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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Pendidikan Matematika dan IPA Edutech Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pembelajaran Fisika Jurnal Pendidikan Fisika FKIP UM Metro JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Pedagogia: Jurnal Pendidikan Omega: Jurnal Fisika dan Pendidikan Fisika Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Edumatsains Jurnal Inovasi dan Pembelajaran Fisika Unnes Science Education Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Fisika dan Teknologi Papua Journal Physics Education RETEL Journal: Journal on Publication of The Research on Teaching and Language Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Journal of Education Technology Information Social Sciences and Health Nuwo Abdimas Jurnal Pendidikan MIPA Asian Journal of Science Education
Agus Suyatna
FKIP Universitas Lampung Jalan Sumantri Brojonegoro No. 1 Bandar Lampung
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : Jurnal Pembelajaran Fisika

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PERCEPTION OF PHYSICS TEACHERS AND STUDENTS ABOUT E-MODULES USING STEM-INTEGRATED FLIPPED CLASROOM APPROACH TO IMPROVE CRITICAL THINKING SKILLS Puspitasari, Reni Dwi; Herlina, Kartini; Suyatna, Agus
Jurnal Pembelajaran Fisika Vol 8, No 1 (2020): Jurnal Pembelajaran Fisika
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PERCEPTION OF PHYSICS  TEACHERS AND STUDENTS ABOUT E-MODULES USING STEM-INTEGRATED  FLIPPED CLASROOM APPROACH TO IMPROVE CRITICAL THINKING SKILLS  Reni.DPS1, Kartini.H2, Agus.Suyatna31Physics  Education of  Graduate Program, Lampung  University2Physics  Education of  Graduate Program, Lampung  University3Physics  Education of  Graduate Program, Lampung  University Jl. Sumantri Brojonegoro No. 01, Lampung,  Indonesia.Correspondence author: renidps53@gmail.com Abstract: The purpose of this study was  to describe the perceptions of teachers and students related to the use of e-modules using the integrated STEM flipped classroom approach. The approach used was STEM-integrated flipped classroom . Data collection methods using a questionnaire were analyzed with descriptive analysis with the 15 professional and unprofessional teachers and 30 students in Lampung province as respondents . The results of teachers 'perceptions about e-modules amounted to 66.7% if presented as belonging to the required category, while the results of students' perceptions using e-modules amounted to 63.3% and  classified as needed. Practice was also needed in making e-modules with the results of 73.3% of teachers answering practical answers and 56.7% of students answering practical questions. It can be inferred that students need new teaching materials to support practical and easy to use learning t any time limit
The Implementation of Performance Assessment Instruments to Enhance Students’ Collaboration and Communication Skills Nia Sumiyati; Undang Rosidin; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 7, No 1 (2019): Jurnal Pembelajaran Fisika
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This research aims to describe the relationship between student performance in physics learning based practicum on students' collaboration and communication skills of  senior high school students. This study is quasi-experiment research. This study also tested the validity and reliability of the assessment instruments, and for data tested by using correlation test. The conclusion of this study is that there is no relationship between student performance on physics practicum based learning with students' collaboration and  communication  skills.   Keywords: collaboration skill, communication skill, performance assesment DOI: http://dx.doi.org/10.23960/jpf.v7.n1.201904
Pengaruh Penggunaan Modul Pembelajaran Kontekstual Berbasis Multiple Representations Pada Materi Fluida Statis Terhadap Hasil Belajar Siswa Siti Khoirurrohmah; Chandra Ertikanto; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 6, No 1 (2018): Jurnal Pembelajaran Fisika
