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All Journal ISTORIA Historia: Jurnal Pendidik dan Peneliti Sejarah JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Paramita: Historical Studies Journal Jurnal Borneo Administrator: Media Pengembangan Paradigma dan Inovasi Sistem Administrasi Negara Jurnal Ketahanan Nasional Jurnal Antropologi: Isu-Isu Sosial budaya Jurnal Sejarah dan Budaya JAWI : Journal of Southeast Asia Islamic Contemporary Issues AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Pendidikan Pancasila dan Kewarganegaraan Vidya Karya Jurnal Sejarah dan Budaya Jurnal Teori dan Praksis Pembelajaran IPS Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Jurnal Sosiologi Pendidikan Humanis ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Sejarah Yupa: Historical Studies Journal Berkala Arkeologi Tawarikh : Journal of Historical Studies ATIKAN SUSURGALUR Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora Politik Indonesia: Indonesian Political Science Review Buletin Ilmiah Nagari Membangun Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Jurnal Ilmiah Religiosity Entity Humanity (JIREH) Jurnal Pendidikan Sejarah Indonesia Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Jurnal Praksis dan Dedikasi Sosial RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Jurnal Mediasosian : Jurnal Ilmu Sosial dan Administrasi Negara Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Graha Pengabdian Journal of Community Service and Empowerment Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Journal of Law, Poliitic and Humanities Historiography HISTORIA: Jurnal Program Studi Pendidikan Sejarah Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER) Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced Berkala Arkeologi Journal of Innovation and Teacher Professionalism

Daya Negri Wijaya

Universitas Negeri Malang

Author-ID : 417210

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Veterinary Other

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THOMAS STAMFORD RAFFLES: SEORANG UNIVERSALIS ATAU IMPERIALIS? Hariyono, Hariyono; Wijaya, Daya Negri
Paramita: Historical Studies Journal Vol 26, No 1 (2016): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v26i1.5144

It is debatable that Raffles is seemed to be a Universalist or an imperialist. The first refers to a belief that he is an agent of the spread of Western values to the Eastern. Others claim that he is the Western imperialist to the Eastern. This is caused by the forced values to the Eastern. Raffles issued the reformation of policy because the colonialism of VOC and the government of French-Dutch did not have any humanistic policy. He issued many humanistic policies till the end of his government in Java. One of his policies was the slavery tax. The tax was used specifically to abolish the practice of slavery and to the welfare of people. In other side, Raffles forced people to work in his friendâs land, Alexander Hare who opened the plantation in Banjarmasin. The life of workers was really suffering however his thoughts and his efforts becoming an insight to oppose the heritage of feudalism (slavery). To short, there was a lesson learnt why Rafflesâ ideas were failed and came back to the previous structure.Â Â Raffles dalam satu sisi terlihat sebagai seorang universalis dan disisi lain sebagai seorang imperialis. Ada yang memandang Raffles di Nusantara adalah penyebar nilai-nilai Barat ke dunia Timur. Sejarawan lain memandang Raffles sebagai bagian dari imperialisme Barat ke dunia Timur karena nilai-nilai yang ditawarkan tidak cocok dan dipaksakan secara politis. Raffles melakukan reformasi kebijakan karena kolonialisme VOC dan pemerintah kolonial Prancis-Belanda dirasa tidak humanis. Dia mengeluarkan banyak kebijakan yang bersifat humanis hingga akhir kepemimpinan. Salah satu kebijakannya adalah memberlakukan pajak bagi rakyat yang memiliki budak. Pajak digunakan sebagai penghapus praktek perbudakan secara khusus dan untuk kemaslahatan umat secara umum. Pada sisi lain Raffles mengirim pekerja pada sahabatnya Alexander Hare yang membuka perkebunan di dekat Banjarmasin. Kehidupan pekerja disana tentu sangat menderita tetapi pemikiran dan usahanya menjadi pelopor dalam menentang warisan feodalisme (perbudakan) yang patut dicela. Setidaknya dapat dijadikan pelajaran mengapa ide Raffles akhirnya terbentur dan kembali pada tatanan sebelumnya.Â

