games have emerged as promising educational tools that can simultaneously address cognitive, social, and emotional development needs through structured yet enjoyable interactions. This classroom action research study investigated the effectiveness of modified board game interventions in enhancing self-concept among three students with physical disabilities (ages 11-13) at SLB Negeri Kutai Timur, Indonesia. The intervention employed modified snake-and-ladder games designed to target four self-concept dimensions: self-confidence, self-perception, adaptive capacity, and social interaction. Data collection utilized structured observations and validated self-concept questionnaires administered across three intervention cycles. Statistical analysis employed paired-samples t-tests following normality and homogeneity testing. Significant improvements in self-concept scores were observed from pre-intervention (M = 42.3%, SD = 7.5) to post-intervention (M = 88.7%, SD = 4.5), t(2) = -12.34, p < 0.001, Cohen's d = 3.18. Behavioral observations revealed substantial increases in voluntary verbal participation (15% to 85%), peer interaction initiation (8% to 78%), and positive self-referencing (5% to 82%). All participants achieved the established success criterion of 80% improvement by the final intervention cycle. Modified board games represent effective, accessible interventions for enhancing self-concept among students with physical disabilities. The structured gameplay provides safe environments for success experiences while facilitating natural peer interactions. These findings contribute to inclusive education literature by demonstrating the therapeutic potential of non-digital gaming approaches. Future research should examine larger samples across extended timeframes with randomized controlled designs to establish broader generalizability and long-term intervention effects.
Culturally Responsive Clay Modeling Interventions: Improving Fine Motor Skills and Cultural Connection in Slow Learner Children Karsini, Karsini; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2007

Abstract

Fine motor skills development presents significant challenges for slow learners in early childhood education. This study investigated the effectiveness of local wisdom-based play methods using geometric clay modeling activities to enhance fine motor skills among slow learner children in kindergarten settings. A collaborative classroom action research design following the Kemmis and McTaggart model was implemented across three cycles at State Kindergarten 1, Long Mesangat District. Five male participants aged 5-6 years, identified as slow learners with fine motor difficulties, engaged in structured clay modeling activities incorporating traditional geometric patterns. Data collection utilized systematic observations with validated checklists assessing five domains: hand dexterity, eye-hand coordination, muscle strength, cultural integration, and motivation levels. Performance was evaluated using four developmental categories from "Not Yet Developed" to "Very Well Developed." Substantial improvements occurred across all intervention cycles. Baseline assessment revealed 80% of participants classified as "Not Yet Developed" and 20% as "Beginning to Develop." Following three intervention cycles, final outcomes showed 60% achieving "Very Well Developed" status and 40% reaching "Developing as Expected" levels. No participants remained in lower developmental categories by study completion. Teacher performance also improved from predominantly "Fair" ratings to 75% "Excellent" evaluations. Local wisdom-based clay modeling activities effectively enhanced fine motor skills in slow learners through culturally responsive, hands-on learning approaches. The progressive improvement pattern demonstrates the value of systematic, repeated interventions utilizing traditional materials and techniques. Results support the integration of culturally relevant practices in special education programming, providing evidence for effective inclusive education strategies that honor both individual learning needs and cultural heritage.
Principal Leadership and Teacher Self-Efficacy as Key Determinants of Teaching Performance in Inclusive Kindergarten Settings Kurniasih, Kurniasih; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2059

Abstract

Teacher effectiveness in inclusive kindergarten settings requires understanding multiple factors that influence performance. Limited research examines the combined effects of leadership, psychological, and pedagogical factors on inclusive early childhood education quality. This study investigated the influence of principal leadership, teacher self-efficacy, and instructional innovation on teaching performance among inclusive kindergarten teachers in East Kutai Regency, Indonesia. A quantitative causal associative design was employed with 90 inclusive kindergarten teachers selected through stratified random sampling across 18 sub-districts. Data were collected using validated questionnaires measuring principal leadership (α = 0.889), teacher self-efficacy (α = 0.853), instructional innovation (α = 0.935), and teaching performance (α = 0.824). Multiple linear regression analysis was conducted after confirming classical assumptions. Principal leadership (β = 0.610, p < 0.001) and teacher self-efficacy (β = 0.361, p < 0.001) significantly predicted teaching performance, while instructional innovation showed no significant influence (β = 0.043, p = 0.456). The model explained 78.3% of performance variance (Adjusted R² = 0.783, F = 107.869, p < 0.001). Principal leadership emerges as the strongest predictor of teaching performance in inclusive kindergarten settings, followed by teacher self-efficacy. The non-significant innovation effect suggests implementation challenges requiring further investigation. These findings support prioritizing transformational leadership development and self-efficacy enhancement programs for inclusive education improvement.
Teacher-Parent Collaboration in Supporting Children with Speech Delays: A Case Study in East Kalimantan Plantation Community Situmeang, Sri Lasri Yohana; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2193