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This research aims to describe the effect of implementation of contextual learning module based on multiple representations on the topic of Static Fluid on students learning outcomes. This research was conducted in one of the High Schools in Bandarlampung using the non-equivalent control group design. The sample of this research was the students of grade XI High Schools in Bandarlampung that divided into two class (experiment and control class). The data were tested using N-gain analysis, normality test, homogeneity test, and Independent Sample t-test. The test results value of Independent Sample t-test Sig value. (2-Tailed) and the average value of N-gain, it shows that the average student learning outcomes using contextual learning module based on multiple representations more than student learning result using the conventional book. Therefore, contextual learning module based on multiple representations on the topic of Static Fluid can improve student learning outcomes in the cognitive domain.Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan modul pembelajaran kontekstual berbasis multiple representations pada materi Fluida Statis terhadap hasil belajar siswa. Penelitian ini dilakukan di salah satu SMA di Bandarlampung dengan menggunakan desain penelitian the non-equivalent control group design. Sampel penelitian ini adalah siswa kelas XI SMA di Bandarlampung yang dibagi menjadi 2 kelas (eksperimen dan kontrol). Data hasil penelitian diuji dengan analisis N-gain, uji normalitas, uji homogenitas, dan Independent Sample t-test. Hasil uji nilai Independent Sample t-test nilai Sig. (2-Tailed) dan rata-rata nilai N-gain, menunjukkan bahwa rata-rata hasil belajar siswa yang menggunakan modul pembelajaran kontekstual berbasis multiple representations lebih tinggi dari hasil belajar siswa yang menggunakan buku konvensional. Oleh karena itu, modul pembelajaran kontekstual berbasis multiple representations pada materi Fluida Statis berpengaruh pada hasil belajar siswa pada ranah kognitif. Kata kunci: Modul, Pembelajaran Kontekstual, Multiple Representations, Hasil Belajar.DOI: http://dx.doi.org/10.23960/jpf.v6.n1.201804
Perbandingan Hasil Belajar Fisika Siswa Menggunakan Metode Ekspositori Berbantuan Buku Siswa Dengan Metode Inquiry Berbantuan Lembar Kerja Siswa Shelly Efrihani; Undang Rosidin; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 5, No 5 (2017): Jurnal Pembelajaran Fisika
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The process of knowledge formation is currently applied in some learning communication media that is designed, observed and controlled on a regular basis. Therefore, learning integrates several aspects that support each student's ability to learn. These three aspects have been implemented by the government in the 2013 curriculum, in which students' ability will be assessed in the affective, cognitive and psychomotor fields, as well as appropriate instructional techniques. In following up the implementation of curriculum 2013, the authors conducted a study that aims to determine the comparison of student physics learning outcomes using expository methods assisted student books with inquiry method assisted student worksheet. This research was conducted at SMPN 1 Martapura OKU-Timur with Purposive Sampling, where the research sample class VII E as experiment class I using inquiry method assisted student worksheet and class VII D as experiment class II using expository method assisted by students book. Then, the data of the research results are statistically processed and obtain the average conclusion of the students' physics learning outcomes in the affective, psychomotor and cognitive spheres. From the average of learning result, the value of affective and cognitive domain is 2.37 and 9.73, and the psychomotor domain is 4.91.Proses pembentukan pengetahuan saat ini diterapkan dalam beberapa media komunikasi pembelajaran yang dirancang, diamati dan dikontrol secara teratur. Maka dari itu, pembelajaran mengintegrasikan beberapa aspek yang mendukung setiap kemampuan siswa dalam belajar. Ketiga aspek tersebut telah diterapkan oleh pemerintah dalam kurikulum 2013, dimana kemampuan siswa akan dinilai dalam ranah afektif, kognitif dan psikomotorik, serta teknik pembelajaran yang tepat. Dalam menindaklanjuti penerapan kurikulum 2013, penulis melakukan penelitian yang bertujuan untuk mengetahui perbandingan hasil belajar fisika siswa menggunakan metode ekspositori berbantuan buku siswa dengan metode inquiry berbantuan lembar kerja siswa. Penelitian ini dilaksanakan di SMPN 1 Martapura OKU-Timur dengan Purposive Sampling, dimana sampel penelitian kelas VII E sebagai kelas eksperimen1 yang menggunakan metode inquiry berbantuan lembar kerja siswa dan kelas VII D sebagai kelas eksperimen 2 yang menggunakan metode ekspositori berbantuan buku siswa. Kemudian, data hasil penelitian diolah secara statistik dan memperoleh kesimpulan rata-rata hasil belajar fisika siswa dalam ranah afektif, psikomotorik dan kognitif. Dari rata-rata hasil belajar tersebut diperoleh nilai ranah afektif dan ranah kognitif sebesar 2,37 dan 9,73, serta untuk ranah psikomotorik sebesar 4,91.Kata kunci: hasil belajar, metode inquiry berbantuan lembar kerja siswa, metode ekspositori berbantuan buku siswa.
