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All Journal JIPTEK : Jurnal Ilmiah Pendidikan Teknik dan Kejuruan PENDIDIKAN VOKASI:TEORI DAN PRAKTIK Journal of Education and Learning (EduLearn) JURNAL PENGABDIAN KEPADA MASYARAKAT SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan dan Teknologi JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Jurnal Teknik Mesin Indonesia Jurnal Mekanova : Mekanikal, Inovasi dan Teknologi Jurnal ABDINUS : Jurnal Pengabdian Nusantara Otopro Jurnal Asiimetrik: Jurnal Ilmiah Rekayasa Dan Inovasi Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Mesin Nusantara Rambideun : Jurnal Pengabdian Kepada Masyarakat Vocational : Jurnal Inovasi Pendidikan Kejuruan SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) IJORER : International Journal of Recent Educational Research LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Jurnal Abdimas Bina Bangsa Journal of Vocational and Technical Education (JVTE) Inspirasi: Jurnal Pengabdian dan Pemberdayaan Masyarakat International Journal of Current Educational Research Panggung Kebaikan : Jurnal Pengabdian Sosial EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran International Journal of Research in Education (IJRE) Jurnal Rekayasa Mesin
Heru Arizal
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PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN INTERAKTIF GOOGLE SITES TERHADAP KEMANDIRIAN BELAJAR SISWA TEKNIK KENDARAAN RINGAN Ekosantoso, Febriyanto; Cholik, Muhammad; Soeryanto, Soeryanto; Arizal, Heru
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 10, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v10i2.7615

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya kemandirian belajar siswa dalam menghadapi tantangan pendidikan di era digital. Media pembelajaran interaktif seperti Google Sites diyakini dapat memberikan pengalaman belajar yang fleksibel, menarik, dan mendukung pengembangan kemandirian siswa. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan Google Sites terhadap kemandirian belajar siswa serta membandingkan tingkat kemandirian belajar siswa yang menggunakan media ini dengan yang tidak. Rumusan masalah penelitian adalah: (1) Apakah penggunaan media pembelajaran interaktif Google Sites berpengaruh terhadap kemandirian belajar siswa? (2) Apakah terdapat perbedaan kemandirian belajar siswa antara media pembelajaran interaktif Google Sites dengan tanpa media tersebut? Populasi penelitian terdiri dari 120 siswa Teknik Kendaraan Ringan di SMKN 7 Surabaya. Teknik pengambilan sampel menggunakan cluster random sampling, dengan 33 siswa sebagai kelas kontrol dan 34 siswa sebagai kelas eksperimen. Data dikumpulkan melalui angket dan dokumentasi, kemudian dianalisis menggunakan uji t. Hasil penelitian menunjukkan bahwa penggunaan media pembelajaran interaktif Google Sites berpengaruh signifikan terhadap kemandirian belajar siswa. Siswa di kelas eksperimen memiliki tingkat kemandirian belajar yang lebih tinggi dibandingkan dengan siswa di kelas kontrol. Selain itu, terdapat perbedaan yang signifikan antara kemandirian belajar siswa yang menggunakan Google Sites dan yang tidak. Penelitian ini memberikan manfaat praktis dengan menunjukkan efektivitas Google Sites dalam meningkatkan kemandirian belajar siswa. Hasil ini dapat menjadi referensi bagi pendidik dalam mengintegrasikan teknologi ke dalam pembelajaran untuk mendukung pembelajaran mandiri.
PEMETAAN KESENJANGAN KOMPETENSI SISWA SMK BERDASARKAN HASIL PRAKTIK KERJA LAPANGAN 2022–2025 Budiyanto Budiyanto; Tri Wrahatnolo; Heru Arizal; Yessy Yessy
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.12025

