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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Jurnal Penelitian Humaniora JURNAL ECONOMIA Jurnal Ilmiah WUNY EKUIVALEN - Pendidikan Matematika Tadris: Jurnal keguruan dan Ilmu Tarbiyah E-Journal Widya Kesehatan dan Lingkungan Jurnal Ilmiah Widya Jurnal Computech & Bisnis (e-Journal) Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia ETNOSIA : Jurnal Etnografi Indonesia Al Ishlah Jurnal Pendidikan SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Penelitian Pendidikan IPA (JPPIPA) Home Economics Journal IRJE (Indonesian Research Journal in Education) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jambura Journal of Educational Management Jurnal Dinamika Manajemen Pendidikan (JDMP) Journal of Social Studies (JSS) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Jurnal Pendidikan dan Kebudayaan Didaktika: Jurnal Kependidikan FOUNDASIA Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Munaddhomah: Jurnal Manajemen Pendidikan Islam Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Cendekia: Jurnal Kependidikan dan Kemasyarakatan Journal of Innovation and Research in Primary Education Millah: Journal of Religious Studies Prosiding Seminar Nasional Official Statistics Journal of Pedagogy and Education Science Studies in English Language and Education Journal of Public Health Concerns Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Nusantara: Journal Of Law Studies Jurnal Penelitian Jurnal Yudistira Jurnal Pendidikan Siber Nusantara JOURNAL OF Mental Health Concerns Journal of Islamic Education Students RESLAJ: Religion Education Social Laa Roiba Journal Cocos Bio Indonesian Journal of Islamic Educational Review Jurnal Pendidikan Impola Jurnal Pembaruan Kesehatan Indonesia INTERACTION: Jurnal Pendidikan Bahasa Eko-Regional: Jurnal Pembangunan Ekonomi Wilayah Jurnal Pendidikan Islam Al Maktabah Jurnal kajian Ilmu dan Perpustakaan Jurnal Riset Sosial Humaniora dan Pendidikan
Lia Yuliana
Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Assessing Institutional Quality Assurance Effectiveness through Internal Quality Audit Results Syukrul Hamdi; Lia Yuliana; Riki Perdana; Nirmala Adhi Yoga Pambayun; Martutik Martutik; Sri Maharini
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.140

Abstract

This mixed-methods study, employing correlation analysis, investigated the impact of the internal quality assurance (IQA) system at a leading university in Indonesia. Drawing on data from Internal Quality Audits (AMI) conducted across eleven faculties and institutional units, the research aimed to evaluate institutional performance and identify areas for enhancement. Using a four-point rating scale, descriptive analysis revealed the highest mean scores in Mission (3.86), Governance and Leadership (3.86), Education (3.82), and Finance, Facilities, and Technology (3.77). These findings indicate institutional strengths in strategic direction, organizational performance management, and resource sustainability. Analysis at the faculty level revealed notable variations. For instance, overachievement was observed in specific units (e.g., FBSB, FIPP) and particular selection criteria (e.g., FISHIPOL – Teaching), while the PPGPPI Directorate achieved maximum scores across all indicators. Conversely, lower mean scores were recorded for Community Service (3.58) and Tri Dharma Outputs (3.41), both rated "Very Good," suggesting potential shortcomings in external engagement and research impact. Pearson bivariate correlation analysis identified two primary clusters of significant positive correlations: one among strategic, governance, financial, and output indicators (r = 0.887–0.944; p < 0.01), and another among supporting academic dimensions. The study contributes empirically grounded insights to inform quality policy development. It recommends implementing benchmarking of best practices to enhance community engagement and establishing continuous professional development programs for faculty to strengthen overall institutional quality.
Participatory Leadership as a Strategic Determinant of Teacher Performance in Value-based Elementary Schools Julia Hutabarat; Lia Yuliana
JDMP (Jurnal Dinamika Manajemen Pendidikan) Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdmp.v10n2.p225-237

