Article Per Year (5 Year)
p-Index From 2020 - 2025
4.589
P-Index
This Author published in this journals
All Journal Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan Kimia JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Jambura Journal of Educational Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Riset Pendidikan Kimia (JRPK) Molluca Journal of Chemistry Education (MJoCE) Jurnal Pengabdian UNDIKMA ABDIKARYA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Riset dan Inovasi Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA JOMPA ABDI: Jurnal Pengabdian Masyarakat Jurnal Pengabdian West Science SJEE (Scientific Journals of Economic Education) Jurnal Pendidikan MIPA JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Diah Kartika Sari
Program Studi Pendidikan Kimia FKIP Universitas Sriwijaya
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Veterinary Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Development of Team-Based Project Biochemistry Practicum Manual to Create Practicum Product Diah Kartika Sari; Made Sukaryawan; Rodi Edi; Eka Ad'hiya; Sanjaya; Andi Suherman; Dea Dwi Andini; Yara Dwinadia
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9460

Abstract

Team-based learning is learning that is imposed on students to improve students' critical thinking, problem solving, solution finding, and communication skills. This learning is also useful for lecturers as teaching staff to improve higher abilities and skills. Researchers will combine practicum instructions with a team-based learning model. Team-based project practicum instructions will be able to make students together do practicum utilizing the surrounding environment to produce practicum products. This research is a research development with ADDIE development model and Tessmer formative evaluation. The research stages consist of self evaluation, expert reviews, one to one, small group. The innovation and originality of this research is the valid and practical team-based project practicum instructions used in Biochemistry practicum lectures. The results of the research were tested and used in Biochemistry team-based project practicum lectures. The results of laboratory development validation show the Aiken coefficient of 0.86 for material experts and 0.90 for design experts. The results of the implementation show the practicality of 96.45%. It can be concluded that the biochemistry lab instructions on team based project developed in the Biochemistry practicum is valid and practical.
Development of Green Chemistry Physics Practical Worksheet Based on Case Method in Chemistry Education Study Program Sanjaya; Andi Suharman; M. Hadeli; Made Sukaryawan; Diah Kartika Sari; Eka Ad'hiya; Dinda Safitri; Siska Silaen
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9461

Abstract

This development research aims to develop LKM green chemistry physics chemistry practical worksheet based on case method as supplementary teaching materials for students of the Chemical Education study program at Sriwijaya University using the 4STMD (Four Step Teaching Materials Development) method. The steps of the 4STMD method, namely the first stage is the selection stage, carried out by analyzing needs, curriculum and analyzing the material by looking for references in various sources. The second stage, namely the structuring stage, is carried out by adding or subtracting material and compiling the material. The third stage is the characterization stage, carried out by developing the results of material analysis. The fourth stage is the didactic reduction stage, but the researcher did not carry out the didactic reduction stage. Data collection techniques used in the form of interviews, pre-research questionnaires and validation questionnaires. In the material validation test, the validity of teaching materials was obtained based on the Aiken coefficient of 0.75 which was categorized as high. Based on these results, it shows that the development of LKM Green Chemistry Physics Chemistry Practical Worksheet Based on Case Method has met the valid criteria.
An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Abstract

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.
Pengunaan LKPD Berbasis Digital untuk Meningkatkan Hasil Belajar IPAS Siswa SD Sari, Diah Kartika; Hartono, Hartono; Effendi, Effendi; Ad'hiya, Eka; Sari, Rika Puspita
Jurnal Riset dan Inovasi Pembelajaran Vol. 5 No. 1 (2025): Januari-April 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v5i1.2399