Abstract

The Open Unemployment Rate among Vocational High School (SMK) graduates remains the highest among all educational levels, indicating a persistent gap between graduates’ competencies and labor market demands. Industrial Work Practice (Praktik Kerja Lapangan/PKL) serves as a key vocational education strategy to strengthen the linkage between schools and industry; however, PKL outcomes have rarely been utilized as a basis for mapping students’ competencies. This study aimed to map students’ competency achievement and competency gaps based on PKL outcomes at SMKN 1 Tambelangan during the 2022–2025 period. A descriptive quantitative approach with a comparative design was employed. The study involved 315 students selected using a total sampling technique. Data were collected from students’ PKL scores and the Minimum Mastery Criteria (MMC) and analyzed using descriptive statistics and analysis of variance (ANOVA). The findings revealed that all students achieved scores above the MMC, indicating generally good competency attainment. Significant differences in competency achievement were identified across specialization areas and PKL implementation years. The Accounting specialization demonstrated the highest competency achievement, while Motorcycle Engineering showed the lowest. These findings suggest that both specialization characteristics and PKL implementation contribute to variations in students’ competencies. The results provide empirical evidence for schools to evaluate and strengthen PKL programs in order to enhance students’ work readiness more equitably. ABSTRAK Tingkat Pengangguran Terbuka lulusan Sekolah Menengah Kejuruan (SMK) yang masih tinggi menunjukkan adanya kesenjangan antara kompetensi lulusan dan kebutuhan dunia kerja. Praktik Kerja Lapangan (PKL) menjadi salah satu strategi pendidikan vokasi untuk memperkuat keterkaitan antara sekolah dan industri, namun hasil PKL masih jarang dimanfaatkan sebagai dasar pemetaan kompetensi siswa. Penelitian ini bertujuan memetakan capaian dan kesenjangan kompetensi siswa SMKN 1 Tambelangan berdasarkan hasil PKL periode 2022–2025. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan desain komparatif. Sampel penelitian terdiri atas 315 siswa yang dipilih menggunakan teknik total sampling. Data diperoleh dari nilai PKL dan Kriteria Ketuntasan Minimal (KKM), kemudian dianalisis menggunakan statistik deskriptif dan uji ANOVA. Hasil penelitian menunjukkan bahwa seluruh siswa mencapai nilai di atas KKM dengan rata-rata nilai PKL yang berada pada kategori baik. Terdapat perbedaan signifikan capaian kompetensi berdasarkan konsentrasi keahlian maupun tahun pelaksanaan PKL. Konsentrasi Akuntansi menunjukkan capaian kompetensi tertinggi, sedangkan Teknik Sepeda Motor memiliki capaian terendah. Temuan ini mengindikasikan bahwa karakteristik konsentrasi keahlian dan pelaksanaan PKL berkontribusi terhadap variasi kompetensi siswa. Hasil penelitian dapat menjadi dasar bagi sekolah dalam melakukan evaluasi dan penguatan program PKL untuk meningkatkan kesiapan kerja siswa secara lebih merata.
Theoretical Foundations of Work-Based Learning in Vocational Education: A Narrative Literature Review (2021–2025) Budiyanto Budiyanto; Tri Wrahatnolo; Heru Arizal; Achmad Imam Agung
JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Vol 19, No 2 (2026): July
Publisher : Faculty of Teacher Training and Education Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jiptek.v19i2.121451

Abstract

Studies on Work-Based Learning (WBL) in vocational education published during 2021–2025 demonstrate rapid growth, reflecting the increasing demand for graduates equipped with technical competence, adaptability, and employability skills. However, WBL implementation remains largely focused on workplace practice, while reflective learning, authentic assessment, digital technology integration, and supportive policy frameworks have yet to be systematically embedded. This study aims to identify, map, and analyze the theoretical foundations of Work-Based Learning in vocational education through a Narrative Literature Review. The review examined 14 journal articles published between 2021 and 2025 and retrieved from the Scopus and Google Scholar databases using structured inclusion and exclusion criteria. The synthesis identified five major themes: competency and employability development, supervision and assessment, education–industry collaboration, technology and gamification integration, and discipline-specific pedagogy. The findings indicate that WBL has expanded considerably; however, its implementation is constrained by fragmented instructional design, limited authentic assessment, and insufficient policy support for sustainable education–industry collaboration. WBL effectiveness depends on authentic workplace experiences, reflective learning, effective supervision, authentic assessment, and strong industry partnerships. These findings provide both a conceptual foundation and practical implications for vocational education policymakers to strengthen WBL implementation standards, enhance industry collaboration, and accelerate digital technology integration into vocational curricula.
Developing an Integrated Tax Administration Module Based on Latest Regulations to Improve Accounting and Finance Vocational High School Students' Understanding Danik Indriastuti Surya Ningrum; Tri Rijanto; Ulil Hartono; Yessy Yessy; Heru Arizal
JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Vol 19, No 2 (2026): July
Publisher : Faculty of Teacher Training and Education Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jiptek.v19i2.120723

