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All Journal International Journal of Evaluation and Research in Education (IJERE) PROSIDING SEMINAR NASIONAL Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal of Education and Learning (EduLearn) Pharmaciana: Jurnal Kefarmasian Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) International Conference on Education and Language (ICEL) Indonesian Journal of Islam and Muslim Societies Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Pendidikan Biologi Indonesia Jurnal Florea PENA SAINS PROCEEDING IC-ITECHS 2014 QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Pendidikan Biologi Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Bioedukatika BIOEDUKASI Biosfer: Jurnal Pendidikan Biologi ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar BIOEDUSCIENCE Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Bioedukasi: Jurnal Pendidikan Biologi JPBIO (Jurnal Pendidikan Biologi) Jurnal Biotek Education and Human Development Journal Community Development Journal Jurnal Pembelajaran dan Biologi Nukleus Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan JPPIPA (Jurnal Penelitian Pendidikan IPA) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Penelitian Pendidikan Matematika dan Sains Journal of Community Service and Empowerment Bioscientist : Jurnal Ilmiah Biologi JIPB (Jurnal Inovasi Pembelajaran Biologi) Jurnal Jeumpa Jurnal Penelitian Sains dan Pendidikan (JPSP) Jurnal Pengabdian Multidisiplin Inornatus: Biology Education Journal Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Journal of Comprehensive Science Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Natural Science Education Research (NSER) Journal of Learning Improvement and Lesson Study Research and Development in Education (RaDEn) Jurnal Sains dan Teknologi Journal Innovation In Education Jurnal Penelitian Pendidikan Indonesia Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Journal of Research in Instructional JPP (Jurnal Pendidikan dan Pembelajaran) Jurnal Ilmu Pendidikan JEAS: Journal of Educational and Applied Science
Herawati Susilo
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Kecakapan Berpikir Kritis dan Literasi Ilmiah Siswa Kelas XI IPA 7 SMAN 1 Karanganyar Triyanto, Samuel Agus; Susilo, Herawati; Rohman, Fatchur; Lestari, Endang Sri
Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2016: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Kecakapan berpikir kritis dan literasi ilmiah merupakan kecakapan yang penting bagi siswa. Berpikir kritis merupakan salah satu tujuan dari pendidikan abad 21. Berpikir kritis adalah berpikir reflektif untuk memutuskan sesuatu yang harus dipercayai dan dilakukan. Siswa yang ingin berkompetensi di era masyarakat global harus cakap berpikir kritis. Literasi ilmiah merupakan tujuan baru dari pendidikan sains. Literasi ilmiah adalah kemampuan dalam mengaplikasikan ilmu yang dimiliki ke dalam kehidupan nyata. Siswa wajib menerapkan ilmu yang telah dipelajari di sekolah ke dalam kehidupan bermasyarakat. Tujuan penelitian ini adalah untuk mengetahui kecakapan berpikir kritis dan literasi ilmiah siswa kelas XI IPA 7 SMAN 1 Karanganyar Tahun Pelajaran 2015/2016 pada mata pelajaran biologi. Jenis penelitian ini adalah penelitian survei dengan pendekatan deskriptif kualitatif. Data kecakapan berpikir kritis dan literasi ilmiah diperoleh melalui tes essay dan observasi. Hasil tes berpikir kritis dianalisis dengan rubrik penilaian berpikir kritis yang dikembangkan oleh Finken & Ennis (1993), sedangkan hasil tes literasi ilmiah dianalisis dengan rubrik penilaian literasi ilmiah yang dikembangkan oleh Bybee (1997). Hasil observasi kecakapan berpikir kritis dan literasi ilmiah dianalisis secara deskriptif kualitatif. Hasil tes berpikir kritis menunjukkan bahwa komponen berpikir kritis siswa belum tampak atau masih kurang berkembang. Hasil tes literasi ilmiah menunjukkan bahwa kemampuan siswa masih berada di level nominal, fungsional, konseptual dan prosedural, namun belum sampai di level multidimensi. Berdasarkan hasil survei dapat disimpulkan bahwa kecakapan berpikir kritis dan literasi ilmiah siswa kelas XI IPA 7 SMAN 1 Karanganyar Tahun Pelajaran 2015/2016 masih perlu untuk ditingkatkan.
Pengembangan Perangkat Pembelajaran Biologi Melalui Pendekatan Kontekstual dengan Strategi Problem Based Learning di SMA Mustofa, Zainul; Susilo, Herawati; Irawati , Mimien Henie
Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2016: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Hasil observasi terhadap guru biologi SMA di kota Malang menemukan beberapa permasalahan yang dihadapi oleh kebanyakan guru dan belum mendapatkan solusi yang sesuai. Permasalahan tersebut adalah 1) guru belum sepenuhnya menerapkan strategi pembelajaran dalam upaya memberdayakan kemampuan berpikir siswa, guru lebih sering menggunakan metode ceramah dan metode diskusi, 2) masih banyak guru yang mengandalkan buku paket dari pemerintah, guru kurang dalam mengembangkan bahan ajar dengan berbagai alasan yang variatif, sehingga para guru merasa sangat terbantu jika ada peneliti yang berupaya membantu guru dalam pengembangan perangkat pembelajaran dan 3) pendekatan pembelajaran yang digunakan sepenuhnya belum dapat mengaitkan dengan kehidupan siswa. Permasalahanpermasalahan guru tersebut, berdampak pada proses pembelajaran di kelas. Penelitian ini bertujuan untuk membantu guru biologi SMA dalam mengembangkan perangkat pembelajaran biologi melalui pendekatan kontekstual dengan strategi problem based learning (PBL) untuk memberdayakan kemampuan berpikir siswa. Jenis penelitian yang digunakan adalah penelitian pengembangan yang mengacu pada model 4D. Model 4D tersebut terdiri dari pendefinisian (define) berisi mengenai permasalahan pembelajaran di kelas, permasalahan siswa dan kompetensi yang harus di capai siswa, 2) perancangan (design) berisi tentang desain pengembangan yang akan digunakan, 3) pengembangan (develop) berisi penilaian validasi ahli dan uji coba produk dan 4) penyebaran (dissemination) merupakan tahapan akhir berupa produksi hasil pengembangan dalam skala besar dan dapat digunakan secara luas. Namun pada penelitian pengembangan ini, tahap penyebaran tidak dilakukan karena keterbatasan waktu dan biaya operasional. Hasil penelitian menunjukkan bahwa hasil validasi oleh ahli media pembelajaran sekaligus ahli materi, oleh pelaksana pembelajaran dan hasil uji kelompok kecil terhadap perangkat pembelajaran yang dikembangkan memiliki nilai persentase rata-rata sebesar 90.31%, 83.58% dan 94,32%, sehingga perangkat pembelajaran yang dikembangkan memiliki kategori sangat baik dengan perbaikan seperlunya. Berdasarkan hasil tersebut, produk pengembangan perangkat pembelajaran biologi melalui pendekatan kontekstual dengan strategi problem based learning (PBL) di SMA memiliki kategori sangat baik dan layak diterapkan di lapangan.
Pengembangan Blended Learning di Pendidikan Biologi FKIP UMS: Prospek dan Tantangannya Sugiharto, Bowo; Aloysius, Duran Corebima; Susilo, Herawati; Ibrohim, I
Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2016: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Keterampilan abad-21 merupakan keterampilan yang dibutuhkan oleh manusia untuk dapat hidup layak di abad-21. Salah satu keterampilan abad-21 adalah penguasaan Teknologi Infomasi dan Komunikasi (TIK). Implikasi strategis TIK di dunia pendidikan adalah pada proses pembelajaran baik sebagai wahana maupun model pembelajaran. Penelitian ini bertujuan untuk mendeskripsi-kan peluang pengembangan blended learning sebagai salah satu implementasi TIK dalam pem-belajaran di Pendidikan Biologi FKIP UMS. Penelitian survey dilakukan terhadap mahasiswa Pendidikan Biologi UMS sebanyak 116 mahasiswa. Analisis dilakukan secara deskriptif yaitu menggambarkan keadaan sesungguhnya baik secara kualitatif maupun kuantitatif. Penelitian ini menyimpulkan bahwa blended learning (BL) berpotensi untuk dikembangkan di Pendidikan Biologi FKIP UMS. Pengembangan BL didukung oleh kondisi bahwa sebagian besar mahasiswa sudah terbiasa berinteraksi dengan internet khususnya dalam penggunaan media sosial serta sebagian mata kuliah sudah memanfaatkan internet sebagai wahana perkuliahan. Tantangan yang dihadapi dalam rangka pengembangan ini adalah penyediaan server yang memadai serta penguasaan teknis bagi dosen.
Analisis Kesiapan Pengawas, Kepala Sekolah, dan Guru dalam Penerapan Kerangka Kerja Pembelajaran Mendalam di Sekolah Menengah Atas Kota Malang Khalil, Muhammad; Maryam, Siti; Hidayah, Hikmah; Ibrohim, Ibrohim; Susilo, Herawati
Jurnal Jeumpa Vol 12 No 2 (2025): Jurnal Jeumpa
Publisher : Department of Biology Education, Faculty of Teacher Training and Education, Samudra University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jj.v12i2.13464

