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All Journal Jurnal Pendidikan dan Pengajaran Prosiding Seminar Nasional MIPA JAM : Jurnal Aplikasi Manajemen Jurnal Riset Pendidikan Matematika Erudio: Journal of Educational Innovation JPS Unimus Jurnal Edukasi Matematika dan Sains EDU-MAT: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Conference on Innovation and Application of Science and Technology (CIASTECH) PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat Jurnal Studi Guru dan Pembelajaran JCER (Journal of Chemistry Education Research) Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang International Journal of Social Learning (IJSL) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA ACADEMIA: Jurnal Inovasi Riset Akademik Edumatika Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Sasambo: Jurnal Abdimas (Journal of Community Service)
Febi Dwi Widayanti
Universitas Wisnuwardhana
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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DESAIN PEMBELAJARAN PEDATI PADA MODEL BLENDED LEARNING Rahayuningsih, Sri; Widayanti, Febi Dwi; Kristiawan, Indria
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 15, No 2 (2024): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v15i2.19197

Abstract

Abstrak: Berakhirnya pandemi Covid-19 di masa sekarang ini membawa dampak pada dunia pendidikan, salah satunya peralihan pelaksanaan pembelajaran secara daring menuju luring. Dengan demikian, agar perubahan tidak terlalu signifikan dan tidak meninggalkan kebiasaan sebelumnya, maka dilakukan suatu pembelajaran blended learning. Hal ini dilakukan agar pelaksanaan pembelajaran tetap daring namun juga tidak meninggalkan tatap muka dengan pendidik. Prinsip yang dapat mengolaborasikan kedua aktivitas tersebut adalah penerapan prinsip PEDATI (Pelajari, Dalami, Terapkan, Evaluasi). Model blended learning dirancang dengan memadukan pembelajaran tatap muka dan teknologi informasi dan komunikasi yang bersifat daring (online). Penelitian ini bertujuan mendeskripsikan desain pembelajaran PEDATI dalam Model Blended Learning di Universitas Wisnuwardhana. Metode deskriptif kualitatif digunakan dengan teknik pengumpulan data berupa observasi dan studi pustaka. Penelitian ini dimual dengan mempersiapkan konten matakuliah Profesi Kependidikan pada LMS Universitas. Hasil yang dicapai pada penelitian ini adalah desain pembeajaran PEDATI dalam Model Blended Learning yang meliputi: 1) PElajari; 2) DAlami; 3) Terapkan; dan 4) evaluasI. Desain PEDATI pada Model Blended Learning di Universitas Wisnuwardhana diharapkan dapat memberi referensi atau rujukan bagi pendidik dalam melaksanakan pembelajaran di Perguruan Tinggi.Abstract:  The end of the current COVID-19 pandemic has had an impact on the world of education, one of which is the transition from online to offline learning. Thus, so that changes are not too significant and do not abandon previous habits, blended learning is carried out. This is done so that learning remains online but also does not involve face-to-face contact with educators. The principle that can collaborate these two activities is the application of the PEDATI principle (Learn, Explore, Apply, Evaluate). The blended learning model is designed by combining face-to-face learning and online information and communication technology. This research aims to describe the PEDATI learning design in the Blended Learning Model at Wisnuwardhana University. Qualitative descriptive methods were used with data collection techniques in the form of observation and literature study. This research began by preparing the content for the Education Professionals course at the University's LMS. The results achieved in this research are the PEDATI learning design in the Blended Learning Model which includes: 1) LEARN; 2) Natural; 3) Apply; and 4) evaluation. It is hoped that the PEDATI design in the Blended Learning Model at Wisnuwardhana University can provide a reference for educators in carrying out learning in higher education.
ANALISIS KETERBATASAN MEDIA PEMBELAJARAN: TANTANGAN DAN SOLUSI DALAM PEMBELAJARAN KONTEKSTUAL Yuniarto, Eko; Widayanti, Febi Dwi; Rahayuningsih, Sri; Rahmani, Atika Zulfa; Setya, Clarissa Dwi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i4.7508

