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All Journal Jurnal Ilmu Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Visi Ilmu Pendidikan Jurnal Entropi Sainstek Jurnal Pendidikan Ekonomi (JUPE) Jurnal Pendidikan Sains Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Jurnal Inovasi Pendidikan Kimia International Journal of Education Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) EduChemia: Jurnal Kimia dan Pendidikan Pedagogia: Jurnal Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Zarah J-PEK (JURNAL PEMBELAJARAN KIMIA) Chemistry in Education Panrita Abdi - Jurnal Pengabdian pada Masyarakat Unnes Science Education Journal Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Journal of Science Learning JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pendidikan Kimia (JPKim) IJCER (International Journal of Chemistry Education Research) Journal of Educational Research and Evaluation Kwangsan: Jurnal Teknologi Pendidikan Journal of Humanities and Social Studies Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Saintech Transfer JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Pembelajaran Sains Education and Human Development Journal JCER (Journal of Chemistry Education Research) Jurnal Karinov JAMP : Jurnal Administrasi dan Manajemen Pendidikan JPP (Jurnal Pendidikan dan Pembelajaran) Journal of Community Practice and Social Welfare (JaCiPS) Journal of Disruptive Learning Innovation (JODLI) UNESA Journal of Chemical Education Jurnal Pengabdian Masyarakat Biologi dan Sains Jurnal MIPA dan Pembelajarannya Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Pandawa : Pusat Publikasi Hasil Pengabdian Masyarakat Ta'dib Jurnal Riset Pembelajaran Kimia Engagement: Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Samakta: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA Jurnal Inovasi Pendidikan Kimia
Hayuni Retno Widarti
Unversitas Negeri Malang
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DEVELOPMENT AND VALIDATION OF FOUR-TIER DIAGNOSTICS INSTRUMENT FOR CHEMICAL EQUILIBRIUM Nuchrurita Rosida; Hayuni Retno Widarti; Rizki Amelia
Jurnal Pembelajaran Sains Vol 5, No 2 (2021)
Publisher : Prodi Pendidikan IPA FMIPA Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um033v5i2p%p

Abstract

Misconceptions can affect students' understanding. Identifying misconceptions is an important first step in gaining an understanding of student learning. One of the instruments that can be used to diagnose student misconceptions is a four-tier diagnostic instrument. This study aims to develop a four-tier diagnostic instrument on the material of chemical equilibrium. This research is a research and development (RnD) research. The research stages consisted of: concept mapping, pre-test, identification of unscientific student concepts, developing prototypes, validating prototypes, and completing the final prototype. The product development stages consist of: analysis of learning tools, preparation of test question grids, writing of items, as well as reviewing and revising questions. The data analysis carried out included validity, reliability, difficulty level, and distractor effectiveness. The final product that is produced consists of 20 items on the sub-topic of dynamic equilibrium, equilibrium constant, and equilibrium shift. The results of content validation on two expert lecturers found that the four-tier diagnostic instrument on chemical equilibrium material was valid and suitable for use. In empirical validation, it was found that 3 items were invalid. The resulting test questions are reliable with a reliability score of 0.77. In general, this four-tier diagnostic instrument is at a moderate level and is an effective distractor. This shows that a four-tier diagnostic instrument on chemical equilibrium material can be used to diagnose student misconceptions.
PERSEPSI GURU MGMP KIMIA SMA DAN SMK KABUPATEN MALANG TERHADAP PEMBELAJARAN BERBASIS LABORATORIUM DAN NON LABORATORIUM Hayuni Retno Widarti; Sutrisno Sutrisno; Darsono Sigit; Oktavia Sulistina
Jurnal KARINOV Vol 2, No 1 (2019): Januari
Publisher : Institute for Research and Community Service (LP2M), Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (874.858 KB) | DOI: 10.17977/um045v2i1p19-25