Abstract

Speech delays affect 5-10% of preschool children and require collaborative intervention approaches. Limited research exists on teacher-parent collaboration models in rural communities for addressing early childhood communication challenges. This study investigated teacher-parent collaboration patterns in supporting children with speech delays aged 5-6 years within a plantation community setting.  A qualitative descriptive study was conducted at TK Anugerah Abadi 1, East Kalimantan, involving 20 parents and 3 teachers. Data collection employed interviews, observations, field notes, and documentation review. Methodological triangulation ensured data validity, while thematic analysis identified collaboration patterns and intervention strategies.  Three primary collaboration modes emerged: quarterly home visitations, school-based meetings, and continuous digital communication. Direct face-to-face interaction predominated, facilitated by the compact plantation community structure. Collaborative content focused on developmental progress, behavioral observations, and intervention strategies. Environmental factors, including COVID-19 restrictions and excessive screen time exposure, contributed to speech delays. The three-tiered intervention approach successfully improved children's communication abilities and enhanced parental knowledge. Parents reported increased confidence in supporting language development following collaborative education sessions. However, scheduling challenges due to parents' work demands required weekend meeting arrangements. Effective teacher-parent collaboration for speech delay intervention requires sustained, multifaceted approaches combining direct communication, environmental adaptation, and targeted parent education. The plantation community's geographic proximity facilitated intensive collaboration but may limit generalizability to other settings. Future research should examine collaboration sustainability and effectiveness across diverse community contexts to develop scalable intervention models.
Enhancing Number Recognition Through Concrete Media-Based Project Learning: An Action Research Study with Children at Risk of Learning Difficulties Sumartin, Santy; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2296

Abstract

Number recognition represents a fundamental cognitive milestone in early childhood development, yet children with learning difficulties often struggle with abstract mathematical concepts. This study investigated the effectiveness of concrete media-based project learning in enhancing number recognition abilities among kindergarten children at risk of learning difficulties. An action research design following the Kemmis and McTaggart model was implemented over three iterative cycles from January to May 2025. The participant was a 5-6 year-old child identified with learning difficulties at TK Negeri Pembina, East Kalimantan, Indonesia. The intervention employed Project-Based Learning methodology through a "Mini Market" theme utilizing concrete manipulatives including toy fruits, play money, price cards, and calculators. Data collection involved structured oral assessments measuring numerical symbol recognition, quantity-symbol matching, and project participation, alongside qualitative observations. Performance was evaluated using a four-point scale, with success criteria set at ≥76% achievement. Substantial performance improvement was achieved from baseline 25% to final assessment 91.6%, representing a 66.6 percentage point increase. Progressive gains were documented across cycles: Cycle I (25% to 58.3%), Cycle II (66.6% to 75%), and Cycle III (83.3% to 91.6%). Qualitative observations revealed enhanced engagement, increased confidence, and improved social interaction during mathematical activities. The participant progressed from requiring extensive teacher assistance to independent task completion and peer collaboration. Concrete media-based project learning significantly enhanced number recognition abilities in children with learning difficulties. The systematic, multi-cycle intervention provides a replicable framework combining Piaget's developmental theory with contemporary project-based pedagogical approaches. These findings support inclusive educational practices emphasizing differentiated instruction through authentic, contextualized learning experiences.
Enhancing Slow Learners' Understanding of Human Movement System Through Contextualized Animation Media Riyanto, Subur; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2440