THOMAS STAMFORD RAFFLES DI BENGKULU: POLITISI ATAU ILMUWAN? Wijaya, Daya Negri
Paramita: Historical Studies Journal Vol 27, No 1 (2017): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v27i1.7654

EnglishEast India Company is not only having an authority in Java but also enjoying a long influence in Bengkulu. Thomas Stamford Raffles, an agent of EIC in Nusantara, experiences the above posts in these two strategic areas. Like in Java, Raffles has three policies in Bengkulu. Firstly, all former treaties are annulled. Secondly, authority is given to the company to administer the country according to equity, justice, and good policy. Thirdly, the cultivation of pepper is declared free, the people being at liberty to cultivate that article or not at pleasure. In addition, he finds the other strategic place to support the trade of EIC and private English in Southeast Asia. The place is called Tumasik and at present well-known as Singapore. He has also a concern on the world of flora and fauna. He works with Dr. Arnold to conduct a research on the gigantic flower of Rafflessia arnoldii and collaborates with Everard Home to study on the anatomy and biogeography of dugong.Â East India Company atau Kongsi Dagang Inggris ternyata bukan hanya berkuasa di Jawa tetapi juga cukup lama bercokol di Bengkulu. Thomas Stamford Raffles, salah satu agen EIC di Nusantara, merasakan kekuasaan di dua tempat strategis tersebut. Sama halnya seperti di Jawa, Raffles memiliki tiga kebijakan utama di Bengkulu. Pertama, merevisi segala perjanjian yang ada;Â kedua, dia mengangkat para pegawai dari rakyat pribumi dengan kesetaraan, keadilan, dan kebijakan yang tepat; dan ketiga, dia memberi kebebasan pada rakyat untuk menanam sesuatu. Selain itu, dia menemukan tempat yang sangat strategis dalam mendukung kepentingan perdagangan EIC beserta orang Inggris di Asia Tenggara. Tempat itu bernama Tumasik dan kita kenal kini sebagai Singapura. Selain itu, dia ternyata juga peduli pada tumbuhan dan hewan yang tidak pernah ditemui sebelumnya. Jika dia bekerjasama dengan Dr. Arnold ketika mengaji Rafflessia arnoldii maka bersama dengan Everard Home, dia mengaji anatomi dan bio-geografi dari dugong.Â

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v27i1.7654

BLUE-PRINT PEMBELAJARAN SEJARAH BERBASIS KONTROVERSI Wijaya, Daya Negri
Vidya Karya Vol 31, No 1 (2016)
Publisher : Vidya Karya

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

Abstract: History teachers often avoid the controversial material in history learning. This phenomenon did not happen by accident but constructed by some perspectives in writing the past. One of the topics which are full of controversy is that of the era of England colonization in Nusantara. This controversy was raised due to the degradation of the sense of history among educators. Educators actually should be able to dig the historical resources independently and explain the various perspectives clearly. The author, by the help of re-enactment theory, offerred a way in understanding a controversial material through the topic of England colonization. The author hopes that the students will be able to imagine and understand the various controversy in history learning especially in the era of England colonization.Â Keywords:Â England colonization, re-enactment, and controversyÂ Abstrak: Materi sejarah yang sarat akan kontroversi seringkali dihindari oleh guru. Kecenderungan ini bukan suatu kebetulan akan tetapi dikonstruksi oleh berbagai perspektif dalam menuliskan masa lalu. Salah satu materi sejarah yang sarat akan kontroversi adalah masa penjajahan Inggris di Nusantara. Kontroversi tersebut muncul karena degradasi sense of history pendidik. Mereka seyogyanya menggali sumber-sumber sejarah secara mandiri dan mampu menjelaskan perbedaan perspektif tersebut dengan baik. Dengan bantuan teori re-enactment, penulis menawarkan cara dalam memahami materi kontroversial dengan contoh kasus materi kolonialisme Inggris. Penulis berharap siswa akan dapat membayangkan dan memahami beragam kontroversi pada materi sejarah terutama masa penjajahan Inggris.Â Kata-kata kunci:Â kolonialisme Inggris, re-enactment, dan kontroversi