Abstract

Tax regulations in Indonesia have experienced dynamic developments since the enactment of the Law on Harmonization of Tax Regulations (UU HPP). This condition necessitates the availability of up-to-date teaching materials in Vocational High Schools (SMK) for the Accounting and Institutional Finance Skill Program. This study aims to develop a Tax Administration learning module integrated with the latest regulations and to analyze its feasibility, practicality, and effectiveness in improving student understanding. The Research and Development (R&D) method utilizing the ADDIE model was applied to 32 eleventh-grade students at a Vocational High School in Pasuruan, East Java. Data were collected through expert validation sheets, response questionnaires, and learning outcomes tests. The results showed that the module was highly feasible (material expert 80%, media expert 82%) and highly practical (85%). The effectiveness test using N-Gain obtained a score of 0.4 (medium category), indicating an improvement in student understanding. Therefore, the Tax Administration learning module integrated with the latest tax regulations is considered feasible, practical, and effective as a learning resource for improving vocational high school students' understanding of taxation.
INTEGRASI TEORI BELAJAR DALAM PEMBELAJARAN KEJURUAN DI ERA DIGITAL: KAJIAN LITERATUR SISTEMATIS Octo Ayomy; Ekohariadi Ekohariadi; Rina Harimurti; Heru Arizal; Achmad Imam Agung
SECONDARY: Jurnal Inovasi Pendidikan Menengah 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/secondary.v6i3.13648

Abstract

The development of digital technology, workforce transformation, and the implementation of the Merdeka Curriculum have encouraged the need for vocational learning approaches that produce adaptive, competent, and future-ready graduates. This study aimed to identify the dominant learning theories applied in vocational education at vocational high schools, analyze their implementation in learning practices, and examine their implications for students' competency development. A Systematic Literature Review (SLR) was conducted on ten articles published between 2021 and 2025 that met the inclusion criteria. The findings revealed that constructivism was the most dominant learning theory and was implemented through Project-Based Learning, Problem-Based Learning, Flipped Classroom, and technology-enhanced learning. Experiential Learning, Information Processing Theory, Cognitive Load Theory, and Heutagogy also contributed to contemporary vocational learning. The novelty of this study lies in the Vocational Learning Theory Integration Framework (VLTIF), which integrates the functional roles of the five theories in supporting work readiness and lifelong learning. The findings indicate that vocational education requires an integrative, adaptive, and industry-relevant learning approach to address the challenges of the Society 5.0 era. ABSTRAK Perkembangan teknologi digital, transformasi dunia kerja, dan implementasi Kurikulum Merdeka mendorong perlunya pengembangan pembelajaran vokasi yang mampu menghasilkan lulusan adaptif, kompeten, dan siap menghadapi perubahan. Penelitian ini bertujuan mengidentifikasi teori belajar yang dominan digunakan dalam pendidikan vokasi tingkat Sekolah Menengah Kejuruan (SMK), menganalisis implementasinya dalam proses pembelajaran, serta mengkaji implikasinya terhadap pengembangan kompetensi peserta didik. Penelitian menggunakan metode Kajian Literatur Sistematis (Systematic Literature Review/SLR) terhadap sepuluh artikel yang dipublikasikan pada periode 2021–2025 dan memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa konstruktivisme merupakan teori belajar yang paling dominan dan diimplementasikan melalui Project-Based Learning, Problem-Based Learning, Flipped Classroom, serta pembelajaran berbasis teknologi digital. Experiential Learning, Information Processing Theory, Cognitive Load Theory, dan Heutagogy juga berkontribusi dalam mendukung pembelajaran vokasi modern. Kebaruan penelitian terletak pada perumusan Vocational Learning Theory Integration Framework (VLTIF) yang mengintegrasikan fungsi kelima teori dalam mendukung kesiapan kerja dan pembelajaran sepanjang hayat. Temuan ini menunjukkan bahwa pendidikan vokasi memerlukan pendekatan pembelajaran yang integratif, adaptif, dan relevan dengan kebutuhan industri pada era Society 5.0.
Integration of project-based learning, STEM, and digital modules in vocational education: Systematic literature review Roni Roni; Warju; Heru Arizal; Achmad Imam Agung
Jurnal Dinamika Vokasional Teknik Mesin Vol. 11 No. 2 (2026)
Publisher : Department of Mechanical Engineering Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/dinamika.v11i2.99611