Abstract

Guru yang profesional adalah guru yang senantiasa meningkatkan kompetensinya secara terus-menerus, selalu kreatif, inovatif, serta menganalisis kelebihan dan kekurangan yang telah dilakukan dalam proses belajar mengajar yaitu melalui Penelitian Tindakan Kelas (PTK). Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar IPAS siswa SD Negeri 24 Palembang dengan pembelajaran mennggunakan LKPD berbasis digital. Penelitian ini merupakan penelitian tindakan kelas (PTK). Subyek pada penelitian ini adalah siswa kelas V Sekolah Dasar Negeri 24 Palembang. Keberhasilan dalam penelitian ini apabila hasil belajar peserta didik dalam suatu kelas mencapai ketuntasan klasikal ≥ 75% dari jumlah keseluruhan peserta didik dalam kelas dan dengan mencapai KKM dengan nilai ≥75. Berdasarkan hasil dan pembahasan terlihat bahwa terdapat peningkatan persentase siswa yang tuntas (KKM≥75) dari mulai prasiklus (43%), siklus 1 (71%), dan siklus 2 (89%). Penelitian ini telah memenuhi indikator keberhasilan karena sebanyak 89% (≥75%) siswa tuntas. Dengan demikian dapat disimpulkan bahwa penggunakan Lembar Kerja Peserta Didik (LKPD) berbasis digital dapat meningkatkan hasil belajar siswa kelas V SDN 24 Palembang pada mata pelajaran IPAS.
Study of Critical Thinking Skills for Junior High School Students In the Era Industial Revolution 4.0 Azmi, Zahara Lutfiya; Marlina, Leni; Fathurohman, Apit; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Sari, Diah Kartika; Gustiningsih, Tria; Rawani, Dewi; Lisnani, Lisnani; Sari, Arika; Septimiranti, Delia
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 6 No. 1 (2022): May Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v6i1.1255

Abstract

The background of the research is that skills are needed in accordance with the era of the industrial revolution 4.0, especially in the 21st century, namely critical thinking skills. For this reason, research is needed to determine the description of critical thinking skills. This research is a preliminary study that aims to describe the ability of critical thinking skills in learning science physics. Descriptive research method using google form. The research subjects were 33 students of SMP Negeri 59 Palembang. The results obtained are 25% of students are able to focus questions, 30% analyze questions, 32% consider reliable sources or not, 17% observe, consider observation reports, 39% do and consider deduction results, 38% do and consider induction results, 42% make and determine the value of judgment, 25% define, consider definitions, 21% identify assumptions, 44% determine actions, and 54% interact with others. The description of the critical thinking skills of junior high school students in the 4.0 industrial revolution era Physics science material is still in the low category, judging by the percentage of student responses. Suggestions for further research on efforts that can overcome the low critical thinking skills of junior high school students on Physics Science material.
Effectiveness of Chemistry Textbooks with Problem Based Learning to Improve Students’ Learning Outcomes in Main Group Elements Muhammad Hadeli; Sanjaya Sanjaya; Abdul Rachman Ibrahim; Andi Suharman; Eka Ad'hiya; Diah Kartika Sari
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

This study aims to determine the effectiveness of the main group elemental chemistry textbooks based on problem based learning in improving student learning outcomes. The design of this study was a quasi-experiment with one group pretest-posttest design. The participants in this study were sixth year chemistry education students at Universitas Sriwijaya for the 2021/2022 academic year. Test instruments was implied in this research and analyzed using statistics with N-gain data. The results showed that problem-based learning teaching materials for chemistry education students were categorized as very effective with a high level of N-gainKeywords: chemistry textbooks, problem-based learning, chemistry learning outcomes.DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1376-1381
PBL DENGAN DIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR KIMIA DI KELAS XI SMA Adriana, Orin; Sari, Diah Kartika; Martusyilia, Revy
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i2.5721