PENGARUH PENGGUNAAN E-LEARNING DENGAN SCHOOLOGY TERHADAP HASIL BELAJAR SISWA Safura Rizki Azizah; Agus Suyatna; Ismu Wahyudi
Jurnal Pembelajaran Fisika Vol 5, No 2 (2017): Jurnal Pembelajaran Fisika
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The purpose of this research is to know the influence of e-Learning with schoology to the study result on higher order thinking skills level. This method of this research is True Experimental Design, which is used Pretest-Postest Control Group Design. The data had been tested by using N-gain Analysis, Normality Test, Homogenity Test and Independent T-test. In this study research, there are experimental class 1 and experimental class 2, which are not chosen by randomly. In this research, both of experimental class have got treatment which is Blended Learning and Face to Face with the same intensity. The results of the test indicated Independent sample t-test by sig. 0.01 it means that there is the effect of the use of e-learning with schoology significantly to study result is also shew by the increased with N-gain of 0.619, that is the medium category.Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan e-learning dengan schoology terhadap hasil belajar siswa level higher order thinking skill. Metode penelitian yang digunakan adalah True Experimental Design dengan jenis Pretest-posttest Control Group Design. Data diuji dengan analisis N-gain, uji normalitas, uji homogenitas dan Independent Sample T Test. Pada penelitian ini terdapat kelas eksperimen 1 dan kelas eksperimen 2, yang tidak dipilih secara random. Dalam penelitian ini pula, kedua kelas eksperimen mendapatkan treatment pembelajaran blended learning dan tatap muka dengan intensitas yang sama. Hasil penelitian yang ditunjukkan dari uji independent sample t test sebesar sig. 0,01 maka dapat dinyatakan terdapat pengaruh penggunaan e-learning dengan schoology yang signifikan terhadap hasil belajar yang ditunjukkan dengan N-gain 0,619, yaitu pada kategori sedang.Kata kunci: E-learning, Hasil Belajar, Schoology
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KREATIF SISWA SMP Ibnu Ainun Najib; Agus Suyatna; Ismu Wahyudi
Jurnal Pembelajaran Fisika Vol 5, No 1 (2017): Jurnal Pembelajaran Fisika
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The aim of research were to determine the influence of learningmodel of problem based learning to creative thinking skills of students and know the creative thinking skills of 8thgrade junior high school students in learning physics on refraction of light. Samples were students in grade 8 A as control class and 8 B as experiment class in SMP Negeri 1 Trimurjo with method Nonequivalent Control Group Design type group pretest-posttest design. Data were tested by N-gain analysis, normality test, homogeneity, independent sample t-test, and paired sample t-test. Based on the test, there is the influence of using PBL model to the student creative thinking skills and creative thinking skills is increase with medium category.Tujuan penelitian untuk mengetahui pengaruh modelpembelajaran problem based learningterhadap keterampilan berpikir kreatif siswa dan mengetahui peningkatan keterampilan berpikir kreatif siswa SMP kelas 8 pada pembelajaran fisika materi pembiasan cahaya. Sampel penelitian adalah siswa kelas 8 A sebagai kelas kontrol dan 8 B kelas eksperimen di SMP Negeri 1 Trimurjo dengan metode Nonequivalent Control Group Designjenis pretest-posttest group design. Data diuji dengan analisis N-gain, independen sample t-test, dan paired sample t-test. Berdasarkan hasil uji, dinyatakan terdapat pengaruh penggunaan model PBL terhadap keterampilan berpikir kreatif siswa dan terjadi peningkatan keterampilan berpikir kreatif siswa dengan kategori sedang.Kata kunci:keterampilan berpikir kreatif,pembiasan cahaya, problem based learning
Perbandingan Hasil Belajar Siswa Ditinjau dari Representasi Visual Statis dan Dinamis Materi Impuls dan Momentum Dini Widyastuti; Agus Suyatna; Ismu Wahyudi