Abstract

Telah dilakukan kegiatan workshop terkait pembelajaran kimia berbasis laboratorium dan non laboratorium pada forum musyawarah guru matapelajaran (MGMP) Kimia SMA dan SMK Kabupaten Malang. Tujuan penelitian adalah mengetahui persepsi guru-guru kimia terhadap pelaksanaan workshop terkait pembelajaran berbasis laboratorium dan non laboratorium. Penelitian dilakukan dengan memberikan angket yang terdiri dari 8 item terkait manfaat dan pentingnya kegiatan workshop. Angket diberikan kepada 52 guru kimia, yang terdiri dari 31 orang guru kimia SMA, 30 guru orang kimia SMK, dan 1 orang guru kimia MAN. Analisis data menggunakan deskriptif kualitatif dan kuantitatif menggunakan persentase. Hasil penelitian menunjukkan bahwa manfaat kegiatan dari sisi hakikat pembelajaran kimia, memperdalam dan memperluas pengetahuan tentang pembelajaran kimia berbasis laboratorium dan non laboratorium, meningkatkan pengetahuan tentang pembelajaran kimia, dan guru akan mengimplementasikan hasil workshop dalam pembelajaran di kelas masing-masing 100%. Terkait guru mengalami kesulitan dalam membuat perencanaan pembelajaran, khususnya pembelajaran siswa aktif (inkuiri) sebesar 100%. Guru melakukan pembelajaran dengan model konvensional 44,4%. Guru senang dengan diadakannya workshop dan mengikutinya dengan antusias sebesar 100%, dan 100% respon guru positif terhadap kegiatan pembuatan perangkat pembelajaran dalam workshop yang sangat bermanfaat dalam meningkatkan keterampilan perencanaan.  Rata-rata hasil angket 94,45% memberikan respon positif. Saran yang diberikan adalah sebagian besar guru berharap untuk sering diadakan workshop  untuk sharing terkait kendala pembelajaran, meningkatkan kualitas pembelajaran dan perbaikan konsep kimia.
Application of Contextual Teaching And Learning (CTL) Model to Improve Learning Outcomes and Critical Thinking Ability in Redox and Electrochemical Material for Class XII SMA Surya Firdausy; Deni Ainur Rokhim; Hayuni Retno Widarti
Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 3 (2020): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: application of Contextual Teaching and Learning (CTL) model to ImproveLearning Outcome and Critical Thinking Ability in Redox and Electrochemical Topics of Grade XII of SMA. The Contextual Teaching and Learning (CTL) model teaches the steps used in improving critical thinking and this study uses CTL based teaching materials for redox and electrochemical materials. The purpose of this study is to find out; (1) the implementation of CTL and conventional learning (2) the difference in the critical thinking ability of the CTL class with the conventional class, (3) the difference in CTL class learning outcomes with the conventional class, (4) the students' response to the CTL based teaching materials. The research design used was quasiexperimental or Quasi Experimental Design with Posttest Only Control Design. The results showed that: (1) The implementation of CTL learning had an average of 86% and conventional learning was 85%. (2) There is a difference in students' critical thinking skills with the average experimental class (66.93) higher than the control class (51.32). (3) There are differences in student learning outcomes with the average experimental class (64.93) higher than the control class (48.89). (4) Students' responses to CTL based teaching materials based on the results of the assessment of students by 76% to assess the content of teaching materials and for an assessment of its users by 72%. Both are classified as good use in this study although based on comments, obstacles, and suggestions that these teaching materials have strengths and weaknesses that need to be corrected for future users.Keywords: Contextual Teaching and Learning (CTL), critical thinking skills, learningoutcomes, redox reactions and electrochemistry.
Analysis of Need for Teaching Materials Based STEM-PjBL Assisted by Instructional Videos on Topic Voltaic Cells Deni Ainur Rokhim; Afis Baghiz Syafruddin; Hayuni Retno Widarti
Pedagogia : Jurnal Pendidikan Vol 9 No 2 (2020): Agustus
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v9i2.736