Abstract

The low quality of education in Indonesia, as reflected in PISA 2022 and National Assessment 2024 results, indicates structural problems in classroom learning processes, particularly related to teacher performance and principal leadership. This study aims to analyze the effect of principals' participative leadership on teacher performance in value-based elementary schools implementing the Reflective Pedagogy Paradigm. A quantitative ex-post facto design was employed. The study involved 74 teachers selected through a total sampling technique from seven elementary schools. Data were collected using a Likert-scale questionnaire that had been validated through expert judgment and empirical testing, with reliability coefficients of 0.912 for participative leadership and 0.894 for teacher performance. The data were analyzed using simple linear regression with robust standard error estimation (HC3) to correct for heteroscedasticity. The results indicate that participative leadership has a positive and significant effect on teacher performance (β = 0.776, p < .001), explaining 59.7% of the variance in performance outcomes (Adjusted R² = 0.597). Teacher involvement in decision-making, dialogic communication, and professional empowerment were found to enhance overall performance. The study concludes that optimizing participative leadership is a strategic factor in improving teacher performance. The implication is that principal development programs should integrate value-based leadership training to foster professional empowerment and collaborative school culture.  
Heterogeneity of Social Returns to Education Across Employees Education Levels in Indonesia Ribut Nurul Tri Wahyuni; Retnaningsih Retnaningsih; Lia Yuliana
Eko-Regional: Jurnal Pembangunan Ekonomi Wilayah Vol 20 No 2 (2025): September 2025
Publisher : Faculty of Economics and Business Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32424/er.v20i2.15782

Abstract

This study estimates the heterogeneity of agglomeration externalities across employees' education levels in Indonesia. This study uses the 2020-2024 microdata and the Instrumental Variable (IV) Heckman model with the historical population density and the number of universities as IVs. The result indicates that social returns to education from the local high-skill labor market, which is a part of agglomeration externalities, are positively significant and higher for high- and medium-skilled employees than for low-skilled employees. This finding demonstrates the efficacy of public education investments, especially Indonesian government policy that can enhance the quantity and quality of university graduates, thereby promoting the transfer of knowledge to all employees and eventually reducing wage inequality between regions.
Quality Assurance in Islamic Higher Education: Global Trends, Challenges, and Future Directions Lia Yuliana; Syukrul Hamdi; Riki Perdana
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2547

Abstract

This study conducts a systematic review of 32 articles on Quality Assurance (QA) in Islamic higher education, focusing on geographical contexts, methodological approaches, QA models used, QA dimensions studied, and supporting factors and challenges in QA implementation. The analysis reveals a dominance of research conducted in Indonesia (87%) with qualitative methods as the primary approach (75%), while quantitative and mixed-method studies remain limited. Popular QA models include Total Quality Management (TQM), the PDCA cycle, and the Internal Quality Assurance System (SPMI) with the PPEPP framework, supported by national and international accreditation such as BAN-PT, AUN-QA, and FIBAA. A key analytical finding of this review is that Islamic values are not merely presented as normative foundations but are operationalized within QA practices. Core values such as amanah (accountability), itqan (professional excellence), ihsan (continuous improvement), adl (fairness), and shura (participatory governance) are embedded in leadership decision-making, academic governance, curriculum quality control, and the development of internal quality culture. These values function as internal drivers that strengthen institutional commitment, ethical compliance, and sustainability of QA cycles. The most studied QA dimensions are institutional leadership, human resource development, teaching, and curriculum. Key findings indicate that systematic implementation of QA cycles and accreditation significantly improves accreditation status, institutional reputation, and graduate competitiveness. Main supporting factors include leadership commitment, internal QA regulations, HR training, and cross-institutional collaboration, whereas challenges include limited human resources, funding, organizational culture resistance, and readiness for international standards. The impact of QA is evident in improved academic quality, academic services, and research collaboration. This study recommends enhancing strategic leadership, strengthening HR capacity, digitalizing QA, and promoting global benchmarking as pivotal steps to sustain quality improvement in Islamic higher education towards achieving global reputation and international competitiveness.
Evaluasi Program Pembinaan Guru Pamong Community Learning Center (CLC) SMP Sabah di Sekolah Indonesia Kota Kinabalu Higar Iman Pribadi; Lia Yuliana
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.12657