Justice for People: Thomas Stamford Raffles, Jury System, and Court of Circuit Wijaya, Daya Negri
TAWARIKH Vol 8, No 1 (2016)
Publisher : ASPENSI in Bandung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.563 KB)

ABSTRACT: In the early eighteenth century, there were two revolutions changing the socio-cultural pattern of the mankind. Those were the American Revolution in 1776, and the French revolution in 1789. The later revolution had shaped Thomas Stamford Rafflesâ mind that the emerging of the middle-class forced the aristocrats to agree the limitation of power through constitution. Thomas Stamford Raffles was an actor and a product of the late eighteenth century humanitarian movement. His way of thinking was inspired by the French enlightenment. It is believed that justice is difficult to be raised. However, many thinkers seem to argue that the state would guarantee the appearance of justice, but they are failed to see the practice of justice. One of the influenced actors is Thomas Stamford Raffles. He was led by the humanitarian movement of his age. He pursued the spirit and executed it as the official policies. Those policies were revision of Dutch and King of Nusantara (Indonesian archipelago)âs treaties leading to the direct rule system; the practice of land-rent system; and re-organization of administration. This study used library research. This study had used some steps, mainly in reading critically and making a note. It considered all Thomas Stamford Rafflesâ primary sources, which were available in online and offline library. In addition, this study analysed and compared the findings with othersâ findings. This study will focus on the third policy. This tends to elaborate the practice of jury system and the court of circuit.KEY WORDS: Legal History; Justice; Thomas Stamford Raffles; British Colonization; Humanism.About the Author: Daya Negri Wijaya is a Lecturer at the History Department, Faculty of Literature UM (State University of Malang), Jalan Semarang No.5, Malang City, East Java, Indonesia. For academic purposes, the author can be contacted via his e-mails address at: dayawijaya15@yahoo.comÂ andÂ daya.negri.fis@um.ac.idHow to cite this article? Wijaya, Daya Negri. (2016). âJustice for People: Thomas Stamford Raffles, Jury System, and Court of Circuitâ in TAWARIKH: International Journal for Historical Studies, Vol.8(1) October, pp.21-30. Bandung, Indonesia: Minda Masagi Press and UIN SGD Bandung, ISSN 2085-0980. Chronicle of the article: Accepted (June 25, 2016); Revised (August 19, 2016); and Published (October 28, 2016).

John Locke on Character Building Wijaya, Daya Negri
ATIKAN Vol 3, No 2 (2013)
Publisher : ASPENSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.751 KB)