Jurnal Pembelajaran Fisika Vol 5, No 4 (2017): Jurnal Pembelajaran Fisika
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This study aims to describe the difference in students 'cognitive learning outcomes after learning using visual and static visual, and to describe students' responses. The research design used one group pretest-posttest design. The population in this study were SMA Teladan Way Jepara, while the subjects were studens of XI IPA 1 as experiment class 1 using dynamic visual representation, and XI IPA 2 as experiment class 2 using visual static representation. The result of the research in the dynamic visual class obtained by average posttest 75.91 and N-gain 0.70 with the high category, bigger than static visual class learning result with mean posttest 68.38 and N-gain 0.63 with the medium category. The positive percentage response to dynamic visual utilization was 96% higher than the positive visual static utilization response with 84% percentage.Keywords: Learning Outcomes, Dynamic Visual, Static Visual AbstrakPenelitian ini bertujuan untuk mendeskripsikan perbedaan hasil belajar kognitif siswa setelah pembelajaran menggunakan visual dinamis dan visual statis, serta mendeskripsikan respon siswa. Desain penelitian yang digunakan adalah one group pretest-posttest design. Populasi pada penelitian ini adalah siswa SMA Teladan Way Jepara, sedangkan Subjek penelitian yaitu siswa kelas XI IPA 1 sebagai kelas ekperimen 1 menggunakan representasi visual dinamis, dan XI IPA 2 sebagai kelas eksperimen 2 menggunakan representasi visual statis. Pengumpulan data pada kedua eksperimen menggunakan teknik tes berupa ujian pretest dan posttest. Hasil penelitian pada kelas visual dinamis diperoleh rata-rata posttest 75,91 dan N-gain 0,70 dengan kategori tinggi, lebih besar dari hasil belajar kelas visual statis dengan rata-rata posttest 68,38 dan N-gain 0,63 dengan kategori sedang. Presentase data respon positif siswa pada data visual dinamis adalah 96%, sedangkan respon siswa pada visual statis sebesar 84%.Kata Kunci: Hasil Belajar, Visual Dinamis, Visual Statis
PERBANDINGAN HASIL BELAJAR SISWA MENGGUNAKAN MEDIA GAMBAR BERGERAK DENGAN GAMBAR DIAM Dina Agustina; Agus Suyatna; Eko Suyanto
Jurnal Pembelajaran Fisika Vol 5, No 3 (2017): Jurnal Pembelajaran Fisika
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This research aims to determine the cognitive achievement of students after learning by using moving images and static images as well as describing the student's response. The study design used is one group pretest posttest design. This research has been conducted in SMA Negeri 1 Trimurjo, with class XI IPA 2 as the experimental class 1 using the moving image and XI IPA 4 as an experimental class 2 using the static images. Results of research on the class of moving images obtained an average value of posttest is 69.13 and N-gain of 0.64 with the medium category, is greater than learning outcomes class of static images with an average value of posttest is 53.3 and N-gain of 0.48 with the medium category. The positive response to the use of moving images is 97% and the positive response to the use of static images is 84%.Penelitian ini bertujuan untuk mengetahui hasil belajar kognitif siswa setelah pembelajaran menggunakan gambar bergerak dan gambar diam serta mendeskripsikan respons siswa. Desain penelitian yang digunakan adalah one group pretest posttest design. Penelitian ini telah dilakukan di SMA Negeri 1 Trimurjo, dengan kelas XI IPA 2 sebagai kelas eksperimen 1 menggunakan gambar bergerak dan XI IPA 4 sebagai kelas eksperimen 2 menggunakan gambar diam. Hasil penelitian pada kelas gambar bergerak diperoleh rata-rata posttest 69,13 dan N-gain 0,64 dengan kategori sedang, lebih besar daripada hasil belajar kelas gambar diam dengan rata-rata posttest 53,3 dan N-gain 0,48 dengan kategori sedang. Respons positif terhadap pemanfaatan gambar bergerak adalah 97% dan respons positif terhadap pemanfaatan gambar diam adalah 84%.Kata Kunci: Gambar Bergerak, Gambar Diam, Hasil Belajar