Abstract

This study aims to improve students' learning outcomes on the topic of salt hydrolysis through the implementation of the Problem Based Learning (PBL) model with a differentiated instruction approach. The focus of the study is to accommodate students' varying levels of learning readiness through process and content differentiation, designed based on initial assessment results. This classroom action research was conducted in two cycles in class XI.4 of SMAN 1 Palembang, involving 39 students during the 2024/2025 academic year. Each cycle consisted of four stages: planning, action implementation, observation, and reflection, following the Kemmis & McTaggart model. The instruments used included student worksheets (LKPD) as formative assessments and summative tests to evaluate learning outcomes. The results show that the application of PBL with a differentiated approach successfully enhanced students’ academic performance. In the pre-cycle stage, five students had not yet achieved the minimum mastery criteria (KKM). After implementing process differentiation in cycle I, student mastery improved significantly, although one student remained below the threshold. Subsequently, content differentiation was applied in cycle II, resulting in all students achieving mastery. The average score increased from 92.46 in cycle I to 96.75 in cycle II. Thus, a differentiated approach based on initial assessments proved effective in enhancing students’ learning outcomes more equitably and optimally. ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada materi hidrolisis garam melalui penerapan model Problem Based Learning (PBL) dengan pendekatan diferensiasi. Fokus penelitian ini adalah mengakomodasi perbedaan kesiapan belajar peserta didik melalui diferensiasi proses dan konten, yang dirancang berdasarkan hasil asesmen awal. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus di kelas XI.4 SMAN 1 Palembang dengan jumlah peserta didik sebanyak 39 orang pada tahun ajaran 2024/2025. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan tindakan, observasi, dan refleksi, mengacu pada model Kemmis & McTaggart. Instrumen yang digunakan mencakup Lembar Kerja Peserta Didik (LKPD) sebagai asesmen formatif dan tes sumatif untuk mengukur capaian hasil belajar. Hasil penelitian menunjukkan bahwa penerapan PBL dengan pendekatan diferensiasi mampu meningkatkan hasil belajar peserta didik. Pada tahap prasiklus, sebanyak 5 peserta didik belum mencapai ketuntasan belajar sesuai KKM. Setelah diterapkan diferensiasi proses pada siklus I, ketuntasan belajar meningkat secara signifikan, meskipun masih terdapat satu peserta didik yang belum tuntas. Kemudian, setelah diterapkan diferensiasi konten pada siklus II, seluruh peserta didik mencapai ketuntasan belajar. Rata-rata nilai meningkat dari 92,46 pada siklus I menjadi 96,75 pada siklus II. Dengan demikian, pendekatan diferensiasi yang dirancang berdasarkan hasil asesmen awal terbukti efektif dalam meningkatkan pencapaian hasil belajar secara merata dan optimal.
IMPLEMENTASI MODEL PBL DAN DIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR KELAS X.I SMAN 1 PALEMBANG Kartika, Dian Larasati; Sari, Diah Kartika; Martusyilia, Revy
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i3.5623

Abstract

This study aims to improve students' learning outcomes in chemistry subjects through the implementation of the Problem Based Learning (PBL) model with a differentiated learning approach. This study focuses on accommodating differences in students' learning readiness with differentiation of content and process. This study is a Classroom Action Research (CAR) consisting of two cycles with 4 stages, namely planning, action, observation, and reflection in class X.1 SMAN 1 Palembang with 36 students. The research instruments are LKPD as a formative assessment and summative assessment tests as learning outcome achievements. The results of the study indicate that the implementation of the Problem Based Learning (PBL) model with a differentiated learning approach is able to improve learning outcomes. The results of the study show that the average student score from cycle I increased from 76% to 83% in cycle II. In addition, the classical completeness rate of 86% from cycle I increased to 100% in cycle II. Therefore, the differentiation approach compiled based on the results of the cognitive diagnostic assessment has been proven to be able to improve student learning outcomes evenly and maximally. ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran kimia melalui implementasi model Problem Based Learning (PBL) dengan pendekatan pembelajaran berdiferensiasi. Penelitian ini mempunyai fokus untuk mengakomodasi perbedaan kesiapan belajar peserta didik dengan diferensiasi konten dan proses. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus dengan 4 tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi di kelas X.1 SMAN 1 Palembang dengan jumlah siswa 36 orang. Instrumen penelitian ini adalah LKPD sebagai asesmen formatif dan tes asesmen sumatif sebagai capaian hasil belajar. Hasil penelitian menunjukkan bahwa implementasi model Problem Based Learning (PBL) dengan pendekatan pembelajaran berdiferensiasi mampu meningkatkan hasil belajar. Hasil penelitian menunjukkan bahwa rata-rata nilai peserta didik dari siklus I dari 76% menjadi 83% pada siklus II. Selain itu tingkat ketuntasan klasikal sebesar 86% dari siklus I naik menjadi 100% pada siklus II.  Oleh karena itu, pendekatan diferensiasi yang disusun berdasarkan hasil asesmen diagnostik kognitif terbukti mampu meningkatkan hasil belajar peserta didik secara merata dan maksimal.
PENERAPAN MODEL PROBLEM-BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATERI KELARUTAN DAN HASIL KALI KELARUTAN PADA PESERTA DIDIK KELAS XI.4 SMAN 1 PALEMBANG A, Cici Meiliza; Sari, Diah Kartika; Martusyilia, Revy
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i3.5624