Abstract

This research is motivated by the crucial role of instructional media in supporting contextual learning. However, many elementary schools in Malang City still face limitations in media resources. Initial observations found that the use of teaching modules without adequate illustrations makes it difficult for students to understand abstract concepts of geometric shapes. The focus of this research is to analyze these media limitations and identify effective solutions to improve student understanding. This research used a qualitative approach with a case study design, involving students, teachers, and the principal. Data were collected through interviews, observations, document studies, and questionnaires, which were then analyzed using thematic analysis. The results confirmed that the limitations of visual media make it difficult for students to differentiate, illustrate, and draw geometric shapes. The main finding is that the implementation of creative and technological solutions, such as the use of posters, animated videos, the creation of geometric shape miniatures, and GeoGebra software, proved effective in improving student understanding, creativity, and engagement. It is concluded that technological adaptation and a variety of instructional media are crucial for overcoming the limitations of contextual learning of abstract material and developing 21st-century skills. ABSTRAKPenelitian ini dilatarbelakangi oleh krusialnya peran media pembelajaran dalam mendukung pembelajaran kontekstual, namun kenyataannya banyak sekolah dasar di Kota Malang masih menghadapi keterbatasan media. Observasi awal menemukan bahwa penggunaan modul ajar tanpa ilustrasi memadai menyebabkan siswa kesulitan memahami konsep abstrak bangun ruang. Fokus penelitian ini adalah untuk menganalisis keterbatasan media tersebut dan mengidentifikasi solusi efektif untuk meningkatkan pemahaman siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan siswa, guru, dan kepala sekolah. Pengumpulan data dilakukan melalui wawancara, observasi, studi dokumen, dan kuesioner, yang kemudian dianalisis menggunakan analisis tematik. Hasil penelitian mengonfirmasi bahwa keterbatasan media visual menyebabkan siswa kesulitan membedakan, mengilustrasikan, dan menggambar bangun ruang. Temuan utama adalah bahwa penerapan solusi kreatif dan teknologi, seperti penggunaan poster, video animasi, pembuatan miniatur bangun ruang, dan perangkat lunak Geogebra, terbukti efektif meningkatkan pemahaman, kreativitas, dan keaktifan siswa. Disimpulkan bahwa adaptasi teknologi dan variasi media pembelajaran sangat penting untuk mengatasi keterbatasan pembelajaran kontekstual materi abstrak dan mengembangkan keterampilan abad ke-21.
Unveiling Students' Refractive Thinking Process Who Use a Single Strategy in Decision Making Prayitno, Anton; Widayanti, Febi Dwi
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3868

Abstract

The thinking process characterized by reflective thinking towards critical thinking to produce a decision is called the refractive thinking process. However, how the refractive thinking process occurs in the subject needs to be revealed. This study aims to reveal the refractive thinking process in subjects who use a single strategy in decision making. This study is a qualitative approach involving 25 mathematics education students from two universities in Malang, East Java, Indonesia. Each student was given a test on the problem of ordering cities based on the level of dependence on the central government from lowest to highest. The decision to order cities was based on local revenues data that varied between cities and unstable from year to year. In this study, the researcher only analyzed the refractive thinking process of one subject who used a single strategy in decision making. The subject was asked to think aloud. The results showed that students who carried out the refractive thinking process with a single strategy only needed one alternative solution to make a decision, namely by summing up the contributions of each city per year. The subject only identified the comparison of the amount and increase in the contribution of each city as a consideration for making a decision.
Analysis of Digital Literacy Learning Based on the Seven Alur MERDEKA Stages Febi Dwi Widayanti; Eny Wahyu Suryanti; Sri Rahayuningsih; Khoirotul Bariyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7092

Abstract

This research analyzes the implementation of digital literacy learning based on the Seven Alur MERDEKA stages in several Madrasah (schools focusing on Islamic religious education) of Malang City. Kota Malang. Digital literacy is considered a crucial competency for preparing students to face the digital era, encompassing the ability to access, evaluate, and wisely use information through various technological platforms. Using a qualitative-descriptive approach, the research reveals that the learning model based on the Seven Alur MERDEKA stages—Mulai dari Diri, Eksplorasi Konsep, Ruang Kolaborasi, Demonstrasi Kontekstual, Elaborasi Pemahaman, Koneksi Antar Materi, and Aksi Nyata—is effective in improving student engagement, digital literacy comprehension, as well as their critical thinking and collaboration skills. The implementation results indicate that the initial stages, such as Starting from Self to Contextual Demonstration, were successfully applied with a success rate exceeding 80%. However, at the Real Action stage, only 55% of students fully carried out direct learning in their environments, highlighting the need for additional support to enhance student engagement in the practical application of digital literacy. Teachers received intensive training to implement this model, which also supported them in creating interactive and relevant learning experiences to student’s needs.  This research recommends adopting similar models in other schools to strengthen digital literacy and ensure students are better prepared for the challenges of the digital era. Furthermore, it emphasizes the importance of the teacher’s role in integrating digital literacy into the curriculum and encouraging students’ real actions as a form of sustainable learning implementation.
INTEGRATING LEARNING STYLES AND MULTIPLE INTELLIGENCES WITHIN THE 5E LEARNING CYCLE TO IMPROVE STUDENTS’ HIGHER-ORDER THINKING IN CHEMISTRY Febi Dwi Widayanti; Eko Yuniarto; Nurin Fitriana; Endang Prihatiningsih
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p53-63