Abstract

Slow learners face significant challenges in understanding abstract scientific concepts, particularly the human movement system, necessitating innovative pedagogical approaches. This study investigated the effectiveness of contextualized animation media in enhancing slow learners' comprehension of the human movement system in sixth-grade elementary education. Employing classroom action research following the Kemmis and McTaggart model, this study involved 17 sixth-grade students, including five identified slow learners, over two months across two cycles. Data were collected through pre-tests, post-tests, observation sheets, attitude assessments, and semi-structured interviews. The intervention utilized contextualized animation with adjustable playback speeds, interactive features, and real-life movement examples. Mean cognitive scores increased 35.59 points from baseline (47.06) to post-intervention (82.65), with 88.24% achieving mastery (≥70). Slow learners demonstrated remarkable progress, with mean scores rising 39.5 points to 72.5, and 80% meeting mastery criteria. Significant improvements were observed across affective (+22.20 points) and psychomotor (+23.33 points) domains, with student participation increasing from 65.20% to 79.62%. Contextualized animation media effectively enhances slow learners' understanding of complex scientific concepts when designed with learner-controlled features, content segmentation, and contextual examples, supporting inclusive science education in mainstream classrooms.
Co-Authors 'Aziz, Hafidh Abdul jalil Abdul Rauf Chaerudin Abu Talkah Achmad Dwityanto Achmad Fauzi Achmad Husen Aditya Pratama Afifah, Reny Afiyat, Nur Afriani, Dian Lusi Agung Dharmawan Buchdadi Agung Wahyu Handaru Agus Riyanto Agus Wibowo Agus Wijayanto, Agus Ahmad Nawawi Ahmad Zaki Ainun, Nor Aisyah Aisyah Al Karim, Chamilul Hikam Alfianda, Jaka Tiwana Alhidayatullah Aliyah, Ulfatul Aljero, Rafi Kurniaji Amala, Khairun Amalia, Mufidah Nur Ambarita, Aulia Chintia Aminuyati Amir Tengku Ramly Amri Amin Anak Agung Gede Sugianthara Ananda, Mella Rizka Anas, Marnisyah Andansari, Dita Andayani, Ana Kristina Andri Fransiskus Gultom, Andri Fransiskus Angraini, Nani Angreini Oktarina, Angreini Anita Listiara Annisa Lutfia Anwar M Apriyus, Devri Ramdhan Arenal, Arenal Arie Prayogi Arief Rahman Arifin, Maryam Aria Aristawati, Fatika Maya Ariyani, Rika Arsanti, Lutvy Astriecia, Aisha Awaluddin Tjalla Azhar Latief Aziz, Khafidh Nur Aziza, Humairo Azizah, Amiril Azzahra, Laras Putri Bagus Shandy Narmaditya Baihaqi, Brillian Naufal Baiq Nada Buahana Bambang Revantoro, Nemesius Bambang Ruwanto, Bambang Bandono, Adi Batara, Gamal Baveja, Pratibha Bisri Bisri, Bisri Cedaryana, Cedaryana Cholifah, Fismayatni Claudia, Carina Dailibas Dailibas Damanhuri, Harfiandri Darma Rika Swaramarinda, Darma Rika Darmawi . Daroini, Ahsin Darosy Endah Hyoscyamina Darwanis Darwanis Dawud Dawud Denny Darmawan Desy Aryanti, Desy Dewi Gathmyr Dewi M. Prawiradilaga, Dewi M. Dewi Malia Prawiradilaga, Dewi Malia Dewi Nurulhasni Diah, Ahyar M. Djatmika Djatmika, Djatmika Djunaedi, Arif Zeinfiki Dumonda, Vera Dwi Cahyadi Dwi Yulianto, Imam Eaton, James A. Edidas , Edidas Effendi, Mohammad Sofwan Eka Setiawati Eko Nursanty Eko