Abstract

Problem-Based Learning is a student-centered learning model that engages students with various real-world problems and asks them to solve these problems. This research aims to improve student learning outcomes through the application of the Problem-Based Learning model in Chemistry, specifically on the topic of Solubility and Solubility Product, for class XI.4 at SMA Negeri 1 Palembang. The research was divided into two cycles: Cycle I was conducted on April 28 and May 2, 2025, and Cycle II was conducted on May 5 and May 9, 2025. The method used in this research is classroom action research, adapting the Kemmis and McTaggart (1988) research model, which consists of 1) Planning, 2) Acting, 3) Observing, and 4) Reflecting. The research results show the effectiveness of applying the Problem-Based Learning model in Chemistry for the topic of Solubility and Solubility Product, evidenced by a significant increase in learning outcomes. In the pre-cycle phase, the percentage of classical learning completeness (KBK) only reached 51.28%. After interventions in Cycle I, there was an increase to 74.36%, although this had not yet met the minimum completeness standard of 75%. Subsequently, through improvements in Cycle II, the KBK percentage maximally increased to 100%. ABSTRAKProblem-Based Learning merupakan model pembelajaran yang berpusat pada peserta didik yakni melibatkan peserta didik dengan berbagai masalah nyata dan meminta mereka untuk memecahkan masalah tersebut. Penelitian ini bertujuan untuk meningkatakan hasil belajar peserta didik melalui penerapan model pembelajaran Problem-Based Learning pada mata pelajaran Kimia materi Kelarutan dan Hasil Kali Kelarutan di kelas XI.4 SMA Negeri 1 Palembang. Penelitian dibagi menjadi dua siklus: Siklus I dilaksanakan pada tanggal 28 April dan 2 Mei 2025, Siklus II dilaksankan pada tanggal 5 dan 9 Mei 2025. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang mengadaptasi model penelitian Kemmis dan Mc Taggart yang terdiri dari 1). Perencanaan, 2). Tindakan, 3). Observasi dan 4). Refleksi. Hasil penelitian menunjukkan efektivitas penerapan model pembelajaran Problem-based Learning pada mata pelajaran Kimia materi Kelarutan dan Hasil Kali Kelarutan terlihat dari peningkatan hasil belajar yang signifikan. Pada fase pra-siklus, persentase ketuntasan belajar klasikal (KBK) hanya mencapai 51,28%. Setelah dilakukan tindakan pada siklus I, terjadi peningkatan menjadi 74,36%, meskipun belum mencapai standar ketuntasan minimal sebesar 75%. Selanjutnya, melalui perbaikan pada siklus II, persentase KBK meningkat secara maksimal hingga mencapai 100%.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DENGAN MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR SISWA Rizka, Rizka Salsabilah Putri; Sari, Diah Kartika; Martusyilia, Revy
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i3.5625