Abstract

This study aims to analyze the effects of grouping strategies based on students’ learning styles and levels of Multiple Intelligences (MI) on their Higher-Order Thinking Skills (HOTS) in chemistry learning within the 5E Learning Cycle model. A 2×3 factorial experimental design was employed, involving senior high school students in East Java who were categorized according to learning style (homogeneous or heterogeneous groups) and MI levels (high, moderate, or low). Research instruments included an MI questionnaire, a HOTS test developed from the revised Bloom’s taxonomy indicators, and observation sheets for learning activities. Data were analyzed using two-way ANOVA and interaction tests. The findings revealed that both grouping strategies and MI levels had a significant effect on students’ HOTS, with a meaningful interaction between the two factors. Students with higher MI levels who participated in homogeneous learning-style groups demonstrated the greatest improvement in HOTS, particularly in the analyzing and creating dimensions. Integrating learning styles and MI within the 5E model was proven to enhance the effectiveness of each learning phase by activating exploratory and reflective cognitive processes. Theoretically, this study extends the 5E model into a Differentiated Learning Cycle (DLC)—an adaptive constructivist approach that integrates students’ learning profiles into the chemistry learning process. The findings contribute empirically to the development of differentiated instructional strategies aimed at enhancing students’ HOTS and twenty-first-century scientific literacy.
ANALISIS PEMAHAMAN KONSEP MATEMATIKA PADA MATERI PERSAMAAN GARIS LURUS Clarissa Dwi Setya; Sri Rahayuningsih; Febi Dwi Widayanti
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.12813

Abstract

Mathematical conceptual understanding is a fundamental aspect of mathematics learning because it plays an essential role in developing students’ logical thinking, systematic reasoning, and problem-solving abilities. However, empirical findings in the classroom indicate that many students still experience difficulties in understanding mathematical concepts, particularly in the topic of linear equations. This study aimed to describe the mathematical conceptual understanding abilities of eighth-grade students on the topic of straight-line equations based on the following indicators: (1) restating a concept, (2) representing concepts in various mathematical representations, (3) using and selecting appropriate procedures or operations, and (4) applying concepts or algorithms in problem-solving situations. This research employed a qualitative descriptive approach involving four students selected from a total of twenty-four eighth-grade students based on classroom observations and recommendations from the mathematics teacher. Data were collected through mathematical conceptual understanding tests and unstructured interviews. The findings revealed that students’ mathematical conceptual understanding varied across four categories: very good, good, sufficient, and poor. One student fulfilled all indicators and was categorized as having very good conceptual understanding, one student fulfilled three indicators and was categorized as good, one student fulfilled two indicators and was categorized as sufficient, and one student fulfilled only one indicator and was categorized as poor. Students’ difficulties were primarily related to determining gradients, identifying intercept points, and representing straight-line equations graphically on the Cartesian plane. The findings indicate that low mathematical conceptual understanding is influenced by insufficient mastery of fundamental concepts and the predominance of teacher-centered instructional methods. Therefore, innovative, interactive, and student-centered learning strategies are needed to enhance students’ mathematical conceptual understanding effectively. ABSTRAK Kemampuan pemahaman konsep matematika merupakan aspek fundamental dalam pembelajaran matematika karena berperan penting dalam membentuk kemampuan berpikir logis, sistematis, dan pemecahan masalah siswa. Namun, fakta di lapangan menunjukkan bahwa sebagian besar siswa masih mengalami kesulitan dalam memahami konsep matematika, khususnya pada materi persamaan garis lurus. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep matematika siswa kelas VIII-B SMP pada materi persamaan garis lurus berdasarkan indikator: (1) menyatakan ulang konsep, (2) menyajikan konsep dalam berbagai bentuk representasi matematis, (3) menggunakan dan memilih prosedur atau operasi tertentu, serta (4) mengaplikasikan konsep atau algoritma dalam pemecahan masalah. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian sebanyak 4 siswa dari 24 siswa kelas VIII-B yang dipilih berdasarkan hasil observasi dan rekomendasi guru mata pelajaran. Teknik pengumpulan data dilakukan melalui tes kemampuan pemahaman konsep matematika dan wawancara tidak terstruktur. Hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep matematika siswa berada pada kategori yang beragam, yaitu sangat baik, baik, cukup, dan kurang. Satu siswa mampu memenuhi seluruh indikator dengan kategori sangat baik, satu siswa memenuhi tiga indikator dengan kategori baik, satu siswa memenuhi dua indikator dengan kategori cukup, dan satu siswa hanya memenuhi satu indikator dengan kategori kurang. Kesulitan siswa terutama terletak pada menentukan gradien, menentukan titik potong, serta merepresentasikan persamaan garis lurus ke dalam bentuk grafik pada bidang kartesius. Temuan penelitian ini menunjukkan bahwa rendahnya pemahaman konsep matematika dipengaruhi oleh kurangnya penguasaan konsep dasar dan pembelajaran yang masih berorientasi pada metode ceramah. Oleh karena itu, diperlukan strategi pembelajaran yang inovatif, interaktif, dan berpusat pada siswa untuk meningkatkan kemampuan pemahaman konsep matematika secara optimal.    
PROSES BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN PERMASALAHAN KONTROVERSIAL MATEMATIS GEOMETRI Antriyanti Mone Kaka; Anton Prayitno; Febi Dwi Widayanti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.11705

