Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Bioedukatika
Berti Yolida
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Education

Published : 151 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 151 Documents
Search

 1   2   3   4   5 
PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERKOMUNIKASI TERTULIS DAN HASIL BELAJAR Chintia Monalia; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 5 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

The aim of this research was to figure out the effect of Problem Based Learning toward writing communication skill and learning achievement. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIA and VIIC that were selected by purposive sampling. The quantitative data were obtained from the average value of pretest, posttest, and N-gain that were analyzed by t-test and qualitative data were writing communication skill that analyzed descriptively. The result showed that writing communication skill of experiment class was Goodcriteria (81,19) in writing a comment that suitable with the problem. The improvement of student learning achievement shown by the experimental class value of N-gain 78,75 was higher than control class 50,77. Therefore, it can be concluded that Problem Based Learning improve the writing communication skill and student learning achievement significantly.Tujuan penelitian ini untuk mengetahui pengaruh Problem Based Learning terhadap keterampilan berkomunikasi tertulis dan hasil belajar siswa. Desain penelitian adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIA dan VIIC yang dipilih secarapurposive sampling. Data kuantitatif diperoleh dari nilai pretest, posttest,dan N-gain yang dianalisis menggunakan uji t dan data kualitatif berupa keterampilan berkomunikasi tertulis siswa yang diperoleh dari analisis secara deskriptif. Hasil penelitian menunjukkan bahwa keterampilan berkomunukasi tertulis kelas eksperimen berkriteria Baik (81,19) dalam menuliskan tanggapan/komentar yang bersesuaian dengan masalah. Peningkatan hasil belajar siswa terlihat pada rata-rata N-gain kelas ekperimen lebih tinggi sebesar 78,75 dibandingkan kelas kontrol dengan rata-rata N-gain sebesar 50,77. Dengan demikian, dapat disimpulkan bahwa Problem Based Learning meningkatkan keterampilan berkomunikasi tertulis dan hasil belajar siswa secara signifikan.Kata kunci: hasil belajar, keterampilan berkomunikasi tertulis, problem based learning
HUBUNGAN GOLONGAN DARAH DENGAN GAYA BELAJAR, MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR BIOLOGI Ave Suakanila Fauzisar; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 2 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This research aimed to figure out the correlation of blood group with learning style, motivation performance and learning achievement. The design of this research was descriptive correlation by using total sampling technique. The research data of students learning achievement score were obtained from writing test. Students learning style, motivation performance and teachers teaching style data were obtained from observation paper and questionnaires. The researchs data showed that there was no significant correlation between blood group and learning style, motivation performance and learning achievement. However, the analysis result of motivation performance showed the significant differences between AB and B. Therefore, it can be concluded that there are no significant correlation of blood group with learning style, motivation performance and learning achievement.Tujuan penelitian ini untuk mengetahui hubungan antara golongan darah dengan gaya belajar, motivasi berprestasi, dan prestasi belajar biologi. Desain penelitian ini adalah deskriftif korelasi dengan teknik total sampling, sebanyak 136 siswa-siswi. Data hasil belajar siswa diperoleh dengan tes tertulis dan data gaya belajar, motivasi berprestasi siswa, serta gaya mengajar guru diperoleh dari angket dan lembar observasi. Data Hasil penelitian dianalilis menggunakan teknik korelasi Spearman Rho dan Tukey ANOVA yang menunjukkan bahwa tidak terdapat hubungan yang signifikan antara golongan darah dengan gaya belajar, motivasi berprestasi dan prestasi belajar. Namun, hasil analisis motivasi berprestasi, siswa bergolongan darah AB dan B menunjukkan beda yang signifikan. Dengan demikian, dapat disimpulkan bahwa golongan darah tidak memiliki hubungan yang sinergis dan signifikan dengan gaya belajar, motivasi berprestasi dan prestasi belajar belajar biologi.Kata Kunci: gaya belajar, golongan darah, motivasi berprestasi, prestasi belajar
KONSTRIBUSI ANGGOTA TIM AHLI DALAM PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR Mira Olivia Hr; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 7 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This research aimed to know the contribution of the expert team’s members in a Jigsaw cooperative learning to the student learning results. The design was descriptive correlational by purposive sampling so the students of class XI IP were choosen as the sample. The quantitative data are the pretest and postest scores and the qualitative data comprise the description of the correlation between the contribution of the expert team’s members and the home team’s learning results. The assessment results showed that all experts in this research gained modest contribution scores, most of the home team’s members (68,96%) and the expert team’s members (51,73%) gained moderate learning results. Moreover, there was relatively weak correlation between the expert team’s members’contribution and the home team’s learning results and there was moderate correlation between the expert team’s members’contribution and their own individual learning results.Penelitian ini bertujuan untuk mengetahui hubungan konstribusi anggota tim ahli dalam pembelajaran kooperatif tipe Jigsaw terhadap hasil belajar siswa. Desain penelitian adalah deskriptif korelasional dengan purposive sampling sehingga siswa kelas XI IP dipilih sebagai sampel. Data kuantitatif berupa nilai pretes dan postes dan data kualitatif berupa deskripsi hubungan konstribusi anggota tim ahli dengan hasil belajar tim asal. Hasil penelitian menunjukkan bahwa seluruh ahli dalam penelitian ini memiliki nilai konstribusi yang tergolong sedang, sebagian besar anggota tim asal (68,96%) dan anggota tim ahli (51,73%) memperoleh hasil belajar yang tergolong sedang. Selain itu, terdapat hubungan antara konstribusi anggota tim ahli dengan hasil belajar tim asal yang tergolong rendah dan terdapat hubungan antara konstribusi anggota tim ahli dengan hasil belajarnya sendiri yang tergolong sedang. Kata kunci: aktivitas, hasil belajar, kontribusi anggota tim ahli
PENGARUH MODEL PEMBELAJARAN EXAMPLES NON EXAMPLES TERHADAP AKTIVITAS DAN PENGUASAAN KONSEP SISWA Retna Ayu Utari; Pramudiyanti Pramudiyanti; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 7 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This research was intended to increase activity and the students’ comprehension. The design of the research was pretest-posttest group design. The sample of this research was the students of VIIA and VIIB class which was chosen by cluster random sampling. The qualitative data was a description of students’ learning activity and questionnaire of students’ response. The quantitative data was gained by the average of result test which was analyzed using T-Test and U-Test. The result showed that there was an increasing of students’ activity with the average percentage of the observed  of 85.41%. Students’ comprehension also had an increasing with the average of pretest (47.34); posttest (53.90); and N-gain (12.45). The result of data analysis showed that N-gain of students’ comprehension in every indicator was 22.57 in C1 and 3.65 in C2. Therefore, the use of examples non examples teaching model was increasing of students’ learning activity and students’ comprehension.Penelitian ini bertujuan untuk meningkatkan aktivitas belajar dan penguasaan konsep oleh siswa Desain penelitian ini adalah pretest-posttest group design. Sampel penelitian adalah siswa kelas VIIA dan VIIB  yang dipilih dengan menggunakan teknik cluster random sampling. Data kualitatif berupa deskripsi aktivitas belajar dan angket tanggapan siswa. Data kuantitatif diperoleh dari nilai tes yang di analisis menggunakan uji-t dan uji U. Hasil penelitian menunjukkan bahwa adanya peningkatkan aktivitas belajar siswa dengan persentase rata-rata aktivitas yang diamati sebesar 85,41%. Penguasaan konsep juga mengalami peningkatan dengan rata-rata nilai pretes (47,34); postes (53,90); dan N-gain (12,45). Hasil analisis 22,57 untuk C1 dan 3,65 untuk C2. dengan menunjukan bahwa N-gain pada penguasaan konsep siswa. Dengan demikian, pembelajaran menggunakan model pembelajaran examples non examples meningkatkan aktivitas dan penguasaan konsep siswa.Kata kunci: aktivitas belajar, model pembelajaran examples non examples, penguasaan konsep
PENGARUH PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE TERHADAP HASIL BELAJAR SISWA Rindi Novitri Antika; Pramudiyanti Pramudiyanti; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 5 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