Abstract

Penelitian ini bertujuan untuk menganalisis kesiapan pengawas, kepala sekolah, dan guru dalam menerapkan Kerangka Kerja Pembelajaran Mendalam di SMA di Kota Malang. Pembelajaran Mendalam menekankan penguatan dimensi profil lulusan, prinsip pembelajaran, pengalaman belajar, dan kerangka pembelajaran. Penelitian ini menggunakan pendekatan kualitatif melalui wawancara mendalam dengan tiga kelompok partisipan utama. Data dianalisis secara tematik untuk mengidentifikasi pola pemahaman, praktik, hambatan, serta strategi implementasi pembelajaran mendalam di satuan pendidikan. Hasil penelitian menunjukkan bahwa kepala sekolah memiliki kesiapan paling kuat melalui kepemimpinan reflektif dan kolaboratif, serta pemanfaatan forum belajar guru dan supervisi terbuka. Guru telah menginternalisasi esensi pembelajaran mendalam melalui kegiatan kontekstual, refleksi, dan desain pengalaman belajar, namun masih menghadapi kendala berupa beban administratif dan keterbatasan waktu. Sementara itu, pengawas memahami esensi pembelajaran mendalam dan peran supervisi reflektif, tetapi masih memerlukan penguatan kemampuan coaching dan analisis perencanaan pembelajaran. Kesiapan pengawas, kepala sekolah, dan guru secara garis besar telah terbentuk, namun implementasi di lapangan membutuhkan waktu dan dukungan sistemik, penguatan pedagogis, serta refleksi berkelanjutan.
The effect of cognitive style on the analysis ability of grade 4 elementary school students Wahyu Susiloningsih; Herawati Susilo; Mohammad Zainuddin; Dedi Kuswandi; Oktaviani Adhi Suciptaningsih; Hanim Faizah
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243727

Abstract

The purpose of this study was to determine the relationship between cognitive style (reflective and impulsive) on students' analytical abilities. Analytical ability is part of learning outcomes. There are seven levels of cognitive learning outcomes which include knowledge, understanding, application, analysis, synthesis, evaluation, and creative problem-solving. Students' analytical abilities are influenced by many things, one of which is cognitive style. Cognitive style is a way of accepting and managing attitudes towards information, as well as habits related to the world of individual learning. Reflective and impulsive cognitive styles are cognitive styles with indicators of time understanding concepts. Reflective cognitive styles usually take a long time to respond, but consider all available options, and have high concentration while learning. Meanwhile, students with an impulsive cognitive style are the opposite. The approach used in this study is a correlational and multiple regression approach. The variables in this study are reflective cognitive style and impulsive cognitive style as independent variables and analytical skills as the dependent variable with a population of 130 students. The results showed that there was a relationship between students' cognitive style and analytical skills. The greater the cognitive style score, the greater the analytical ability score. Then the cognitive style affects the analytical ability of 19.9%, where the other 80.1% is influenced by other factors.
The effect of AI-assisted problem-oriented project-based learning on students’ critical thinking and communication skills Laila Badriyatul Habibah; I. Ibrohim; Herawati Susilo
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40667