Abstract

This study aims to evaluate the tutor teacher development program of the Sabah Junior High School Community Learning Center (CLC) under the auspices of the Indonesian School of Kota Kinabalu (SIKK) based on the context, input, process, and product (CIPP) aspects. This study employed an evaluative approach with the CIPP model and a qualitative descriptive method. The research was conducted at the Indonesian School of Kota Kinabalu, with research subjects comprising the school principal, the program organizing committee, and the tutor teachers of the Sabah Junior High School CLC. Data collection techniques were carried out through interviews, observation, and documentation, while data analysis utilized the Miles and Huberman model through the stages of data reduction, data display, and conclusion drawing. The results of the study indicate that in the context aspect, the development program has a high level of relevance to the needs of tutor teachers in the Sabah CLC, demonstrated by high participant attendance and alignment with the requirements for enhancing teachers' pedagogical competence. In the input aspect, the program is supported by relevant training materials, competent speakers, varied learning methods, adequate infrastructure, and budget management that supports activity implementation. In the process aspect, the implementation of the development program runs systematically, structurally, and according to planning through active and participatory approaches, although there are constraints regarding limited time and varying levels of participant understanding, which are overcome through coordination and mentoring. In the product aspect, the program yields instructional products in the form of learning posters, worksheets, and experimental designs, and delivers a positive impact toward improving pedagogical competence and more interactive, student-centered teaching practices. Overall, the tutor teacher development program at the Sabah Junior High School CLC is assessed as effective in enhancing teacher competence and supporting learning quality within the CLC environment.
Implementasi Talents Observation sebagai Adaptasi Talents Mapping dalam Pengembangan Potensi Peserta Didik Sekolah Dasar pada Sekolah Alam Al Giva Niken Rahayu Puji Hastuti; Lia Yuliana; Mada Sutapa
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4407

Abstract

Penelitian ini bertujuan menganalisis implementasi Talents Observation sebagai adaptasi Talents Mapping dalam pengembangan potensi peserta didik berbasis aktivitas di Sekolah Dasar Sekolah Alam Al Giva. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam terhadap kepala sekolah, fasilitator, orang tua, serta dokumen Talents Observation. Analisis data menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Talents Observation dilaksanakan melalui kolaborasi orang tua dan fasilitator menggunakan observasi 34 sifat bakat, 7 cluster potensi kekuatan, serta sistem penilaian 2E yaitu Enjoy dan Easy. Implementasi ini menunjukkan konsistensi tinggi dalam pemetaan potensi peserta didik dan tervalidasi melalui Project Based Talents. Program didukung oleh kurikulum berbasis aktivitas, experiential learning, dan keterlibatan keluarga. Disimpulkan bahwa Talents Observation efektif sebagai model pengembangan potensi peserta didik sekolah dasar berbasis aktivitas yang adaptif, kontekstual, dan berorientasi pada kekuatan individu. Penelitian selanjutnya disarankan memperluas implementasi model pada berbagai konteks pendidikan dasar lain, menggunakan pendekatan mixed methods, serta mengembangkan evaluasi kuantitatif untuk mengukur efektivitas Talents Observation secara lebih komprehensif.
Analisis Pelaksanaan Pembelajaran Peserta Didik Berkebutuhan Khusus di Sekolah Menengah Pertama Mursalam Mursalam; Lia Yuliana; Pujaningsih Pujaningsih
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.771