Abstract

This article aims to synthesise the trends, design characteristics, effectiveness, and challenges of integrating Project-Based Learning (PjBL), Science, Technology, Engineering, and Mathematics (STEM/STEAM) approaches, and e-modules in vocational education. This Systematic Literature Review (SLR) was conducted based on the PRISMA 2020 guidelines. The literature search retrieved 189 records from six databases: Google Scholar, Portal Garuda, DOAJ, ScienceDirect, ERIC, and Scopus. The inclusion criteria focused on empirical and R&D studies published between 2020-2025 that applied PjBL, STEM, and digital modules within vocational and applied engineering contexts. After the screening and eligibility processes, 21 key articles were included for thematic synthesis. The findings indicate that the integration of PjBL-STEM e-modules contributes to (1) enhancing cognitive skills, including problem-solving, mathematical, and visual literacy; (2) supporting psychomotor readiness through pre-workshop digital simulations; (3) fostering scientific communication, collaboration, and self-efficacy; and (4) contextualising learning through Ethno-STEM and socio-scientific issues. However, implementation faces significant challenges, particularly regarding teachers' TPACK readiness, the quality of e-module UI/UX design, and digital infrastructure stability. This study recommends strengthening inclusive digital learning ecosystems and project-based teacher training in vocational schools.
SUPERVISI AKADEMIK REFLEKTIF UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN GURU SMK KATOLIK St. LOUIS SURABAYA Georgius Adi Poerwantoro; Soeryanto Soeryanto; Ratna Suhartini; Heru Arizal; Ika Fitri Ulfindrayani; Yessy Yessy
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13236

Abstract

Learning quality is a key indicator of successful educational provision, and the principal plays a strategic role in improving it through academic supervision and professional mentoring for teachers. This study aims to analyze the effectiveness of principal mentoring based on reflective academic supervision in improving the quality of teaching at SMK Katolik St. Louis Surabaya. This study employed a School Action Research (SAR) approach using the Kemmis and McTaggart model, conducted in two cycles during the 2025/2026 academic year. The research subjects were determined through total sampling (census), comprising all 36 teachers with complete Teaching and Learning Activity (KBM) Response data across the three measurement points, rated by 668 students. Data were collected using a KBM Response questionnaire measuring four teaching skills: opening the lesson, explaining the material, communicating with students, and closing the lesson, on a score range of 0 – 100. The instrument was developed by the researchers, validated by five experts (Aiken’s V = 0.80 – 0.92), and was found to be reliable (Cronbach’s alpha = 0.89). Data were analyzed using a descriptive quantitative method to compare achievement across cycles. Mean learning quality was 79.99 in the initial condition, 80.09 in Cycle I, and 84.08 in Cycle II. The largest gain occurred in the skill of explaining the material, which had the lowest baseline score, whereas communication with students, already high from the outset, improved only marginally, indicating a ceiling effect. These findings indicate that reflective academic supervision integrating deep-learning workshops, individual feedback, and professional reflection is a relevant strategy for the continuous professional development of vocational teachers. ABSTRAK Kualitas pembelajaran merupakan indikator utama keberhasilan penyelenggaraan pendidikan, dan kepala sekolah memiliki peran strategis dalam meningkatkan kualitas pembelajaran melalui supervisi akademik serta pendampingan profesional bagi guru. Penelitian ini bertujuan untuk menganalisis efektivitas pendampingan kepala sekolah berbasis supervisi akademik reflektif dalam meningkatkan kualitas pembelajaran guru di SMK Katolik St. Louis Surabaya. Penelitian ini menggunakan pendekatan Penelitian Tindakan Sekolah (PTS) dengan model Kemmis dan McTaggart, yang dilaksanakan dalam dua siklus selama tahun pelajaran 2025/2026. Subjek penelitian ditentukan menggunakan teknik total sampling (sensus), yaitu seluruh guru yang memiliki data Respons Kegiatan Belajar Mengajar (KBM) lengkap pada titik pengukuran dengan penilai sebanyak 668 murid. Data dikumpulkan menggunakan instrumen Respons Kegiatan Belajar Mengajar (KBM) yang mengukur keterampilan membuka pelajaran, menjelaskan materi, berkomunikasi dengan siswa, serta menutup pelajaran. Analisis data dilakukan secara deskriptif kuantitatif dengan membandingkan capaian setiap siklus. Hasil analisis menggunakan skor dengan rentang 0 – 100 menunjukkan bahwa kualitas pembelajaran meningkat dari 79,99 pada kondisi awal menjadi 80,09 pada siklus I dan 84,08 pada siklus II. Penelitian menunjukkan bahwa pendampingan kepala sekolah melalui kegiatan workshop pembelajaran mendalam, supervisi akademik, umpan balik individual dan refleksi profesional terbukti mampu meningkatkan kualitas pembelajaran secara nyata. Peningkatan yang paling menonjol terjadi pada aspek penggunaan metode pembelajaran, komunikasi guru dengan siswa, dan pengelolaan pembelajaran yang berpusat pada murid. Temuan ini menunjukkan bahwa supervisi akademik reflektif efektif sebagai strategi pengembangan profesional yang berkelanjutan bagi guru SMK Katolik St. Louis.
PENGELOMPOKAN PROFIL KEMAMPUAN SISWA SMK BERDASARKAN HASIL TKA 2025 Retno Kusumawati; Heru Arizal; Lucky Rachmawati; Aris Wisnu Wardana
VOCATIONAL: Jurnal Inovasi Pendidikan Kejuruan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/vocational.v6i4.16132