Abstract

Education 4.0 has emerged as a response to the Industrial Revolution 4.0, focusing on integrating technology into learning to support digital transformation and enhancing 21st-century skills, such as critical thinking, creative thinking, communication, and collaboration. While technology provides convenience, it also challenges students to develop these essential skills. An innovative model, such as Problem-Oriented Project-Based Learning (POPBL), is required to improve these skills, as it has been proven effective in enhancing 21st-century skills. The incorporation of artificial intelligence is expected to increase the effectiveness of POPBL. This study aims to evaluate the impact of the POPBL-AI model on students' critical thinking and communication skills. It employs a quasi-experimental design with a non-randomized pre-post-test control group format. Three groups participated in the study: the POPBL-AI, POPBL, and PBL classes. Data were collected through essay tests and questionnaires, both of which have been validated and are reliable. Data were analyzed using Analysis of Covariance (ANCOVA), alongside homogeneity and normality tests as prerequisites. The results showed a significant positive effect of the POPBL-AI model on both skills (p = 0.000; p = 0.001). These findings suggest that the POPBL-AI model can be effectively implemented in biology learning to enhance students' 21st-century skills.
Implementation of the process-oriented guided inquiry learning model to improve learning ownership, communication skills, and cognitive learning outcome Rifdah Aristawidya; Herawati Susilo
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41621

Abstract

Entering the 21st century, education increasingly emphasizes not only academic achievement but also the development of soft skills, particularly learning ownership and communication skills as essential competencies for facing global challenges. This study aims to enhance students' learning ownership, communication skills, and cognitive learning outcomes through the implementation of the Process-Oriented Guided Inquiry Learning (POGIL) model. This study utilized a classroom action research (CAR) approach, which was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research participants included 26 students from grade XI Science 3 at one of senior high school in Malang Regency. Data were collected through observations, learning ownership questionnaires, communication skills tests, and cognitive learning outcome tests, which were then analyzed using descriptive quantitative and qualitative methods. The findings indicate that continuous implementation across the CAR cycles led to steady improvement in students’ learning ownership, communication skills, and cognitive learning outcomes. The percentage of students meeting the success indicators for these three aspects increased in the first cycle compared to the initial data, with a more significant improvement observed in the second cycle. POGIL encourages active student engagement in learning and fosters a deeper understanding of concepts. Thus, the implementation of POGIL is effective in promoting a more active and meaningful learning process, particularly in biology education.
Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers S. Saparuddin; I. Istiqomah; Herawati Susilo; I. Ibrohim; Adisti Ratnapuri
Journal of Community Service and Empowerment Vol. 5 No. 1 (2024): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v5i1.29411

Abstract

Developing teacher capability in implementing the Merdeka curriculum can take advantage of the activity of sustainable lesson study. Lesson study conducted at the subject teacher community provides a place for teachers to learn collaboratively to improve their professionalism. This study aims at present the findings of the implementation of a subject-based lesson study carried out among junior high school science teachers in Malang City, Indonesia, and expose their responses regarding the impact of this activity on their professional development in supporting the Merdeka Curriculum enactment. Teachers are actively involved and enthusiastic in participating in lesson study activities. The teacher stated that the implementation of subject-based lesson study was a forum for mutual learning and improving teaching skills so that it supported the implementation of the Merdeka Curriculum. Even so, continuous implementation accompanied by strengthening the principles of lesson study and learning principles that emphasize student involvement as well as developing students' thinking skills is needed. Finally, the constraints and expectations expressed by the teacher can be considered for designing a subject-based lesson study implementation model to form sustainable lesson study for learning communities in the future.  
Profil Literasi Digital AI Siswa Kelas XI SMA sebagai Dasar Pengembangan Pembelajaran Inovatif Terintegrasi Generative AI Laila Badriyatul Habibah; Ibrohim Ibrohim; Herawati Susilo
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2026: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : FKIP Universitas Lampung