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis perencanaan, pelaksanaan, evaluasi, serta hambatan pembelajaran bagi peserta didik berkebutuhan khusus di SMP Negeri 4 Bengalon. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian deskriptif kualitatif. Partisipan penelitian terdiri atas kepala sekolah, guru mata pelajaran, wali kelas, dan guru Bimbingan Konseling. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran diawali dengan asesmen dan identifikasi kebutuhan peserta didik sebagai dasar dalam penyesuaian tujuan pembelajaran, materi ajar, strategi pembelajaran, media pembelajaran, dan metode asesmen. Pelaksanaan pembelajaran dilakukan dalam kelas inklusif melalui penggunaan berbagai metode pembelajaran, media visual, modifikasi tugas, serta pemberian dukungan individual yang disesuaikan dengan kebutuhan peserta didik. Evaluasi pembelajaran dilaksanakan secara fleksibel dengan menggunakan berbagai teknik penilaian yang disesuaikan dengan kemampuan dan karakteristik peserta didik serta memperhatikan aspek capaian akademik, perkembangan sosial, kemampuan komunikasi, partisipasi, dan kemandirian. Penelitian ini juga menemukan bahwa pelaksanaan pembelajaran bagi peserta didik berkebutuhan khusus masih menghadapi beberapa hambatan, yaitu belum tersedianya Guru Pendamping Khusus (GPK), keterbatasan kompetensi guru dalam pendidikan inklusif, keterbatasan media pembelajaran adaptif, serta keterbatasan waktu dalam memberikan layanan pembelajaran dan evaluasi secara individual. Meskipun demikian, praktik pembelajaran telah menunjukkan upaya penerapan prinsip-prinsip pendidikan inklusif melalui penyediaan layanan yang disesuaikan dengan kebutuhan peserta didik. Oleh karena itu, diperlukan penguatan layanan pendidikan inklusif melalui penyusunan Program Pembelajaran Individual (PPI), peningkatan kompetensi guru, penyediaan media pembelajaran adaptif, serta penguatan sistem pendampingan dan evaluasi pembelajaran.
Pola Pendidikan Inklusif SMPN 1 Sangatta Utara dan SMPN 3 Sangatta Utara Yetti Arika Desiviana; Lia Yuliana
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.775

Abstract

Abstrak: Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui terkait pola pendidikan inklusi di SMPN 1 Sangatta Utara dan SMPN 3 Sangatta Utara. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan metode deskriptif bertujuan untuk mendapatkan gambaran secara jelas dan nyata gejala di lapangan secara menyeluruh, kemudian mengungkapkan secara deskriptif tentang pola pendidikan inklusif di SMPN 1 Sangatta utara dan SMPN 3 Sangatta utara. Penelitian ini menggunakan sumber data utama, yakni data primer dan data sekunder. Pengumpulan data primer akan melibatkan berbagai teknik. Ini mencakup wawancara mendalam dengan para pemangku kepentingan kunci seperti kepala sekolah, guru mata pelajaran, guru pendamping khusus, orang tua siswa berkebutuhan khusus, serta siswa berkebutuhan khusus itu sendiri. Selain itu, observasi partisipatif akan dilakukan untuk mengamati secara langsung interaksi di kelas, fasilitas pendukung pendidikan inklusif, dan dinamika sosial di lingkungan sekolah. Sumber data sekunder akan diperoleh dari berbagai literatur relevan, baik yang bersifat internal maupun eksternal. Secara internal, data sekunder mencakup dokumen resmi sekolah, seperti profil sekolah, laporan tahunan, kebijakan internal terkait pendidikan inklusif, dan data statistik siswa (termasuk data demografi siswa berkebutuhan khusus). Secara eksternal, data sekunder akan merujuk pada publikasi ilmiah, jurnal, buku, tesis, dan disertasi yang membahas mengenai konsep pendidikan inklusif, strategi implementasi, tantangan, dan keberhasilan pendidikan inklusif, baik di tingkat nasional maupun internasional. Hasil penelitian ini menunjukkan bahwa SMPN 1 dan SMPN 3 Sangatta Utara telah menunjukkan komitmen kuat sebagai pelopor pendidikan inklusif, menciptakan lingkungan yang ramah dan memfasilitasi interaksi positif antara Peserta Didik Berkebutuhan Khusus (PDBK) dan siswa reguler, namun dihadapkan pada kendala keterbatasan kuota, fasilitas fisik, serta terutama ketiadaan Guru Pendamping Khusus (GPK) yang berlatar belakang Pendidikan Luar Biasa (PLB), yang mengakibatkan beban pada guru reguler yang belum memiliki kompetensi spesifik. Kondisi ini mengindikasikan bahwa meskipun upaya adaptasi kurikulum dan pedagogi telah dilakukan secara full inclusive, efektivitasnya terhambat oleh minimnya dukungan struktural, termasuk kurangnya bimbingan teknis pemerintah daerah serta sarana prasarana yang aksesibel, sehingga memerlukan pengadaan GPK, pelatihan berkelanjutan, dan kebijakan yang lebih komprehensif untuk mencapai implementasi pendidikan inklusif yang optimal secara holistik dan adaptif.
Desain Model Manajemen Pembelajaran Budi Pekerti Berbasis Manajemen Sekolah pada Sekolah Dasar di Kabupaten Purworejo Nurhidayati Nurhidayati; Titi Anjarini; Joko Purwanto; Lia Yuliana; Nurtanio Agus Purwanto; Arba’atun Nisa; Karisma Nur Fadilah
Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa Vol. 4 No. 3 (2026): Juli : Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/yudistira.v4i3.3025