Pujianto Emy Handayani Encep Andriana Endah Kumala Dewi Endang Werdiningsih, Endang Eni Kamal Enny Kristiani Ernisa Purwandari Erwanto, Runik Estiani, Meilia Fadillah Fadillah Fahmi Arif Zakaria Fani, Veranika Santiani Faridawaty, Evi Fauziah, Fenty Ferdiyani Haris Fidhyallah, Nadya Fadillah Fitria, Trisonia Frank E Rheindt Fransiska Fransiska Fransiskus Dinang Raja Fusnika Fusnika, Fusnika Ghifari, Ezar Atira Anamta Ghozali, Raymond Allen Goran, Elisabeth Nyora Gwee, Chyi Yin H., Bangbang Hafizh, Ahmad Abdullah Hamidah . Hamidah, Mimi Hamim, Moh. Ismail Hana Nabilla Handoyo Saputro, Handoyo Hani Musyaroh, Kania Hanif, Andriyatno Hanim, Muhammad Ismail Hanny, Rissa Hapsari, Nadya Amalia Putri Harahap, Doni Aldise Hartati, Maria Hartini, Agnesia Haryani, Riris Merta Haryanto Haryanto Haryono, Siswoyo Hasan Hasan Hasan Maksum Hayati, Innisa Kumala Hendrian Hendrian, Hendrian Hermanto Hermanto Heryawan, Wawan Hidarya, Ia Hidayat Ashari, Hidayat Hosnan, Hosnan Husnita, Husnita Hyoscyamina, Darorsy Endah I Made Jiwa Astika Ibnu Syamsi Ichsan, Mochammad Idsan, Rakha Satya Ija, Skolastika Iksan, Iksan Ilham Hudi Aim Abdulkarim Kokom Komalasari, Ilham Hudi Aim Abdulkarim Ilham, Ikhsanul Ilma, Risca Zaqia Ilma, Risca Zaqia Ilmi, Ghulam Hadist Ulil Imam Bahroni Imam Faisal Hamzah Imelda Sari Indarto, Tomi Indiraswari, Susmita Dian Indriyana, Saoki Intan Nugraheni Irawan, Dedy Irawan, Nisya Indriyanti Iryani, Novi Jasilah, Nur Jauhariatun Marfu’ah, Jauhariatun Jaya, Herry Palangka Jayawarsa, A.A. Ketut Joko Purnomo Juri, Juri Juri, Juri Jusuf, Halid K Kamal Djunaedi, Tubagus Rekayasa Kamalia, Rita Karim, Chamilul Hikam Al Karmanis, Karmanis Karsini Karsini Karuniana Dianta Arfiando Sebayang Karyo Budi Utomo, Karyo Budi Kautsar Riza Salman Khafabin, Am Khairunnisa, Rosyidah Kholid, Ikhwan Kholifah, Anik Nur Kurnia Saputri, Kurnia Kurniasih Kurniasih kusairi kusairi, kusairi Kusmiyati Tjahjono Kusroh Lailiyah Kusumadati, Wijantri Kuswanto Kuswanto Kuswardani, Aprina Lailiyah, Kusroh Laily, Farida Nur Lakoni, Lakoni Latief, Nur Fitri Lavenia, Nia Lelanovita, Andi Lenggogeni, Lenggogeni Lestari, Fitra Dila Lestari, Friska Aviyanti Lusiana Lusiana Lutfi Hakim Lutfi, M. Khairul Luthfiah, Lulu M, Nahruddien Akbar M. Irwan M. Irwan, M. Irwan M.Ridwan, M.Ridwan Made Wena Mahpudin, Endang Maksum, Umar Mandira, Gracia Mannana, Nadaina Fadhila Mardawani, Mardawani Markawie Markawie Marlinda Marlinda Marta, Satria Ami Martono, Adi Maryamah, Isnani Maulana Amirul Adha Mei Murni, Nur Suci I. Meilina Estiani, Meilina Meiratnasari, Ayu Metasari, Dian Mirna Rahmah Lubis Moh. Imron Rosidi Mohammad Al Hafidz Mohammad Sulchan Mu'awanah, Nafisatul Muchlis Achsan Udji Sofro Muh. Abdul Aziz Muhammad Haris Qamaruzzaman Muhammad Nasim Harahap Muhtia, Anggri Muhtia, Anggri Mukaromah, Fitri Mukhlishin, Ahmad Mulya, Ratna Pristiana Mulyaningtyas, Ratna Dewi Munzir, Abdullah Murdohardono, Dodid Murtopo, Purno Mustafa, Akit Mutia Afnida Mutiara Dewi, Mutiara NADIRA, AINUN Nadzifah, Zahrotin Naf’an, Wazir Nailul Izzah Nanang Shonhadji Nanda, Riska Narto Narto, Narto Nasution, R Ng, Nathaniel Sheng Rong Ngadiso Ngadiso Njib, Rifki Noor Yasin, Hamid Noviandri, Yandy Nulhakim, Lukman Nur Syamsi Nurdayati Praptiningrum, Nurdayati Nurdiansyah, Dian Hakip