Abstract

Academic Competency Test (TKA) results encompass multiple dimensions of student ability that need to be analyzed simultaneously to provide a more comprehensive picture of academic achievement. Reliance solely on a single aggregate mean score may obscure differences in students’ strengths and weaknesses across competency domains. This study aimed to classify the ability profiles of vocational high school students based on the 2025 Academic Competency Test (TKA) results. The study employed an exploratory quantitative approach using the official collective test results of SMKN Palang. All 98 test participants were included through total sampling. The clustering variables were Indonesian, Mathematics, English, and Creative Projects and Entrepreneurship scores. The data were standardized into z-scores and analyzed using the K-Means algorithm. The number of clusters was determined by comparing the silhouette coefficient, inertia, Davies-Bouldin Index, and cluster-size balance for k = 2 to k = 6. The results indicated that a three-cluster solution was the most appropriate, with the highest silhouette coefficient of 0.296. The first cluster included 46 students (46.94%) with relatively strong and balanced achievement. The second cluster included 35 students (35.71%) who required general academic and entrepreneurship subject support. The third cluster included 17 students (17.35%) with a marked gap in English achievement. Two principal components explained 68.79% of the total variance and produced a visual pattern consistent with the K-Means solution. The findings show that student competency profiles were not homogeneous. Schools should provide targeted enrichment, integrated literacy-numeracy support, and contextual English assistance. The clusters are exploratory profiles and should not be treated as permanent student labels.
HUBUNGAN SELF-REGULATED LEARNING DAN SELF-DIRECTED LEARNING DENGAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN DASAR-DASAR TEKNIK OTOMOTIF KELAS X DI SMKN 7 SURABAYA Muhammad Candra Alif Saputra; Heru Arizal
Journal of Vocational and Technical Education (JVTE) Vol. 8 No. 2 (2026): September
Publisher : Fakultas Teknik Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jvte.v8n2.p73-81