STUDI PERBANDINGAN HASIL BELAJAR FISIKA ANTARA PENGGUNAAN GAMBAR BERGERAK DENGAN GAMBAR STATIS Dian Anggraini; Agus Suyatna; Feriansyah Sesunan
Jurnal Pembelajaran Fisika Vol 5, No 1 (2017): Jurnal Pembelajaran Fisika
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The purposes of this research were to determine the difference of learning outcome used dynamic images with static images and describe each of learning outcome. The samples in this research were students of class X in SMA Negeri 3 Kotabumi. The research was conducted used the one-group pretest-posttest design. Data were tested with N-gain analysis, normality test, homogeneity test and Mann-Whitney test. The results of Mann-Whitney test, asymp.sig value was 0.014, it can be stated that the average N-gain of learning outcomes used dynamic image is higher than the average N-gain of learning outcome of static image. Based on these result, there was the difference in learning outcome between two experimental classes. Beside that, there was an increasing of students learning outcome by medium category which used dynamic image as well as static image.Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil belajar berbantuan gambar bergerak dengan gambar statis dan mendiskripsikan masing-masing hasil belajar. Sampel penelitian ini adalah siswa kelas X SMA Negeri 3 Kotabumi. Penelitian dilakukan menggunakan one-group pretest-posttest design. Data diuji dengan analisis N-gain, uji normalitas, uji homogenitas dan uji Mann-Whitney. Hasil dari uji Mann-Whitney, nilai asymp. sig. yaitu 0,014, maka dapat dinyatakan rata-rata N-gain hasil belajar berbantuan gambar bergerak lebih tinggi dibandingkan dengan rata-rata N-gain hasil belajar berbantuan gambar statis. Sehingga dapat dikatakan, terdapat perbedaan hasil belajar antara kedua kelas eksperimen. Seain itu, hasil belajar siswa berbantuan gambar bergerak, maupun gambar statis mengalami peningkatan dengan kategori sedang.Kata kunci: gambar bergerak, gambar statis, hasil belajar
PENGEMBANGAN MEDIA INTERAKTIF MODEL TUTORIAL PADA MATERI IMPULS DAN MOMENTUM Mia Fatma Riasti; Agus Suyatna; Ismu Wahyudi
Jurnal Pembelajaran Fisika Vol 4, No 1 (2016): Jurnal Pembelajaran Fisika
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The Interactive media used tutorial model is being needed to increase the effectiveness of impulse and momentum learning material. The aim of this research were to produce learning interactive media used tutorial model for impulse and momentum material, to describe the attractiveness, the easiness, the expediency, and the effectiveness of the product. This research used research and development method, and the research design was modifying the instructional media development process by Sadiman, et al. The results showed that the media attractive to use, easy to use, very useful in learning and proven effective to use in learning shown by 79% of students reached the standard of minimum score.Media interaktif model tutorial sangat dibutuhkan untuk meningkatkan efektifitas pembelajaran materi impuls dan momentum. Tujuan penelitian ini adalah untuk menghasilkan media interaktif model tutorial materi impuls dan momentum, mendeskripsikan kemenarikan, kemudahan, dan kemanfaatan, serta keefektifan produk. Penelitian ini menggunakan metode penelitian research and development atau penelitian dan pengembangan, dan desain penelitian yang digunakan yaitu memodifikasi proses pengembangan media instruksional oleh Sadiman, dkk. Hasil penelitian menunjukkan bahwa media yang dikembangkan menarik untuk digunakan, mudah untuk digunakan, sangat bermanfaat dalam pembelajaran dan terbukti efektif digunakan dalam pembelajaran yang ditunjukkan sebanyak 79 % siswa telah tuntas KKM.Kata Kunci: pengembangan, media interaktif, model tutorial, impuls dan momentum.