ABSTRACT: Character building is a way to build a nation by focusing on the psychological development, maturation, and ethics of individual citizens. John Locke is the first thinker which is explaining the ideas above and is determined the next thinkers on nation and character building. John Locke believes that what all people have at present originally come from their experiences. The purpose of this paper is to elaborate John Lockeâs ideas on character building. His ideas seem to divide into three themes comprising the healthy body, the right mind and the healthy soul, and the formulation of character. First, John Locke believes that the strong thought is determined by the strong body. As a physician, John Locke suggests how to keep the childrenâs health: how to face the weather, how to choose the appropriate clothes, how to give the fit diet, how to have a good sleep, and how to prevent the disease. Second, after having the healthy body, John Locke tends to set the right mind and the healthy soul by parent at the time of infancy. What is the habit which is settled by parent, it would be childâs habit. Third, childâs character is formed based on parentâs example. They would be role models for their child. The child tends to imitate the parentâs activities.KEY WORD: John Locke, education process, character building, roles of teacher and parent, healthy body, rational creature, and good citizens.IKHTISAR: Artikel ini berjudul âJohn Locke tentang Pembangunan Karakterâ. Pembangunan karakter adalah cara untuk membangun bangsa dengan berfokus pada perkembangan psikologis, kematangan, dan etika warga negara. John Locke adalah pemikir pertama yang menjelaskan ide di atas dan diperkuat oleh para pemikir berikutnya tentang pembangunan karakter dan bangsa. John Locke percaya bahwa apa yang semua orang punya saat ini awalnya berasal dari pengalaman mereka. Tujuan makalah ini adalah untuk menguraikan gagasan John Locke tentang pembentukan karakter. Ide-ide John Locke tampaknya dapat dibagi menjadi tiga tema yang terdiri dari: tubuh yang sehat, pikiran yang benar dan jiwa yang sehat, serta perumusan karakter. Pertama, John Locke percaya bahwa pikiran yang kuat ditentukan oleh tubuh yang kuat. Sebagai seorang dokter, John Locke menyarankan bagaimana menjaga kesehatan anak-anak: bagaimana menghadapi cuaca, bagaimana memilih pakaian yang tepat, bagaimana memberikan diet yang sehat, bagaimana cara tidur yang baik, dan bagaimana mencegah penyakit. Kedua, setelah memiliki tubuh yang sehat, John Locke cenderung untuk mengatur pikiran yang waras dan jiwa yang sehat oleh orang tua pada saat bayi. Apa saja kebiasaan yang dilakukan oleh orang tua akan menjadi kebiasaan anak. Ketiga, karakter anak terbentuk berdasarkan contoh orang tua. Mereka akan menjadi panutan bagi anak-anak mereka. Anak cenderung meniru kegiatan orang tua.Â KATA KUNCI: John Locke, proses pendidikan, pembentukan karakter, peran guru dan orang tua, tubuh yang sehat, makhluk rasional, dan warga negara yang baik.About the Author: Daya Negri Wijaya is a Student of M.A. (Master of Arts) History at University of Sunderland, Chester Road, Sunderland, SR1 3SD, United Kingdom. For academic purposes, he can be contacted via his e-mail at: dayawijaya15@yahoo.comHow to cite this article? Wijaya, Daya Negri. (2013). âJohn Locke on Character Buildingâ in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(2) December, pp.115-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (October 20, 2013); Revised (November 20, 2013); and Published (December 15, 2013).

Mentalitas Pemuda pada Masa Pergerakan dan Masa Reformasi di Indonesia: Dari Berani Berpengetahuan hingga Takut Berpengetahuan Wijaya, Daya Negri
SUSURGALUR Vol 1, No 1 (2013):
Publisher : SUSURGALUR

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (129.085 KB)

Ikhtisar: Pemuda adalah pondasi negara yang memberikan banyak solusi untuk menanggulangi berbagai masalah yang ada di negeri ini, tetapi secara tidak langsung masalah tersebut juga muncul dari mereka sendiri. Pendidikan adalah salah satu faktor penting yang membuat pemuda menjadi pembuat masalah atau menjadi penyelesai masalah tersebut. Perbedaan itu terjadi karena perbedaan tingkat pengetahuan yang dimilikinya sehingga juga menciptakan mentalitas yang berbeda-beda. Mentalitas terdiri dari gagasan-gagasan dan karakter yang mengontrol perilaku manusia. Artikel ini akan berfokus pada perkembangan mentalitas pemuda yang selalu ingin tahu atau belajar di masa pergerakan nasional Indonesia (1908-1945) dan mentalitas pemuda yang takut berpengetahuan di era Reformasi (1998 â sekarang). Secara singkat, pemuda memiliki kesadaran untuk bangkit hanya karena adanya bahaya dalam kolonialisme secara fisik, tetapi mereka tidak menyadari lebih berbahayanya penjajahan pengetahuan daripada penjajahan secara fisik.Kata kunci: Generasi muda, mentalitas, pendidikan, kekuasaan, gerakan nasional, era reformasi, dan Indonesia.Abstract: Young men/women as a root of nation have given many solutions to solve problems in this country, but indirectly the problems that appear are occurring because of their selves. Education is the main factor creating the young man/women to be a problem maker for the nation and a solve maker for the nation. The distinction exists because the differences level of knowledge between one and another in order to make someone has different mentality. Mentality consists of ideas and character that control their action. This paper will focus on young men/women mentality that really want to learn everything in the Indonesian national movement era (1908-1945) and the young men/women mentality that is fear to learn many knowledges in the Reform era (1998 â recently). In brief, young men/women have awareness to awake because of the dangerous sign in term of physically colonialism, but they do not realize the more dangerous of colonialiasm in term of knowledge than it. Â Â Key word: Young men/women, mentality, education, power, national movement, reform era, and Indonesia.===About the Author: Daya Negri Wijaya adalah Mahasiswa pada Program M.A. (Master of Arts) dalam bidang Sejarah di UOS (University of Sunderland) di Inggris. Untuk kepentingan akademis, penulis dapat dihubungi dengan alamat e-mail: dayawijaya15@yahoo.comHow to cite this article? Wijaya, Daya Negri. (2013). âMentalitas Pemuda pada Masa Pergerakan dan Masa Reformasi di Indonesia: Dari Berani Berpengetahuan hingga Takut Berpengetahuanâ in SUSURGALUR: Jurnal Kajian Sejarah & Pendidikan Sejarah, Vol.1(1), Maret, pp.75-84. Bandung, Indonesia: Minda Masagi Press, ISSN 2302-5808. Chronicle of the article: Accepted (January 17, 2013); Revised (February 17, 2013); and Published (March 24, 2013).