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Abstract

Saat ini, pembelajaran di sekolah semakin banyak melibatkan penggunaan Generative AI. Di era dominasi AI ini, literasi digital tidak lagi terbatas pada penggunaan teknologi, tetapi telah berkembang menjadi literasi digital AI. Sebagai langkah pencegahan terhadap penyalahgunaan Gen-AI, kompetensi ini sangat penting bagi siswa. Penelitian ini bertujuan untuk memberikan gambaran profil literasi digital AI siswa kelas XI sebagai dasar untuk mengembangkan pembelajaran inovatif yang terintegrasi dengan Gen-AI. Penelitian ini menggunakan pendekatan explanatory sequential mixed methods, dengan data kualitatif digunakan untuk mendukung data kuantitatif. Sebanyak 107 siswa kelas XI SMA yang mengikuti mata pelajaran biologi berpartisipasi dalam penelitian ini. Instrumen penelitian yang digunakan berupa tes esai yang dikembangkan berdasarkan framework oleh Hwang (2023). Hasil menunjukkan bahwa empat indikator memperoleh rata-rata nilai sebesar 64,72; 75,70; 38,90 dan 71,50. Hal ini menunjukkan bahwa indikator-indikator tersebut berada dalam kategori baik, cukup dan belum cukup, yang mengindikasikan bahwa literasi digital AI perlu diperkuat, karena siswa masih rentan terhadap penyalahgunaan Gen-AI. Oleh karena itu, hasil penelitian ini dapat digunakan sebagai dasar empiris untuk merancang pembelajaran inovatif berbasis Gen-AI yang secara sistematis mengintegrasikan penguatan literasi digital AI pada tingkat sekolah menengah atas.
Digital Learning Media Needs Analysis of Plant Physiology to Improve Learning Ownership and Creative Thinking Skills at Universitas Negeri Malang Luffi Karimah; Balqis Balqis; Herawati Susilo
JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS Vol 12, No 1: Jurnal Pembelajaran Dan Biologi Nukleus March 2026
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpbn.v12i1.8854

