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All Journal Jurnal Dikdas Publikasi Pendidikan Jurnal Kreatif Tadulako Online Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN GLASSER Visipena Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pedagogik Journal of Islamic Elementary School Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Pendidikan Matematika (JUDIKA EDUCATION) International Journal of Elementary Education Guru Tua : Jurnal Pendidikan dan Pembelajaran COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Pendidikan dan Konseling SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) IJORER : International Journal of Recent Educational Research JURNAL ILMIAH GLOBAL EDUCATION Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Education Research Journal of General Education and Humanities Journal of Educational Sciences Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Journal of Innovation and Research in Primary Education JS (Jurnal Sekolah) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tadulako Social Science and Humaniora Journal JPFT (Jurnal Pendidikan Fisika Tadulako Online) Jurnal DIKDAS Media Pendidikan Matematika Academia Open
Zulnuraini
PGSD, FKIP, Universitas Tadulako
Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Implementation of the Independent Curriculum in Elementary Education: A Case Study of Fourth-Grade Teaching Practices in Indonesia Nurma Yuntika Tolodo; Nashrullah Nashrullah; Sisriawan Lapasere; Zulnuraini Zulnuraini; Dyah Rahmawati; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3224

Abstract

The Independent Curriculum represents Indonesia's response to pandemic-induced learning disruptions, emphasizing learner-centered pedagogy and differentiated instruction. However, implementation at specific grade levels, particularly fourth grade as a critical transition point, remains insufficiently documented. This study examined Independent Curriculum implementation in fourth grade at SD Inpres 1 Tondo, focusing on learning planning, instructional implementation, and assessment practices. A qualitative descriptive case study was conducted over three months (August-October 2025) with one purposively selected fourth-grade teacher. Data were collected through non-participant classroom observations, semi-structured interviews, and document analysis of teaching modules and assessment instruments. Data analysis employed Miles et al.'s interactive model involving data reduction, display, and conclusion drawing. Findings revealed comprehensive teacher understanding of curriculum principles and systematic learning planning incorporating diagnostic assessments and differentiated strategies. Implementation demonstrated student-centered approaches and varied media utilization. However, persistent challenges emerged including limited student engagement during transition periods, inadequate infrastructure constraining material distribution, textbook variation complicating delivery, insufficient family support, and assessment complexity in holistic evaluation. Teacher adaptation of standardized instruments reflected contextual responsiveness but raised standardization concerns. Independent Curriculum implementation quality depends on dynamic interactions among teacher competence, institutional resources, family involvement, and systemic support. Successful realization requires comprehensive ecosystem approaches addressing professional development, infrastructure investment, parent engagement, and assessment literacy simultaneously.
The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Adelia Rizki Ananda; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa; Rizal Rizal; Putriwanti Putriwanti; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
Problem-Based Learning Implementation to Enhance Sixth-Grade Students' Science Learning Outcomes: An Action Research Study Reni Atika; Azizah Azizah; Nuraini Nuraini; Zulnuraini Zulnuraini; Dyah Aini Purbarani
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3276

Abstract

Low IPAS learning outcomes among sixth-grade students at Alkhairaat Tondo Elementary School, attributed to conventional teacher-centered instruction, necessitated pedagogical intervention to enhance student achievement and engagement. This study aimed to improve IPAS learning outcomes through systematic implementation of the Problem-Based Learning (PBL) model. Employing classroom action research based on the Kemmis and McTaggart model, this study was conducted across two cycles with 26 sixth-grade students during October-November 2025. Data were collected through criterion-referenced achievement tests (20 items, KR-20 = 0.82) and validated observation sheets (Cohen's kappa = 0.85) documenting teacher and student activities. Analysis utilized both quantitative descriptive statistics and qualitative rubric-based assessment. Classical completeness increased significantly from 58% in Cycle I to 88% in Cycle II, representing a 30 percentage point improvement. Concurrently, teacher activity performance improved from 66% (adequate) to 91% (very good), while student engagement advanced from 64% to 89%. Notably, mid-range achievers (initial scores 60-75) demonstrated greater gains (average 18 points) compared to lower-achieving students (average 12 points), suggesting differential PBL impact across performance levels. Systematic PBL implementation effectively improves IPAS learning outcomes while enhancing teacher facilitation quality and student engagement. The iterative action research process enabled progressive refinement of instructional practices, though lower-achieving students may require additional scaffolding for equitable outcomes.
Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Kadek Herawati; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
Integrating Indigenous Cultural Dance into Elementary Character Education: Evidence from Torata Dance Learning in Indonesia Salsabila Salsabila; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3411