Jean-Jaques Rousseau dalam Demokrasi Wijaya, Daya Negri
Jurnal Politik Indonesia: Indonesian Political Science Review Vol 1, No 1 (2016): Demokrasi, Pemilu, dan Isu Budaya di Indonesia
Publisher : Political Science Program, Universitas Negeri Semarang

JJ Rousseau is one of political thinkers. He lives in the advance of science and art. However, he realizes that the progress of science and art declines the moral of society. Democracy, in his view, should be implemented by direct rule without any representation. This is caused by the freedom of every citizens which should be struggled. Everyone has a natural right which could not be seized and be given for others. They make a social contract to shape a nation. A government is developed which is not to limit a power but to ensure the freedom of a power. In addition, he gives an idea on how to build a democratic society. This article is expected to give a moral guidance for politicians.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v26i1.5144

It is debatable that Raffles is seemed to be a Universalist or an imperialist. The first refers to a belief that he is an agent of the spread of Western values to the Eastern. Others claim that he is the Western imperialist to the Eastern. This is caused by the forced values to the Eastern. Raffles issued the reformation of policy because the colonialism of VOC and the government of French-Dutch did not have any humanistic policy. He issued many humanistic policies till the end of his government in Java. One of his policies was the slavery tax. The tax was used specifically to abolish the practice of slavery and to the welfare of people. In other side, Raffles forced people to work in his friendâ€™s land, Alexander Hare who opened the plantation in Banjarmasin. The life of workers was really suffering however his thoughts and his efforts becoming an insight to oppose the heritage of feudalism (slavery). To short, there was a lesson learnt why Rafflesâ€™ ideas were failed and came back to the previous structure.Â Â Raffles dalam satu sisi terlihat sebagai seorang universalis dan disisi lain sebagai seorang imperialis. Ada yang memandang Raffles di Nusantara adalah penyebar nilai-nilai Barat ke dunia Timur. Sejarawan lain memandang Raffles sebagai bagian dari imperialisme Barat ke dunia Timur karena nilai-nilai yang ditawarkan tidak cocok dan dipaksakan secara politis. Raffles melakukan reformasi kebijakan karena kolonialisme VOC dan pemerintah kolonial Prancis-Belanda dirasa tidak humanis. Dia mengeluarkan banyak kebijakan yang bersifat humanis hingga akhir kepemimpinan. Salah satu kebijakannya adalah memberlakukan pajak bagi rakyat yang memiliki budak. Pajak digunakan sebagai penghapus praktek perbudakan secara khusus dan untuk kemaslahatan umat secara umum. Pada sisi lain Raffles mengirim pekerja pada sahabatnya Alexander Hare yang membuka perkebunan di dekat Banjarmasin. Kehidupan pekerja disana tentu sangat menderita tetapi pemikiran dan usahanya menjadi pelopor dalam menentang warisan feodalisme (perbudakan) yang patut dicela. Setidaknya dapat dijadikan pelajaran mengapa ide Raffles akhirnya terbentur dan kembali pada tatanan sebelumnya.Â