Abstract

Low student learning outcomes are often caused by conventional teaching methods that fail to accommodate the diversity of individual needs in the classroom. This background is what prompted the research that focused on examining the effectiveness of the implementation of differentiated learning integrated with the Problem-Based Learning (PBL) model in improving learning outcomes in acid-base material. Using the Classroom Action Research (CAR) method implemented in two cycles, this study involved 38 students of grade XI.3 at SMA Negeri 1 Palembang in the even semester of 2024/2025. Each cycle included the stages of planning, action, observation, and reflection, with data collection through tests and observations to measure improvements in learning outcomes. The research findings showed a significant and sustainable improvement in learning outcomes. The percentage of student learning completion increased progressively from only 26.32% in the pre-cycle stage, to 52.63% in Cycle I, and reached 84.21% at the end of Cycle II. Thus, it can be concluded that the strategic combination of differentiated learning and the PBL model has proven effective in creating a more inclusive, active learning environment and is able to significantly improve student learning outcomes. ABSTRAKRendahnya hasil belajar siswa seringkali disebabkan oleh metode pengajaran konvensional yang gagal mengakomodasi keberagaman kebutuhan individu di dalam kelas. Latar belakang inilah yang mendorong dilakukannya penelitian yang berfokus untuk mengkaji efektivitas penerapan pembelajaran berdiferensiasi yang diintegrasikan dengan model Problem-Based Learning (PBL) dalam meningkatkan hasil belajar pada materi asam-basa. Menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, penelitian ini melibatkan 38 siswa kelas XI.3 di SMA Negeri 1 Palembang pada semester genap 2024/2025. Setiap siklus mencakup tahapan perencanaan, tindakan, observasi, dan refleksi, dengan pengumpulan data melalui tes dan observasi untuk mengukur peningkatan hasil belajar. Temuan penelitian menunjukkan adanya peningkatan hasil belajar yang signifikan dan berkelanjutan. Persentase ketuntasan belajar siswa meningkat secara progresif dari hanya 26,32% pada tahap pra-siklus, menjadi 52,63% pada Siklus I, dan mencapai 84,21% pada akhir Siklus II. Dengan demikian, dapat disimpulkan bahwa kombinasi strategis antara pembelajaran berdiferensiasi dan model PBL terbukti efektif untuk menciptakan lingkungan belajar yang lebih inklusif, aktif, dan mampu meningkatkan hasil belajar siswa secara nyata.
Co-Authors A, Cici Meiliza A. Rachman Ibrahim, A. Rachman Abdul Rachman Ibrahim Adhistia Amelia Adhiya, Eka Adriana, Orin Ahmad Fali Oklilas Al Fatih, Zaky Andi Suharman Andi Suharman, Andi Andi Suherman Annisa Nurjannah Apit Fathurohman Ari Widodo Arika Sari Asmiati, Lisya Ayu Agustin Az Zahra, Lutfiah Azmi, Zahara Lutfiya Christa Rieza Dea Dwi Andini Delia Septimiranti Dewi Rawani Diah Ayu Lestari, Diah Ayu Dinda Safitri Dwi Maryani Effendi Effendi Eka Ad’hiya Eka Ad’hiya Elsha Melinda Esti Susiloningsih Fauziyah Fauziyah Hartono Hartono Hartono Hartono Haryani, Maefa Eka Herpandi . Ibrahim A R Jejem Mujamil Sufiana K Anom W K. Anom Wancik, K. Anom Kartika, Dian Larasati L., Muhammad Hadeli Leni Marlina Leni Marlina Linawati, Dina Lisnani Lisnani Lisnani Lisnani M Hadeli Luhun, M Hadeli M. Hadeli Made Sukaryawan Martusyilia, Revy Mega Wulandari Melly Ariska Milka, Ikbal Adrian Mochamad Syaifudin, Mochamad Muhammad Hadeli N Nurhidayah Noti Zulita Midiana Novi Yusliani Rahma Zuriyatina Rahmannisa, Amanda Ratu Ilma Indra Putri Ressa Maria Lestari Ria Sita Ariska Rika Puspita Sari Rizka, Rizka Salsabilah Putri Rodi Edi, Rodi Sanjaya Sanjaya Sanjaya Sanjaya sanjaya Sari, Arika Septimiranti, Delia Seren Nabila Siska Silaen Sofia Sofia Sanjaya Sofia Sofia, Sofia Sufiana, Jejem Mujamil Sukaryawan, Made Sulaiman, Reki Tatang Suhery Tria Gustiningsi Triani, Endang Trijulianti, Ega tumirah tumirah Yara Dwinadia Yeni Oktaria Yenny Anwar Zahara Lutfiya Azmi Zulkardi Zulkardi