Abstract

This study examined the role of Torata Dance-based learning in fostering character education among elementary school students at SD Negeri Tondo, Palu, Central Sulawesi, Indonesia. The study was motivated by the persistent gap in empirical research on how specific local traditional dances function as systematic pedagogical instruments for character formation. A qualitative descriptive design was employed, involving 29 third-grade students and one arts teacher as participants. Data were collected through structured observation, semi-structured interviews, and documentation, and analyzed using Miles et al.'s interactive model. Findings reveal that Torata Dance instruction, delivered through culturally mediated sequential stages, cultivated five core character values — religiosity, discipline, responsibility, love for the homeland, and social care — through embodied practice and teacher-guided cultural explanation. A particularly notable finding is that value internalization was not a spontaneous outcome of dance participation but was systematically shaped by the teacher's pedagogical intentionality and capacity to integrate cultural meanings into instructional sequences. These results affirm that local cultural dance, when pedagogically mediated, constitutes an effective and contextually relevant vehicle for holistic character education, contributing empirical evidence to discussions on culturally responsive pedagogy and arts-based moral formation in elementary schooling.
Enhancing Elementary Students' Science Learning Outcomes Through Inquiry-Based Learning Assisted by Concrete Media on Force Effects Elsa Ramadani; Sarintan N Kaharu; Pahriadi Pahriadi; Zulnuraini Zulnuraini; Putriwanti Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3438

Abstract

This study aims to determine the effect of the Inquiry learning model assisted by concrete media on student learning outcomes in the material of force effects on objects in grade IV SD Inpres Bumi Sagu. This study uses a quantitative method with a Quasi Experiment design using Nonequivalent Control Group Design. The research subjects involved class IV A as the control class (19 students) and class IV B as the experimental class (19 students). The instruments used included learning outcome tests in the form of 22 multiple-choice questions that had been tested for validity and reliability, as well as interview guidelines to explore students' learning experiences. Data were analyzed descriptively and inferentially using Independent Sample T-Test. The research results show that the average pretest score of the experimental class was 53.95, increasing to 90.37 on the posttest, while the control class increased from 63.21 to 81.74. The Independent Sample T-Test shows a significance value of 0.000 < 0.05, which means Ha is accepted and Ho is rejected. Interview results support the quantitative findings, showing that students in the experimental class experienced increased conceptual understanding, learning motivation, and critical thinking skills. Students in the low, medium, and high categories all felt the benefits of more meaningful learning through direct experience with concrete media. Thus, the Inquiry learning model assisted by concrete media is proven effective in improving student learning outcomes in science learning on the material of force effects on objects in grade IV SD Inpres Bumi Sagu.
Audio-Visual Media as an Instructional Innovation to Increase Learning Interest in Indonesian Language Sajma Sajma; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3559

Abstract

Low student learning interest remains a persistent challenge in Indonesian language instruction at the elementary level, often resulting from overreliance on lecture-based delivery and inadequate use of engaging instructional media. This study employed a two-cycle Classroom Action Research (CAR) design to examine the effectiveness of audio-visual media in increasing the learning interest of 28 fifth-grade students at SD Inpres 2 Besusu, Palu. Data were collected using a validated Likert-scale learning interest questionnaire (Cronbach's α = 0.81), teacher and student activity observation sheets, and documentation. Quantitative data were analyzed by calculating percentage scores against established category criteria, while qualitative data were processed through reduction, display, and conclusion-drawing stages. In Cycle I, the mean learning interest reached 61.86% (fair–good category), with only 14.29% of students achieving the very good level. Following reflective refinements to media content and teacher facilitation strategies, Cycle II yielded a mean of 83.09% (very good category), with 85.71% of students reaching the highest category—a 21.23 percentage-point increase. These findings demonstrate that iteratively designed audio-visual media, supported by facilitative teaching, effectively transforms passive learning behavior into active engagement in Indonesian language classrooms. This study contributes process-oriented evidence for the role of multimedia learning principles in elementary literacy education and offers a replicable intervention model for teachers seeking to increase student learning interest.
Local Wisdom Integration in Digital Science and Social Studies Teaching Materials: An ADDIE-Based Flipbook Development for Fifth-Grade Elementary Learners Fira Astuti Sukardi; Yusdin B M Gagaramusu; Surahman Wilade; Zulnuraini Zulnuraini; Danti Indriastuti Purnamasari
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3575