Abstract

Background: The digital transformation of higher education demands instructional media that not only deliver content but also foster reflective engagement and self-directed learning, particularly in experimental biology learning characterized by complex and abstract concepts. Despite the growing implementation of digital tools, limited empirical research has systematically examined learning media needs as a foundational stage prior to development, especially in relation to learning ownership and creative thinking skills in the Plant Physiology courses. Methodology: The research methods employed a descriptive mixed-method design. Participants consisted of 42 undergraduate students selected through purposive sampling and four Plant Physiology lecturers. Data were collected through questionnaires, semi-structured interviews, and analysis of lesson plans (RPS and SAP). Quantitative data were analyzed using descriptive statistics and categorical percentage classification, while qualitative data were analyzed thematically and integrated through data triangulation. Findings: The findings indicate that instructional practices remain dominated by PowerPoint presentations (58.6%) and summative assessments such as written examinations (22.8%), with minimal implementation of reflective and process-oriented assessment. Students’ learning ownership was categorized as proficient (78.4%), with persistence scoring highest (84.1%) and goal orientation and self-direction lowest (69.6%). Creative thinking skills were also categorized as proficient (76%), with collaboration highest (85.4%) and elaboration lowest (69.6%). These patterns reveal specific dimensions requiring instructional reinforcement, particularly in self-direction and idea elaboration. These findings highlight the need to develop interactive digital learning media grounded in Deep Learning and Problem-Based Learning (PBL), which can facilitate reflection, collaboration, and systematic documentation of the learning process. Media such as e-portfolios are considered relevant to strengthen learning ownership and enhance students’ creative thinking skills in the Plant Physiology course. Contributions: This study contributes by providing an empirical, needs-based foundation for the systematic design of digital learning media in experimental biology learning, thereby informing future development and effectiveness research in higher education contexts
Co-Authors *Ali Mustofa , Rifqi Hilman - Balqis . Waris A. Duran Corebima Abdul Ghofur Abdul Gofur Abdul Gofur Abdul Gofur Abdul Gofur Abdul Gofur Adisti Ratnapuri Adzimatnur Muslihasari Afian, Tilal Ahmad Kamal Sudrajat Akhiruddin Akhiruddin Akhiruddin, A Alfiatus Sa'diyah Ali Djamhuri Almanik Dyan Permatasari Aloysius Duran Corebima Aloysius Duran Corebima Aloysius Duran Corebima Aloysius Duran Corebima Aloysius, Duran Corebima Amina Divina P Aminatur Rosyidah Amining Rahmasiwi Anita Dian Sukardi Ardian Anjar Pangestuti Ardiani Samti Ardiani Samti, Ardiani Arif Hidayat Arika Masruroh Asni Wati Atika - Anggraini Aynin Mashfufah Ayun, Anisa Qurota Balqis Balqis Balqis Balqis Balqis Balqis, Balqis - Betty Lukiati Bilad, Muhammad Roil Binazir T Tuza Qiyah Ma’rufah Bowo Sugiharto Bowo Sugiharto Budiningsih, Desak Nyoman Cahyaning Lestari Cahyanti, Indra Candra Utama Candrikaningtyas, Shofia Cholis Sa’dijah Chotimah, Husnul Damopolii, Insar Dedi Kuswandi Dian Tauhidah Didimus Tanah Boleng Diki Muhamad Chaidir Dinenggi Wulanoventi Dini Rosyada Mahmud Dita Purwinda Anggrella Duran Corebima Aloysius Dwi Listyorini Dwi Yani Dwi Yani Dwida Maghfiroh Dwida Maghfiroh DYAH ASTRIANI Eka Ariyati Eka Kurniati Eka Vasia Anggis Elysa Firdiani Endang Sri Lestari Endang Suarsini Eni Susanti Enny Kristinawati Fachrunnisa, Rifka