Co-Authors Abdurahman Abdurrahman Abdurrahman Adelina Hasyim Adyt Anugrah Afis Pratama, Afis Agustini, Ratna Agustini, Ratna Amelia Yuni Saputri Amrullah, Muhammad Fajri Andra, Doni Ani Latifatun Naj’iyah ARIF NURCAHYA Ayuningtias, Meta Dwi Ayuningtias, Meta Dwi Azizah, Munadhirotul Baharuddin Risyak Bayu Pranata, Bayu Blasius Anggit Wicaksono, Blasius Anggit Cerli Anjarsari Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chasyanah Diawati Damayanti, Elok Destryati, Annisya Dewi, Eka Puspita Dewi, Eka Puspita Dian Anggraini Dian Pertiwi Dian Purnamawati Dina Agustina Dina Maulina Dinatikan, Haza Kurnia Dini Widyastuti Distrik, I Wayan Doni Andra Dwi Ervina Winata DWI YULIANTI Een Yayah Haenilah Eka Puspita Dewi Eko Suyanto Eko Suyanto Eko Suyanto Falamy, Ryna Aulia Farid Hamid Ali Farouq Hussein Fendi, Romy Desmara Feriansyah Sesunan Fitria, Ade Rizka Fuad, Syukron Gumay, Fitri Mardhotillah Hasan, Muhammad Fikri Hasan, Muhammad Fikri Hendri Noperi Hendri Prasetio Herlina, Kartini Herlina, Kartini Herpratiwi Herpratiw Hervin Maulina I Dewa Putu Nyeneng I Wayan Distrik Ibnu Ainun Najib Ida Susanti Indah Slamet Budiarti, Indah Slamet Irvanti, Cintya Irwandani Irwandani Ismu Wahyudi Ismu Wahyudi Ismu Wahyudi Isna Istikomah Istikomah, Isna JOKO NUGROHO Kiki Melya Sari Lengkana, Dewi Listiana Listiana Mahkota Mahkota Margaretha Karolina Sagala Marsakha, Annisa Tasya Mia Fatma Riasti Muhammad Fikri Hasan Neni Hasnunidah Nia Sumiyati Nida, Ria Rahma Noor Fadiawati Novinta Nurulsari Nwineh, Legborsi Nwineh, Legborsi Prasart Nuangchalerm, Prasart Purnamawati, Dian Purnamawati, Dian Rahayu, Murih Ratna Agustini Reni Dwi Puspitasari Restanti, Mida Ayu Risda Amini Rizal Efendi Simamora Sadina Sadina Safura Rizki Azizah Saputri, Amelia Yuni Septi Munatri, Septi Sestika, Sestika Shelly Efrihani Sholeha, Dwi Siti Silfiyani, Annisa Siti Khoirurrohmah SRI RAHAYU Subur Setiyo Widodo SULISTIANI Suparwan Suparwan Syarqia, Lu'lu' tiara shavira Undang Rosidin Undang Rosidin Undang Rosidin Usmeldi Usmeldi Utama, Aldi Setia Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Wayan Suana Yuni Evi Meliani Sihaloho Zavira Utami Ramadita