Abstract

This study aims to construct a hypothetical design of a school-management-based character learning management model for elementary schools in Purworejo Regency. The study employed a Research and Development (R&D) approach; however, this article is limited to the preliminary study, needs analysis, theoretical and philosophical review, and model-design construction. The study was conducted in three elementary schools in Purworejo Regency in April 2026 and involved 3 principals and 32 teachers. Data were collected through interviews, observations, and document analysis, and were analyzed qualitatively through data condensation, data display, and conclusion drawing. The preliminary findings indicate that character values had been incorporated into school visions and missions, school programs, habituation activities, and classroom learning. Nevertheless, their management remained general, was not yet systematically integrated, and was not supported by a management design connecting planning, role distribution, implementation, evaluation, and follow-up. Accordingly, the proposed design integrates school-based management principles with the management functions of planning, organizing, actuating, and controlling (POAC). These managerial processes are directed toward value internalization through ngerti (knowing), ngrasa (feeling), and nglakoni (doing). The design positions principals, teachers, education personnel, parents, and the community as collaborative actors and uses feedback to support continuous improvement. The result of this study is a hypothetical model design and not a final model.
School Community Acceptance as a Determinant of Inclusive Education Sustainability: A Qualitative Study in a Rural Indonesian Elementary School Adi Pither Mallibu; Lia Yuliana
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): Online First
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.100745