Narasi dari Sang Rival Wijaya, Daya Negri
Jurnal Sejarah Vol 3 No 1 (2020): Memburu Kisah Baru: Studi Sejarah dan Sumber Penelitiannya
Publisher : Masyarakat Sejarawan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26639/js.v3i1.240

This paper attempts to narrate Achinese invasions of Malacca according to Portuguese sources. The use of various perspectives should be devised in order to re-narrate a specific historical episode. In the context of the Achinese invasion of Portuguese Malacca, Indonesian historians merely depend on the availability of the local and Dutch sources. The rich information, meanwhile, is recorded in bulk of Portuguese manuscripts. The local sources are silent related to all Achinese failures. The quiet locals should be considered in their spirit of the age that the Achinese chronicles are written to praise the glorious king and the success of the royal expansion. Therefore, the Achinese chronicles are in brief to mention the invasion of Malacca. The use of Portuguese sources should be promoted, but the existence of other sources remains considered. If the Portuguese sources could direct the historians to narrate the historical episode in detail, therefore, the other sources could be a corresponding source and a reference to verify the related data.

Co-Authors Aditya Nugroho Widiadi Aimi Musa Ananda, Labuda Shofiya Andhika Yudha Pratama Ari Sapto Aulya, Salwa Azizah , Suti Mega Nur Azizah, Alfi Rohmatul Bayu Kurniawan Blasius Suprapta, Blasius Davia Faringggasari Deny Yudho Wahyudi Deny Yudo Wahyudi Dewa Agung Gede Agung Dhani, Arif Perwira Dluha, Mohamad Wildan Syamsu DZIKRI, MUHAMMAD Ersanda, Privera Ajeng Evania Yafie Fadilla, Firza Azzam Fadly, Ilyas Febriani, Shovi Wiranata Fernando A. Santiago Jr Firza Azzam Fadilla Fitri Ariska Fitriansyach, Ashanty Thania FX Domini BB Hera FX. Domini BB Hera Gea, Maria Gabyelent Hafida, Melina Nur Hariyono Hariyono Hariyono Hariyono Hariyono, H. Hartono Hartono Hibatullah, Muhammad Imam Ikhrom, Anisa Musyaroful Ismail Lutfi Jamhari Jamhari Joko Sayono Kusuma, Paundra Wangsa Fajar Labuda Shofiya Ananda Laili, Vita Sabrina Azda Larasati, Adinda Dwi Mantab, Porntip Mashuri Mashuri Masruroh, Heni Maulana, Gentur Israj’ Maulidah, Alvin Meritasari, Dini Putri Ratna Mufti, Muhammad 'Afwan Mufti, Muhammad ‘Afwan Muhammad 'Afwan Mufti Muhammad Yusril Hana Nafi'ah, Ulfatun Najib Jauhari Ninie Susanti Ninie Susanti Nurul Jannah Prasety, Ella Jayahuda Primasa Minerva Nagari Putri Sakina, Fadhila Putri, Silvia Meilani Afira Qalbiyah, Syifaul Rachmadi, Renanda Radiallah, Abdan Rahmah, Nadya Razaan Yazril Azkar Rendy Aditya Putra Ertrisia Rendy Aditya Putra Ertrisia Retno Dewi Pramodia Ahsani Reza Hudiyanto Shela Dwi Utari Shela Dwi Utari Siti Zainatul Umaroh Slamet Sujud Purnawan Jati, Slamet Sujud Purnawan Sri Mulyani Ulfatun Nafi'ah Utari, Shela Dwi Vita Sabrina Azda Laili Wibisono, Alif Winda Tri Astutik Wulandari, Prisca Kiki

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