Nurmasari, Ifa Nurmeilana, Rahil Nurrohmah, Widya Alfan Nurul Fadilah, Nurul Nurul Hamidah, Nurul Odi Andanu Oktavianus Kati Oktaviyanti, Milla Olivantina, Opsasi Olivantina, Rara Agista Olivia, Putri Sarah Oman Abdurahman Osly Usman Othman, Norashida Pamadhi, Hajar Pashela, Perdana Pertiwi, Sabna Peter R Wilton, Peter R Philippe Verbelen, Philippe Prasetiawan, Heru Prasetyo Budi Widodo Prasetyowati, Eko Pribadi, Pribadi Pribadi, Raisya Alnadia Puji Hariati Winingsih, Puji Hariati Pujiriyanto . Purba, Sri Purnomo, Sapto Purwana E.S., Dedi Purwandari Purwandari Purwatiningsih Purwatiningsih Puspaningrum, Marheni Rayung Putra, Irwan Putri, Akmalia Putri, Dian Puspita Eka R. Rusli rachmawati, budi Rahim, Anwar Rahmaton, Rahmaton Ramli Ramli Rashid, Umi Kartini Ratnasari, Kania Rattanapun, Supot Relita, Dessy Triana Remon Lapisa Rendy Ardiansyah Replianis, Replianis Rheindt, Frank E. Rheindt, Frank Erwin Rian Hidayat Rianda, Rianda Rida Prihatni Rika Prastiwi Rina Maria Hendriyani Riono, Riono Riswandi Riswandi Riyanto, Subur Rizki Maulida, Rizki Roikhan Roikhan, Roikhan Romi Ilham, Romi Rosa, Eni Folendra Rosana Dewi, Rosana rosidi, abdul majid Rosmaida Feriana, Gultom Rosmanah, Rosmanah Rovikasari, Mala Roziqoh Roziqoh RR. Ella Evrita Hestiandari Rufaidah, Anik Rusli, Mohd Uzair Rustiati, Nelly Ryan Prayogi Sabtanto Joko Suprapto Sadidah, Dian Safariningsih, Ratna Tri Hari Safitri, Riski Said Keliwar Salsabila Hasiana Tanjung Sam'ani Sam'ani Samma, Lantik Samsudi . Saparuddin Mukhtar Saparuddin Saparuddin Saprianto, Saprianto Saptono, Ari Saputera, H Saputera, Saputera Saputro, H.D. Saraya, Sitta Sari Rudiyati Sawitri, Endah ayu Sa’diyah, Halimatus Sebastian, Rio Sejunsi, Bortniansky Semboja, Niko Seprie Seprie Setyaningsih, Kuntum Setyo Ferry Wibowo Simanungkalit, Donopan Sirenden, R. T. Siti Nurjanah Situmeang, Sri Lasri Yohana Slamet Supriyadi Sodik, Muhammad Fajar Sofia Ulfa Eka Hadiyanti, Sofia Ulfa Eka Sofiyanurriyanti Soleha, Vaella Silfa Solly Aryza Sri Lestari Kurniawati Sri Wahyuni Jamal Subekti, Agung Tri Sudibyo, Andin Wisnu Suharjo, Bambang Suhono Suhono, Suhono Sujito Sujito Sukariyan, Sukariyan SULASTRI, EVA MARIA Sumanto Sumanto Sumardi . Sumarji Sumartin, Santy Sunaryo Sunaryo Supri, Slamet Supriadi Supriadi Suseka, Septa Susilo Tri Widodo, Susilo Tri Susilo, A.K. Sutarto, Auditya Purwandini Sutono Sutono Syahputra, Andrian SYAMSUL HIDAYAT Syawaliah, Syawaliah Syukriy Abdullah Tabrani, Tabrani Tampubolon, Aloysius Tarigan, Ruth Abigail Theresia Wuri Oktaviani Tisnawati, Endah Tri Lestari Hadiati Triwahyudi, Anna Tursini, Umi Ulya Nur Rahmah Ellyanando, Adinda Umi Fathanah Umi Widyastuti Usmeldi Usmeldi Veithzal Rivai Zainal Verawati, Ade Wahid, Muhammad Mariadi Wahono, Puji Wandi, Wandi Wardiani Hiliadi Warsono Warsono Wati, Sri Wijaningsih, Dyah Winerungan, S. A. J. Wipsar Sunu Brams Dwandaru Wulaningrum, Ratna Y. Setyohadi Pratomo Yahya, Rizal Yandi, M. K. Yarangga, Vanderi Agus Yenti Fitri, Yenti Yulianti, Yuli yunardi, yunardi Yunita, Jasrida Yusanti, Destya Riska Yusuf Palgunanto, Yusuf Yusuf, Moh Hafidz Yusuf, Muhammad Hafidz Yusup, Yusup Zaenal Abidin Zainal Arifin Zamri, Nela Abdika Zamzani Zamzani Zarnazi, Rezi Akbar Zuailan Zuailan, Zuailan Zuhra Zuhra Zulvianasya GA, Divela