Abstract

Integrated science and social studies (IPAS) instruction in Indonesian elementary schools frequently remains textbook-centered and disconnected from students' local contexts, limiting engagement and conceptual understanding. The integration of local wisdom into digital teaching materials represents a promising yet underexplored approach to addressing this gap, particularly within the framework of the Merdeka Curriculum. This study employed a Research and Development (R&D) design guided by the ADDIE model to develop a local wisdom-based IPAS flipbook for fifth-grade students at SDN 10 Palu, Central Sulawesi, Indonesia. The participants comprised 23 students, one classroom teacher, and one media expert. Data were collected through media expert validation sheets (22 items; CVR = 0.99) and student response questionnaires (24 items; Cronbach's α = 0.87), both using a four-point Likert scale. The developed flipbook — titled Petualangan di Lembah Palu — integrates endemic Central Sulawesi flora and fauna with culturally grounded narratives. Expert validation yielded a score of 92.9% (very valid), and student practicality responses reached 98.4% (very practical) across dimensions of visual attractiveness, ease of use, content comprehension, and learning motivation. These results indicate that a systematically designed, culturally contextualized digital flipbook can achieve high feasibility standards for elementary IPAS learning. The study offers a replicable model for developing locally grounded digital instructional materials aligned with the Merdeka Curriculum. Future research should examine the flipbook's effectiveness on learning outcomes through experimental designs and extend implementation to diverse school contexts.
From Passive to Interactive: How Teams Games Tournament Transforms Science Education for Fifth Graders Kadek Arya; Herlina Herlina; Asriani Asriani; Zulnuraini Zulnuraini; Putriwanti Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3582

Abstract

Low science (IPAS) outcomes in Indonesian elementary schools stem from teacher-centered methods, limiting student engagement and conceptual understanding, as evidenced by national assessments (54.3% competency rate) and PISA scores (383 vs. OECD 485). This study examines the pure Teams Games Tournament (TGT) cooperative model's effect on fifth-grade cognitive learning in light properties material under the Independent Curriculum. Employing a quantitative pre-experimental one-group pretest-posttest design, the study sampled 29 fifth-grade students at SD Inpres 1 Talise via purposive sampling. Instruments included a 20-item multiple-choice test (14 valid, Cronbach's Alpha 0.875), observation sheets, and interviews. TGT was implemented over three meetings, with data analyzed using Shapiro-Wilk normality, Paired Sample T-Test, and N-Gain via SPSS 27. Pretest mean was 40.64, rising to 67.48 posttest (p < 0.001, t = -9.01), with moderate N-Gain (0.4413). Implementation fidelity improved from 86% to 97%, though two students showed minimal gains due to group adaptation issues. Findings support Vygotsky's constructivism, aligning with prior TGT studies (e.g., Listiani et al., 2025), but highlight needs for media integration. Implications include low-cost active learning strategies; limitations involve small sample and no control group. Future research should use quasi-experiments for broader generalizability.
Pengaruh Penggunaan Media Audio-visual Berbantuan Powtoon terhadap Minat Belajar Siswa pada Pembelajaran IPAS Kelas V SD Inpres 3 Talise Kariani, Kadek Dwi; Zulnuraini, Zulnuraini; Asriani, Asriani; Azizah, Azizah; Putriwanti, Putriwanti
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.3975