Abstract

In the era of the ASEAN Economic Community (AEC), Indonesia was led to prepare competitive, skilled and expert human resources so that they could compete with other countries. Therefore, the preparation of teaching materials is ideal for optimizing the involvement of students in the learning process of chemistry especially the famous abstract voltaic cell material. The low ability of students to think formally leads to difficulty understanding submicroscopic aspects so that there is the potential for misunderstanding on the topic of this voltaic cell. The purpose of this study is to explain the analysis of the needs in the development of teaching materials on the topic of STEM-PjBL-based voltaic cells assisted with learning videos. This type of research is used descriptive research with open and closed questionnaire techniques. The results of the study found that teachers and students still use conventional teaching materials that have not been integrated with approaches and methods. In addition, these teaching materials have not used information and communication technology that is more in demand by students. Thus it can be seen that overall the development of voltaic cell textbooks based on specific approaches and methods is still needed with integrated information and communication technology.
Development and Validation of Four-Tier Disgnoastic Instrument for Chemical Equilibrium Nuchrurita Rosida; Hayuni Retno Widarti; Rizki Amelia
Jurnal Pendidikan Sains Vol 9, No 2: June 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i2.15086

Abstract

Abstract: Misconceptions can affect students' understanding. Identifying misconceptions is an important first step in gaining an understanding of student learning. One of the instruments that can be used to diagnose student misconceptions is a four-tier diagnostic instrument. This study aims to develop a four-tier diagnostic instrument on the material of chemical equilibrium. The final product produced is in the form of 20 multiple choice questions at four-tier. The resulting test questions are valid and reliable with a reliability score of 0.77. This shows that a four-tier diagnostic instrument on chemical equilibrium material can be used to diagnose student misconceptions.Abstrak: Miskonsepsi dapat berpengaruh pada pemahaman siswa. Identifikasi miskonsepsi merupakan Langkah awal untuk mendapatkan pemahaman tentang pembelajaran siswa. Salah satu instrumen yang dapat digunakan untuk mendiagnosis miskonsepsi siswa adalah instrumen diagnostik four-tier. Penelitian ini berujuan untuk mengembangkan instrumen diagnostik four-tier pada materi kesetimbangan kimia. Produk akhir yang dihasilkan berupa 20 soal pilihan ganda empat tingkat. Soal tes yang dihasilkan valid dan reliabel dengan skor reliabilitas sebesar 0,77. Hal ini menunjukkan bahwa instrumen diagnostik four-tier pada materi kesetimbangan kimia dapat digunakan untuk mendiagnosis miskonsepsi siswa.   
Inquiry Based Learning with OE3R Strategy and Its Impact on Students' Mastery of Basic Concepts of Analytical Chemistry Pradita Rahmadhani; Sutrisno Sutrisno; Hayuni Retno Widarti
Jurnal Pendidikan Sains Vol 8, No 3: September 2020
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v8i3.14081

Abstract

Abstract: The purpose of implementation of OE3R Strategy on lecturing Fundamental of Analytical Chemistry are to determine differences in students’ conceptual understanding achievements. This researchidesigniusingiaiQuasi-experimental (one group pre-test-post-test) with different treatment for both groups. The Experimental Group learns using OE3R Strategy, then the Control Group using the conventional strategy. The subject of research was a student in Fundamental of Analytical Chemistry courses in the Chemistry Department State University of Malang. The result shows that inquiry-based learning with OE3R Strategy as innovation learning effective to make differences of students’ conceptual understanding achievements on Fundamental of Analytical Chemistry courses.Abstrak: Implementasiistrategi OE3R pada matakuliahiDasar-dasar KimiaiAnalitik bertujuan untuk mengetahui perbedaan hasil penguasaanikonsep mahasiswa. Desainipenelitian ini menggunakan quasy-experimental (one group pretest-posttest) dengan perlakuan berbeda pada keduaikelompok. Pada kelompokieksperimen dibelajarkan dengan strategi OE3R, sedangkan pada kelompokikontrol menggunakan strategiikonvensional. Subjek penelitian ini adalah mahasiswa peserta matakuliahiDasar-dasar KimiaiAnalitik di Jurusan Kimia Universitas Negeri Malang. Hasilipenelitian menunjukkan bahwa pembelajaran berbasisiinkuiri dengan strategi OE3R sebagai sebuah inovasiipembelajaran efektif untuk membuat perbedaan pada hasil penguasaanikonsep pesertaididik pada matakuliahiDasar-dasar KimiaiAnalitik.
Identification of Acid-Base Misconceptions and Efforts to Correct them with Problem-Based Cognitive Conflict Strategies Gaudensiana Seko Taboy; Subandi Subandi; Hayuni Retno Widarti
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15094