Faizah, Hanim Fandi Tri Fajar Cahyo Fatchur Rahman Fatchur Rohman Fatchur Rohman Fauzatul Ma'rufah Rohmanurmeta Firdha Ismifatichah Fitri Fatimah Francisco, Rendi Francisco, Rendi Ghaziah Kusumawati Chusjairi Hadi Suwono Hanim Faizah Hanim Faizah Hanim, Latifah Hanna Nurfarida HASAN SUBEKTI Hayuana, Wachidah Hayumuti Hayumuti Hedi Sutomo Heny Nurmayanto Hidayah, Hikmah Himas Willya Putri Abdillah Husamah Husamah I Made Surya Hermawan I. Istiqomah Ibrohim Ibrohim Ibrohim Ibrohim Ibrohim, I Iin Lailatul Khoirunnisa Ika Yulianti Siregar Ikramina Yusti Amina Inayah, Ilul Indayana Febriani Tanjung Indayana Febriani Tanjung, Indayana Febriani Insyasiska, Dewi Intan Rezki Kurniasari Ira Suryani Irawati , Mimien Henie Istamar Syamsuri Ivan Eldes Dafrita Ivayuni Listiani Izza Rohman Jevi Milda Rahmawati Khair, Baiq Niswatul Khorinah, Sheryl Afifatul Kistantia Elok Mumpuni Kuncahyono Kuncahyono Kundariati, Maisuna Kuniasari, Intan Rezki Kusmahardhika, Noviansyah Laila Badriyatul Habibah Laila Badriyatul Habibah Latifah Hanim Lia Yuliati Lia Yuliati, Lia Lina Listiana Luffi Karimah Lutfi Rizkita M. Misbachul Huda M. Solehuddin Mafazatud Diniyyah Mahmud, Dini Rosyada Mahmudi Mahmudi Mahmudi Mahmudi Maisuna Kundariati Maisuna Kundariati Manalu, Marison Sudianto Marhamah Marhamah Marheny Lukitasari Maria Rosalia Ijung Anggur Markus Diantoro Mimien H. Irawati Mimien Heni Irawati Al Muhdhar Mimien Henie Irawati Mimien Henie Irawati Mimien Henie Irawati Al Muhdhar Mohammad Taufiq Mohammad Taufiq Mohammad Taufiq Mohammad Taufiq Mohammad Zainuddin, Mohammad Muh. Syahriridani Muhammad Fahrurrizal Muhammad Khalil, Muhammad Muhammad Mifta Fausan Muhammad Saefi Mulya Nugraha, Agung Muntholob Muntholob Murni Ramli Murni Sapta Sari Mushlich, Muhammad Ahva Muslihasari, Adzimatnur Mustafa Ainul Yaqin Mutsaqqofa, Amna Roisah N. Nurmi Natalia Rosa Keliat Neni Hasnunidah Nibras Alhama Najwa Nilam Retnosari Nilam Retnosari, Nilam Ninik Kristiani Ninik Kristiani Nur Umami Rosidah Nuril Maghfiroh Nuril Maghfiroh, Nuril Nursyamsi SY Nursyamsi SY, N Nurul Amrina Rosada Oki Sandra Agnesa Oktaviani Adhi Suciptaningsih Parno Parno Pratiwi, Herwim Enggar Prihatnawati, Yayuk Punaji Setyosari Putri Fitria Sartika Rahaeni Putri, Fauziah Eka Rahel Natalia Saragih Munthe Rahman, Fatchur Rahmania Pamungkas, Rahmania Rahmi Masita Raihanah Nur Agustanti Ratih Wulandari Ratna Ekawati Ratna Ekawati Ratna Ekawati Refsya Aulia Fikri Rela Rahmah Rezeqi, Salwa Rifdah Aristawidya Ringga Satria Putra Rizkia Suciati Rizkia Suciati Robiatul Adawiyah Rohmatulloh, A. Farid Ruslina, Elya S. Saparuddin Samuel Agus Triyanto Samuel Agus Triyanto, Samuel Agus Santi Kusuma Fajarwati Sari, Debby Trisia Sari, Fatimah Nurmala Sartika, Putri Fitria Sasea, Louis Ivana Setiowati, Frida Kunthi Sinta Masitohwati Siregar, Ika Yulianti Siti Alimah Siti Annisaa'ul Kariimah SITI MARYAM Siti Mursidah Siti Zubaidah Siti Zubaidah Siti Zubaidah Sitoresmi Prabaningtyas Solly Aryza Sri Endah Indriwati Sri Rahayu Lestari Sri Wahyuni Sri Wahyuni Sri Widoretno Subekt, Hasan Sueb Suhadi Suhadi Sulisetijono Sulisetijono Susriyati Mahanal Susriyati Manahal Sutopo Sutopo Syahriridani, Muh. Syajaroh, Imroatul Murodatusy Syamsul Hadi Tasya Putri Hendrika Tismi Dipalaya, Tismi Tri Agustina, Tri Tri Kuncoro Tri Maniarta Sari Tsaniya, Uswatul Wadhichatis Umi Hasanah Umi Hasanah, Umi Umie Lestari Ummi Nur Afinni Dwi Jayanti Utami Sri Hastuti Utaria Mutasam Uung Gondo Saputro Wa Ode Nurhawa Wa Ode Nurhawa Wachidatul Linda Yuhanna Wahid Hasyim Wahyu Susiloningsih, Wahyu Westri Setyo Lestari Wijaya, Jevita Wirastini Komang Ayu Yani, Dwi Yaqin, Mustafa Ainul Yeni Yusella Yunanda, Intan Yusella, Yeni Yusop, Farrah Dina Zainul Mustofa Zainul Mustofa, Zainul Zia Aulia Zaidin Putra Zulfia, Firda Ama