Abstract

Minat belajar merupakan pondasi utama dalam mencapai keberhasilan proses pendidikan, namun rendahnya minat belajar siswa terhadap pembelajaran konvensional menjadi tantangan nyata yang dihadapi pendidik diera digital ini. Pembelajaran pada mata pelajaran IPAS khususnya disekolah dasar kerap berlangsung monoton dan kurang mampu membangkitkan antusiasme siswa, sehingga diperlukan inovasi media pembelajaran yang mampu menjawab kebutuhan generasi visual-digital saat ini. Penelitian ini mengkaji pengaruh materi audio-visual yang diperkaya dengan powtoon terhadap minat belajar siswa kelas lima dalam kurikulum IPAS. Menggunakan Desain Kelompok Nonequivalent Control Group Design, eksperimen ini membandingkan kelompok eksperimen dengan kelompok kontrol. Peserta penelitian terdiri dari 42 siswa dari SD Inpres 3 Talise, yang dibagi secara merata sehingga setiap kelompok terdiri dari 21 siswa. Pengumpulan data dilakukan melalui administrasi instrumen pretest dan posttets. Sementara kelompok eksperimen mengikuti pembelajaran yang diperkaya dengan bahan audio-visual berbasis powtoon, kelompok kontrol diajarkan menggunakan teknik pedagogis konvensional. Untuk mengukur minat siswa, digunakan kuesioner yang telah tervalidasi dengan koefisien reliabilitas 0.856. Prosedur analitis melibatkan Uji T dan N-gain. Hasil penelitian menunjukkan perbedaan antara kedua kelompok. Secara spesifik, Uji T menghasilkan nilai p sebesar 0.000, sehingga Hₐ diterima. Hasil ini membuktikan adanya dampak nyata dari media yang terintegrasi dengan powtoon terhadap minat siswa. Selain itu, skor N-gain menunjukkan perbedaan yang signifikan: kelompok eksperimen mencapai peningkatan rata-rata sebesar 75,74, sedangkan kelompok kontrol hanya mencatat 15,98. Hasil ini mendukung teori pembelajaran multimedia, yang menyatakan bahwa peserta didik memperoleh manfaat lebih besar ketika informasi disajikan melalui dua saluran visual dan auditif menggunakan media yang diperkaya dengan powtoon.
Co-Authors Abdul Rahman Adelia Rizki Ananda Aditya, Asania Dwi Afika, Nurul Alfikri, Mohamad Andhika Pratama, Ryan Andi Imrah Dewi Andi Nur Isnayanti Anggi Dwienengtyas Aras, Nurul Fitria Ardiana, Risma Nur Ari Astuti Arianto Arif Firmansyah Arnold Arnold Arum Ariyanti Asriani Asriani Asriani, Asriani Asriani, Asriani Azizah Azizah Azizah Azizah Azizah Bulalong, Roberto Rolly Busthami Nur, Abdul Hamid Cahyani, Eka Danti Indriastuti Purnamasari Dedy Wirawan Dewi Anita Sari, Dewi Anita Dg. Malondeng, Farul Ramadhan Dian Puspita Sari Dyah Aini Purbarani Dyah Aini Purbarani Dyah Rahmawati Elsa Ramadani Endi, Endi Erwin Erwin Eva Setya Rini Farastiti Salsabila Amrin Fasli, Muhammad Febrianti Febrianti Fira Astuti Sukardi Fitriah Aras, Nurul Fitriani, Cita Gagaramusu, Yusdin Bin. M Guci, Ammar Abdullah Joni Halizah. A, Siti Nur Harisma, Rita Harmila Harmila Herlina Herlina Herlina Herlina, Herlina Hilda Hilda Huber Yaspin Tandi, Elfika Arif Firmansyah Ibrahim Ibrahim Iga Risma Ingrid Humaira Irfandi Lahamado Jaya, Christiadi Juraid Abdul Latief Kadek Arya Kadek Hariana Kadek Herawati Kamisani, Nurul Kariani, Kadek Dwi Karmila Sari Kasmawati Kasmawati Katrin, Ketut Khaira, Lisatul Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khuzaimah, Ade Kurnia Putri, Anggi Kurniawan, Gusti Putu Indra L, Sunartin. Lamanasa, Farsya Gabriella Lasmana, Bayu LUKMAN, LUKMAN Maggi, Desilia Pramesti Titania Mardiyah , Ainul Mas’adi Mas’adi Melyani Sari Sitepu, Melyani Sari Mengkido, Meyland Rikhar Muamila Muchdar Muchdar Muchlis Djirimu Mufidah Mufidah Muhammad Aqil Muhammad Aqil Muhammad Fasli Muslim Muslim Nashrullah Nashrullah Nashrullah . Nashrullah, Nashrullah Nasrullah Nazimuddin Al Kamil, Muhammad Ni Komang Ita Finanti Ni Putu Devi Handayani Noor Alfulaila Nur Aini Nur Azizah A. Maliada Nur Kamilah Nur Rahma Nur Rahmah Nuraedah Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nurfadilah Nurfadilah Nurgan Tadeko Nurma Yuntika Tolodo Nurul Alifha Nurul Annisa Nurul Fitriah Aras Nurwijayanti Pahriadi Parla, Nurbaya Moh. Amin Patewa, Anna Thasya Patigu, Yuyun Putri Wahyuni Pratama, Ryan Andhika Pusaka, Semerdanta Putri Legiani Purnamaning Putriwanti Putriwanti Raden Mohamad Herdian Bhakti Rahayu, Adelya Putri Rahmat Ramadan Rahmawati, Dyah Rendra Zainal Maliki Reni Atika Riska Faradila Riskita, Nurul Rismawati , Gusti Ayu Made Rizal Rizal, Rizal Ryan Andhika Pratama S. Pontoh, Aprilia Monica Sajma Sajma Salli, Mufida N Salsabila Salsabila Sani, Nurul Kami Santika Sarah Azizah Sarintan Nurcahyati Kaharu Sela Selfia Selpianti, Selpianti Shalehuddin Shalehuddin Shalehuddin Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sisriawan Lapasere Siti Nur aziza Z.E Ma'lum Sri Lestari Sri Reskia Sri Wahyuni Sry Iramaya S. Mangge Suci Safitri, Suci Sunarto Amus Surahman Wilade Syahrir, Fitriani Wijaya, Vindy Arhi Wina Ravina Yosar Ali Yun Ratna Lagandesa Yusdin B M Gagaramusu Yusdin Bin M Gagaramusu Yusdin Gagaramusu Yusdin Mahmudin Gagaramusu Yuyun Lestari, Yuyun ZUMROTIN NISA