Abstract

Abstract: The aims of this study were to identify the types of misconceptions; test the effectiveness of cognitive conflict strategies based on problem-solving in reducing misconceptions; measuring the retention of students' conceptual understanding.  Misconceptions were identified using tests with modified Certainty of Response Index techniques and interviews. The effectiveness of cognitive conflict strategy based on problem-solving was determined based on the reduction of misconceptions and paired sample t-test, while the retention of students' understanding was determined three weeks after treatment by comparing the results of the posttest and postponement test.  The results showed that there were 38 types of misconceptions; cognitive conflict strategies based on problem-solving proved to be effective in reducing misconceptions; three weeks after treatment, retention of students' concept understanding was very good.Abstrak: Penelitian bertujuan untuk mengidentifikasi jenis miskonsepsi; menguji efektivitas startegi konflik kognitif berbasis pemecahan masalah dalam mengurangi miskonsepsi; mengukur retensi pemahaman konsep siswa. Miskonsepsi diidentifikasi menggunakan tes dengan teknik Certainty of Response Index termodifikasi dan wawancara. Efektifitas strategi konflik kognitif berbasis pemecahan masalah ditentukan berdasarkan pengurangan miskonsepsi dan uji-t sampel berpasangan, sedangkan retensi pemahaman siswa ditentukan dengan membandingkan hasil postes dan tes tunda, tiga minggu setelah perlakuan. Hasil penelitian menunjukkan terdapat 38 jenis miskonsepsi; strategi konflik kognitif berbasis pemecahan masalah efektif dalam mengurangi miskonsepsi; tiga minggu setelah perlakuan retensi pemahaman konsep siswa termasuk kriteria sangat baik.
EFFECTIVENESS OF INQUIRY-BASED LEARNING TOWARDS MASTERING THE CONCEPT OF UNSATURATED HYDROCARBONS IN UNDERGRADUATE STUDENTS Helda Lupita Septyastuti; Sutrisno Sutrisno; Hayuni Retno Widarti
Jurnal Tadris Kimiya Vol 5, No 2 (2020)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v5i2.9078

Abstract

Inquiry learning can be applied to chemistry learning at any level of education. This is according to the characteristics of chemistry, which is based on empirical evidence for real-world study. One of the topics studied in Organic Chemistry Lecture is an unsaturated hydrocarbon that discussed the structure, nomenclature, properties, manufacture, and usability. There are various models or strategies of inquiry for chemistry learning, especially guided inquiry. One of the guided inquiry-based chemistry learning strategy innovations is the OE3R (Orientation - Exploration - Explanation - Elaboration - Reflection) strategy for various education levels, high schools, and universities. This research aimed to determine the effectiveness of guided inquiry-based learning with OE3R strategy in undergraduate students' conceptual understanding of the Unsaturated Hydrocarbon concept. The research using a Quasi Experiment with a pretest-posttest control group design. Conceptual understanding with OE3R Strategy proven to be better than Expository Strategy. This can be seen from achieving minimum completeness criteria, which is 92.3% for OE3R and 72.2% for expository. It can also be seen from the N-gain value for the OE3R Strategy (0.43), which is significantly better than the Expository Strategy (0.27).
Analisis Kesalahan Konsep Mahasiswa Kimia Pada Kajian Pokok Hidrolisis Garam Menggunakan Tes Pilihan Ganda Empat Tingkat Fikriyatul Maulidiyah; Hayuni Retno Widarti; Yudhi Utomo
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 7: JULI 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i7.14921