Abstract

Despite Indonesia's expanding inclusive education regulations, little is known about how school community acceptance affects inclusive education's successful implementation and long-term viability, especially in rural elementary schools. This study aims to understand how the school community at SDN 018 Sangkulirang views the implementation of inclusive education by analyzing the relationship between stakeholders' acceptability and inclusive teaching practices. The research design used was descriptive qualitative. Twelve teachers, three educational staff members, and fifteen normal students participated in interviews, classroom observations, and document analysis to gather data. The results show that inclusive education has been put into practice by integrating children with special needs into regular classrooms in spite of constraints on specialized support services, educational facilities, and teacher competency. Cognitive, affective, and behavioral aspects of school community acceptance were generally favorable, as evidenced by teachers' readiness to modify their lesson plans, students' desire to help classmates with special needs, and the development of a welcoming learning environment. By offering actual data on the significance of school community acceptability in maintaining inclusive education in rural elementary schools, this study advances the area of inclusive education. According to the findings, maintaining the long-term viability and caliber of inclusive education practices requires boosting teacher capacity, enhancing institutional support, increasing access to specialist services, and encouraging cooperation among stakeholders.
Co-Authors --, Aman A. Saeful Bahri Aan Komariah Abdullah Taman Abullah Kamal, Siti Soraya Lin Adi Pither Mallibu Adi Suryanto Ahmad Darmadji, Ahmad Ajat Sudrajat Akhmad Habibi, Akhmad Alwi Adha Pohan Amalia Susanti Aman Aman Andriani, Ni Luh Putu Oka Anisa Dwi Oktarina Antoni Julian Arba’atun Nisa Areepen Sengsalong Aris Suharyadi Arlinda Astuti Samosir Asy’ari, Hasyim Aulia, Asa Safia Awanis Akalili Bahri, Noradila Binti Shaiful Calvin, Yesdi Christian Daulay, Irma Khoirot Deden Muhamad Ilham Dinaryant, Ratna Sari Elly Arliani Endah Retnowati Endang Mulyatiningsih Ernani Astuti Fadli, Muhammad Rijal Faizal Yusa Erwinda Farid Ridho Fauziah Khusnullaili Fayi Haikal Mahmud Firdaus, Fery Muhamad Habiburrahman Hamdan Hamdan Higar Iman Pribadi Hilda Hilaliyah Holida, Siti Solihat Hutabarat, Nova Sarah Hutagaol, Madeleine Intan Ikhwan, Muh. Saidil Isnaeni, Nurul Khomsatun Joko Purwanto Julia Hutabarat Kana Hidayati Karisma Nur Fadilah Kasniati Sastiarini Koono, Rookaiya Kunal Mehta Kurniasari, Evi Lantip Diat Prasojo Lupianti, Meisya M Nur Rokhman, M Nur M. Roni Mada Sutapa Mamengko, Rullyana Puspitaningrum Marhamah Marhamah Marselina, Resya Dwi Martutik Martutik Mat Nashir, Irdayanti Maura Lovieta Jean Laurensia Michael Harry Widyarto Setiawan Mohd Faiz Mohd Yaakob Mohd Faiz Mohd Yaakob Monica Seftaviani Sijabat Muh. Ainul Basyirah Muh. Saidil Ikhwan Muh. Saidil Ikhwan Mursalam Mursalam Muslih, Moh. Nadita Riski Aulia Ngadirin Setiawan Niken Rahayu Puji Hastuti Nirmala Adhi Yoga Pambayun Nita Maghfiratul Jannah Novitasari, Nastiti Nurfahila, Shielsilia Amara Nurhidayati Nurhidayati Nurtanio Agus Nurtanio Agus Purwanto Nurul Mu&#039;minin Mz Paramudita Chintya Putri Priadi Surya Pujaningsih Pujaningsih R. Sinsin Rosyidin Raharjo, Sabar Budi Raharjo, Sabar Budi Rahmat Fadhli Rahmawati, Rahmawati Ramadhani, Aqsal Rizky Ramkutih, Pingky Abda Retnaningsih Retnaningsih Retnaningsih Retnaningsih Ribut Nurul Tri Wahyuni Riki Perdana Rini Dwi Ernawati Risuhawianto, Irwan Rizqiani, Ratu Fani Rudi Salam Ruhmi, Farah Sabar Budi Raharjo Sabar Budi Raharjo Sabar Budi Raharjo Sabar Budi Raharjo Safari, Ganjar Sarwati Sarwati, Sarwati Selfia Ladiyance Septariani, Sella Fadia Setiawan, Johan Setiawan, Ngadirin Shofi Qurrotua’ini Silviani, Annisa Siti Zahrah Zaini Sri Maharini Sugiyono Sugiyono Suhardiman, Azman Sukmara, Ganda Susanto, Sarah Sasqia Fitriana Syntia Indahsari Nurhasanah Syukrul Hamdi Titi Anjarini Tri Sumarni Utami, Niken Ardaningtyas Vebrianto, Rian Viktor Warayaan Vina Tri Yasmi Wahyuni, Ribut Nurul Tri Widia Murni Wijaya Wiwik Wijayanti Wiwit Rizqiani Yetti Arika Desiviana Yudha, Yusuf Hadi Zahruddin Zahruddin, Zahruddin Zasya Safitri Zulfa Mardiyana Zulkarnain