Abstract

This research aims to describe students' creative thinking processes in solving controversial mathematical problems. The research approach used is a qualitative approach. The research subjects were 25 students taken from class X TKJ and TG SMK PU Malang. The instruments used were tests, interviews and documentation. The research instrument consisted of 1 controversial mathematical problem on geometry material prepared by the researcher. The results of this research show that the 4 stages of students' creative thinking process when solving controversial mathematical problems include: preparation stage, illumination stage, incubation stage and verification stage. In the preparation stage the subject is able to solve problems by discussing with his classmates, then in the incubation stage the subject involves considering and developing a project by letting creative ideas flow and exchanging ideas about the various directions the project will take. And at the illumination stage the subject also begins to emerge new inspirations/ideas for solving the problem. Then at this illumination stage the subject also begins to emerge new inspirations/ideas for solving the problem. Next, at this Verification stage, the subject checks again, which can be done by interpreting the answers obtained. Overall, this research shows that class X students at SMK PU Malang have great potential in thinking creatively when solving controversial mathematical geometry problems. To optimize this potential, a supportive learning approach is needed, including providing space for students to develop their creative ideas, facilitating collaboration and discussion between students, as well as paying attention to factors that can hinder students' creative thinking processes. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa dalam menyelesaikan permasalahan kontroversial matematis. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif. Subjek penelitian berjumlah 25 siswa yang terambil dari kelas X TKJ dan TG SMK PU Malang. Instrumen yang digunakan adalah tes, wawancara dan dokumentasi, instrumen penelitian terdiri dari 1 permasalahan kontroversial matematis pada materi geometri yang disusun peneliti. Hasil penelitian ini menunjukkan bahwa 4 tahapan proses berpikir kreatif siswa ketika menyelesaikan permasalahan kontroversial matematis meliputi : tahap persiapan, tahap iluminasi, tahap inkubasi dan tahap verifikasi. Pada tahap persiapan subjek mampu memecahkan masalah dengan berdiskusi teman sebangkunya, kemudian pada tahap inkubasi subjek melibatkan pertimbangan dan pengembangan sebuah proyek dengan membiarkan ide-ide kreatif mengalir dan bertukar pikiran tentang berbagai arah yang akan diambil oleh proyek tersebut. Dan pada tahap  iluminasi subjek juga mulai muncul inspirasi/gagasan baru dalam menyelesaikan masalah tersebut. Kemudian pada tahap iluminasi ini subjek juga mulai muncul inspirasi/gagasan baru dalam menyelesaikan masalah tersebut. Selanjutnya pada tahap Verifikasi ini, subjek memeriksa kembali di antaranya dapat dilakukan dengan cara menginterpretasikan jawaban yang diperoleh. Secara keseluruhan, penelitian ini menunjukkan bahwa siswa kelas X SMK PU Malang memiliki potensi besar dalam berpikir kreatif saat memecahkan masalah kontroversial matematis geometri. Untuk mengoptimalkan potensi ini, diperlukan pendekatan pembelajaran yang mendukung, termasuk pemberian ruang bagi siswa untuk mengembangkan ide-ide kreatif mereka, fasilitasi kolaborasi dan diskusi antar siswa, serta perhatian terhadap faktor-faktor yang dapat menghambat proses berpikir kreatif siswa.    
Questioning Skills of Prospective Teachers in Collaborative Microteaching Sri Rahayuningsih; Febi Dwi Widayanti; Nukhan Wicaksana Pribadi; Eko Yuniarto; Steven Christian; Yunasa Pinkan Sahara; Sikky El Walida; Retno Marsitin; Isbadar Nursit
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105791