Abstract

Abstract: This study purpose to analyze the misconceptions of second semester students on Salt Hydrolysis using a four-level multiple choice test. The method used is descriptive quantitative. The results of the research findings show that category of the highest concept understanding is 53.2%, not understanding the concept and the highest error is 12.71%, 17.29% and the highest misconception is 70.33% in the salt hydrolysis subsection. The analysis of items in each question indicator resulted in 30.50% of the highest misconceptions being on the indicator explaining the hydrolysis reaction based on the strength of the conjugate acid-base. Misconceptions were detected because students were unable to relate the prerequisite material to the acid-base material in the conjugate acid-base subsection according to Bronsted Lowry with the salt hydrolysis material they had just studied.Abstrak: Penelitian bertujuan untuk menganalisis kesalahan konsep mahasiswa semester II pada materi Hidrolisis Garam menggunakan tes pilihan ganda empat tingkat. Metode yang digunakan adalah deskriptif kuantitatif. Hasil temuan penelitian menunjukkan kategori paham konsep tertinggi sebanyak 53.2%, tidak paham konsep dan error tertinggi berturut-turut 12.71%, 17.29% dan miskonsepsi tertinggi 70.33% pada subbab hidrolisis garam. Analisis butir soal ditiap indikator soal menghasilkan 30.50% miskonsepsi tertinggi berada pada indikator menjelaskan reaksi hidrolisis berdasarkan kekuatan asam basa konjugasi. Miskonsepsi yang terdeteksi karena mahasiswa kurang dapat mengaitkan materi prasyarat pada materi asam basa di subbab asam basa konjugasi menurut Bronsted Lowry dengan materi hidrolisis garam yang baru dipelajari.
Miskonsepsi Asam Basa Berbasis Multipel Representasi pada Lintas Jenjang Pendidikan Isnaini Yunitasari; Hayuni Retno Widarti; Nazriati Nazriati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 12: DESEMBER 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i12.13082