Abstract

Tujuan penelitian ini adalah untuk mengetahui hubungan antara hasil belajar siswa kelas X Dasar-Dasar Teknik Otomotif di SMKN 7 Surabaya dengan self-regulated learning dan self-directed learning secara simultan. Penelitian ini menggunakan desain korelasional dengan pendekatan kuantitatif. Sampel penelitian sebanyak 73 siswa dari kelas X TKR-2 dan X TKR-3, dengan teknik pengambilan sampel menggunakan sampel jenuh, yaitu mencakup seluruh populasi. Hasil belajar siswa diukur melalui ujian pilihan ganda, sedangkan tingkat self-regulated learning dan self-directed learning dievaluasi menggunakan skala. Validitas instrumen diuji dengan Aiken V, dan analisis data dilakukan dengan metode korelasi Product Moment. Hasil penelitian menunjukkan dengan nilai signifikansi 0,007 < 0,05 dan korelasi Pearson sebesar 0,312, maka terdapat hubungan yang signifikan antara hasil belajar siswa dengan self-regulated learning. Selain itu, dengan nilai signifikansi 0,001 < 0,05 dan korelasi Pearson sebesar 0,393, ditemukan hubungan positif yang signifikan antara hasil belajar siswa dengan pembelajaran mandiri. Penelitian ini juga menunjukkan adanya hubungan yang substansial dan positif antara hasil belajar siswa dengan kedua jenis pembelajaran tersebut, dengan korelasi Pearson (R) sebesar 0,404 dan Sig. F Change 0,002 < 0,05. Hasil ini menunjukkan adanya hubungan yang signifikan dan serempak antara hasil belajar siswa dengan penerapan pembelajaran mandiri dan pembelajaran mandiri.
Co-Authors Abdillah, Moh Bima Fahrosyid Rizki Achmad Imam Agung Achmad Imam Agung Aditya Pramono Agus Wiyono Ahmad Ajib Ridlwan Albrian Fiky Prakoso Ali Hasbi Ramadani Ali Hasbi Ramadhani Angelly, Ryke Anshari, Bima Arif, Muamar Zainur Aris Ansori Aris Wisnu Wardana Bellina Yunitasari Bima Anggana Widhiarta Putra Budiyanto Budiyanto Cholik, Muhammad Danik Indriastuti Surya Ningrum Deby Febriyan Eprilianto Deby Febriyan Eprilianto Deny Arifiana Dewanto Dewanto DITA PERWITASARI Djoko Suwito Dwi Anggorowati R Ekohariadi Ekosantoso, Febriyanto Ferly Isnomo Abdi Firman Yasa Utama Fitkirana, Edwin Galih Wahyu Pradana GALIH WAHYU PRADANA Georgius Adi Poerwantoro H, Mohammad Hermy Handini Novita Sari HASAN DANI Heni Purwa Pamungkas Hidayatullah, Rachmad Syarifudin Husni Mubarok I Made Arsana I Made Arsana I Made Arsana Ika Fitri Ulfindrayani Ika Nurjannah Ika Nurjannah, Ika Irfan Ramis Lilik Anifah Lisa Amelia Sari LUCKY RACHMAWATI Lutfiyah Hidayati Mahadhika, Vita Marniati Marniati Megawati, Suci Mochamad Cholik Mochamad Cholik Mochammad Hildad Ajiban Mohammad Hermy H Muamar Zainul Arif Muamar Zainur Arif Muhamad Arif Mahdiannur Muhammad Candra Alif Saputra Ningsih, Tri Hartutuk Nugroho, Yuli Sutoto Nur Aini Susanti Nur Aini Susanti Octo Ayomy Peppy Mayasari, Peppy Prayogo, Aji Catur Putra, Bima Anggana Widhiarta R, Dwi Anggorowati Rachmad Syarifudin Hidayatullah Rachmadhani, Azzahroh rahayu, imami Rahayu, Imami Arum Tri Ramadhani, Ali Hasbi Ramadhani, Muhammad Fikri Haikal Ratna Suhartini Retno Kusumawati Revi Safitri Rina Harimurti Roni Roni Safitri, Revi Saiful Anwar Saiful Anwar Saputra, Catur Surya Saputra, Yudi Kurniawan Sari, Handini Novita Sari, Lisa Amelia Setiawan, Intoyo Budi Sisca Aprilliana SOERYANTO Soeryanto Soeryanto Soeryanto Soeryanto Soeryanto Suci Megawati Suparji Suparji Theodorus Wiyanto Wibowo Theodorus Wiyanto Wibowo Tri Hartutuk Ningsih Tri Rijanto Tri Wrahatnolo Ulil Hartono Unggul Wasiwitono Vita Mahadhika Wahyu Dwi Kurniawan Wahyu Dwi Kurniawan Wahyu Dwi Mulyono WARJU Yessy Yessy Yuli Sutoto Nugroho Yunitasari, Bellina YUNUS Yunus Yunus Yunus YUYUN EKA KARTIKA SARI