Abstract

Prospective teachers' questioning skills tend to be dominated by low-level thinking questions. This condition indicates that the learning practices carried out have not optimally encouraged students' critical thinking skills. This study aims to analyze the questioning skills of prospective teachers through the implementation of collaborative microteaching. This study used a mixed-methods approach with a case study design involving students of the Mathematics Education Study Program participating in the Microteaching course. The research subjects were selected purposively based on their involvement in the entire microteaching cycle. Data were collected through observations of teaching practices using observation sheets based on the revised Bloom's Taxonomy with instruments in the form of a questioning skills assessment rubric and structured observation guidelines, then analyzed descriptively qualitatively and quantitatively. The main results of the study indicate that the majority of students are in the category of good and very good questioning skills (72.7%), with advantages in question clarity and appropriateness to learning objectives, but the use of higher-level questions and the utilization of feedback are still limited. The implications of this study indicate that collaborative microteaching is effective as a reflective and collaborative learning environment in improving the quality of pedagogical questions, so that its integration in teacher education contributes to strengthening pedagogical competence and the quality of learning interactions.
Advancing Microteaching Performance Through the Integration of Multiple Simulation Techniques Ni Wayan Suarniati; Feby Dwi Widayanti; Rofiqah Rofiqah; Hosaini Hosaini; Muslimin Muslimin; Kustyarini Kustyarini
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.571

Abstract

This study examines how integrating multiple simulation techniques enhances microteaching performance in preparing pre-service teachers to develop pedagogical, managerial, and reflective skills. The research aims to analyze how role-play, peer simulation, scenario-based teaching, and digital micro-simulation collectively improve instructional competence, confidence, and classroom readiness. A qualitative research design was employed, with data collected through in-depth interviews, classroom observations, reflective journals, and documentation involving instructors and pre-service teachers. The data were analyzed using thematic analysis to identify patterns in simulation-based learning. The findings show that integrating various simulation techniques creates a more authentic and dynamic learning environment, allowing students to practice teaching in situations that reflect real classrooms. Role-play and peer simulation enhance communication and classroom management, while scenario-based and digital simulations strengthen problem-solving, adaptability, and reflective thinking. Overall, students demonstrate increased confidence, improved lesson planning, clearer instruction, and more effective interaction strategies, indicating that integrating multiple simulations significantly improves microteaching effectiveness.
Co-Authors Aini, Lilia Miftachul Nur Alvia Rossa Anton Prayitno Antriyanti Mone Kaka Atalinda, Rina Bariyah, Khoirotul Bayu Firmanto Clarissa Dwi Setya Dimas Singgih Sulistyo Wardani Eko Yuniarto Eko Yuniarto Endang Prihatiningsih Firina Lukitaningtias Hosaini Hosaini Isbadar Nursit Khasanah, Robiul Kristiawan, Indria Kustyarini Kustyarini Laksana, Bela Tri Lina Arifah Fitriyah Muslimin Muslimin Nastiti, Iche Fatmasari Nukhan Wicaksono Pribadi, Nukhan Wicaksono Nurin Fitriana Nurin Fitriana Purnomo, Sujoko Rahmani, Atika Zulfa Ramanta, Deka Retno Marsitin Rofiqah Rofiqah Satwika, Pratista Widya Setya, Clarissa Dwi Sikky El Walida Siti Komariyah Sri Rahayuningsih Sri Rahayuningsih Sri Rahayuningsih Sri Rahayuningsih Srini M Iskandar Steven Christian Steven Christian Suryanti, Eny Wahyu Wayan Suarniati, Ni Wicaksono, Annas Setya Yuliana, Fika Yunasa Pinkan Sahara Yunita Oktavia Wulandari