Abstract

Abstract: This study aims to describe acid-base misconceptions across levels of education using multiple representation based diagnostic tests. The research method is quantitative descriptive. Analysis process of misconceptions using modified CRI. The validity of diagnostic tests is between 0.197 to 0.798, and reliability is 0.753 and 0.626. The research subjects were 224 people consisting of class XI students, class XII students, second semester students, and 4th semester students. The results showed that the average percentage of acid-base misconceptions in class XI students to 4th semester students respectively was 50.30%; 56.84%; 53.81%; and 41.07%. Misconceptions that often occur in students and students related submicroscopic representations. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi asam basa pada lintas jenjang pendidikan menggunakan tes diagnostik berbasis multipel representasi. Metode penelitian adalah deskriptif kuantitatif. Cara analisis miskonsepsi menggunakan CRI termodifikasi. Validitas tes diagnostik antara 0,197 hingga 0,798, dan reliabilitas sebesar 0,753 dan 0,626. Subjek penelitian sebanyak 224 orang yang terdiri dari siswa kelas XI, siswa kelas XII, mahasiswa semester II, dan IV. Hasil penelitian menunjukkan rata-rata persentase miskonsepsi asam basa pada siswa kelas XI hingga mahasiswa semester IV secara berurutan adalah 50,30%; 56,84%; 53,81%; 41,07%. Miskonsepsi yang sering terjadi pada siswa dan mahasiswa terkait representasi submikroskopik.
Co-Authors Adistya Febriana Safitri Afis Baghiz Safruddin Afis Baghiz Syafruddin Afis Baghiz Syafruddin Allykha Baharsyah Amalia Prameswari, Sherly Amalia, Elvira Risva Firda Aman Santoso Amara Dwi Ayuni Ananta Ardyansyah Antuni Wiyarsi Antuni Wiyarsi Ardi Widhia Sabekti Ardyansyah, Ananta Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Siddiq Asnan Wahyudi Asnan Wahyudi Asnan Wahyudi Atep Rian Nurhadi Aynin Mashfufah Baharsyah, Allykha Bambang Wahyudi Bambang Wahyudi Binti Nuriyati Rahayu Candra Utama Cindy Nur Anggreani Darsono Sigit Dede Yayah Rokayah Dedek Sukarianingsih Deni Ainur Rokhim Desy Irianti Dewi, Ratna Kumala Diah Triwidiastuti Diah Triwidiastuti Dinda Putri Abadi Dwi Listyorini Dzikrulloh, Muhammad Hilfi Azra Eli Hendrik Sanjaya Elvira Risva Firda Amalia Endah Yuliani Endang Susilowati Fa'ari Salsabila Fadhlan Muchlas Abrori Fatimatus Salsabila, Bilqis Fauziah, Putri Nanda Fauziatul Fajaroh Fikriyatul Maulidiyah Fila Delfia Zai Gaudensiana Seko Taboy Ginesia Dudin Wijaya Habiddin Hakim, Moh Ilmanul Hanim, Fatma Hapzi Ali Hasanah, Samudra Mutiara Hasna Athaya Rifa Helda Lupita Septyastuti Henzi Haryanto Herunata Herunata I Wayan Dasna Ima Rosyida Imas, Ahmad Fariq Inka Pungky Rahmawati Ira Fatihatussa’adah Irma Khairunnisak Isnaini Yunitasari Jacky Anggara Nenohai Jannah, Iftakhul Kalimatul Jayawarsa, A.A. Ketut Johari Surif, Johari Juwita Karina Pratiwi Juwita Karina Pratiwi Kumala Dewi, Ratna Laila Nur Alfiah Lailiyah, Nurul Wahyuni Laksono Trisnantoro Luhur Kuncoroanggo Lusiana Citra Aphelia Lutfi Nur Azizah M.Roy Asrori Maharani, Richa Nan Mahmudi Mahmudi , Mahmudi Marfuaf, Siti Maulida Kurniawati Maulidiyah, Fikriyatul Mawardi Mawardi Mawardi Mawardi Melinda Cahyawati Meronda, Devi Apriana Meyga Evi Ferama Sari Miarti Khikmatun Nais Moh. Ilmanul Hakim Mohammad Hilfi Azra Dzikrulloh Muchammad Musleh Kadafi Muhammad Muchson Muhammad Roy Asrori Munawarah, Sinta Al Muntholib Munzil Nadia Erlina Mayangsari Nahadi Nanik Dwi Nurhayati Natasya, Shella Nazriati Nazriati dkk. Neena Zakia Ni’matun Nashiroh Nuchrurita Rosida Nuchrurita Rosida Nur Indah Agustina Nur Indah Agustina Nurin Fitriana Oktavia Sulistina Parlan . Parlan Parlan Peni, Ristiwi Permanasari, Ana Permatasari, Anggun Pinky Kusuma Ningtyas Pradani, Nevia Pradita Rahmadhani Pratiwi, Juwita Karina Putri Rahma Abadi Putri Rismawati Putri, Bela Anisa Putri, Ghaitsa Zahira Shofa Pradana Qodriyah, Nur Romadhona Lailatul Raden Bambang Sumarsono Radeni Sukma Indra Dewi RAHMADHANI, PRADITA Rara Djati Anggraeni Retnosari, Rini Reza Rewindi Amayliadevi Reza Rewindi Amayliadevi Richa Nan Maharani Rico Wahyu Pratama Rismayanti Chusnul Chotimah Risti Peni Ristiwi Peni Ristiwi Peni Rizki Amelia Rosida, Nuchrurita Safitri, Frisca Nadya Septiani, Maya Oki Setiawan, Nur Candra Eka Shidiq, Ari Syahidul Shirly Rizki Kusumaningrum Siddiq, Ari Syahidul Silvi Octaviani Asmi Sri Mulyani SRI RAHAYU Sri Rahayu Sri Rahayuningsih Sri Retno Dwi Ariani Sri Yamtinah Subandi Subandi Sukaton, Anggia Rose Surjani Wonorahardjo Surya Firdausy Suryadi Budi Utomo Suryadi Budi Utomo Sutomo Sutomo SUTRISNO Sutrisno Sutrisno Sutrisno Sutrisno Sutrisno, Sutrisno Syafruddin, Afis Baghiz Syaiful Arif Tanti Oktaviani Titin Sriwahyuni Tria Anggraini Triannisa Rahmawati Varisky Abraham Dumanaw Vella Aulia Illahi Wahyudi, Asnan Wiwi Siswaningsih Yahmin Yahmin Yenin Nadhifah Yudhi Utomo Yusron Risqy Maulana Zahirah, Dhea Fairuza Zai, Fila Delfia Zalfa Adhya Rachmanita Zelen Surya Minata Zulia Nurul Faizah