Based on interviews with seventh grade science teacher at SMPN1 Sukoharjo, known that the average student learning outcomes was low. Therefore, researcher interested in studying the application of Take and Give learning model as an alternative to improve student learning outcomes. Samples were VIIAand VIIC graders selected by purposive sampling. Quantitative data obtained from the average value of pretest and posttest were analyzed statistically using t-test and N- gain using U test. Qualitative data analyzed from the learn activities of student descriptively. The results showed that the use of cooperative learning model Take and Give improving student learning outcomes significantly with an average N-gain was medium (0.5). This was supported by increased learning activities of student put forward the idea was medium (74.5%), exchanging information was high (84.3%), communicating the results of discussions was very high (90.2%), and ask questions was medium (74,5%). Berdasarkan hasil wawancara dengan guru IPA kelas VII SMPN1 Sukoharjo, diketahui rata-rata hasil belajar siswa rendah. Oleh karena itu, peneliti tertarik untuk meneliti tentang penerapan model pembelajaran Take and Give sebagai alternatif untuk meningkatkan hasil belajar siswa. Sampel penelitian adalah siswa kelas VIIA dan VIIC yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis secara statistik menggunakan uji-t dan N-gain menggunakan uji U. Data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Take and Give meningkatkan hasil belajar siswa dengan rata-rata N-gain berkriteria sedang (0,5). Hal itu didukung dengan peningkatan aktivitas belajar siswa mengemukakan ide berkriteria sedang (74,5%), bertukar informasi berkriteria tinggi (84,3%), mengomunikasikan hasil diskusi berkriteria sangat tinggi (90,2%), dan bertanya berkriteria sedang (74,5%). Kata kunci: aktivitas belajar siswa, ekosistem, hasil belajar, model take and give
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA Sudaryanti Sudaryanti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This research aimed to know the influence of discovery learning towards studentss critical thinking skill and learning activity on immune system subject matter. The samples were student on 11th grade of Science 3 and Science 2 in SMAN 1 Seputih Surabaya. The design was pretest-posttest non equivalent. The quantitative were obtained from studentss critical thinking skill that was analyzed by t-test and U-test with signification level of 5%. The learning activity and studentss perception were analyzed descriptively. The result showed that N-gain on experiment class was 42,72 which was higher than control class that was 34,01. Beside that, the students learning activity on experiment class was 77,78% which was also higher than control class that was 60,00%. Based on this research, it can be concluded that discovery learning model gave influence towards critical thinking skill and students learning activity on immune system subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh Discovery Learning terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh. Sample berupa kelas XI IPA3 dan XI IPA2 SMAN 1 Seputih Surabaya. Desain penelitian yaitu pretest-posttest non equivalent. Data kuantitatif berupa KBK siswa yang dianalisis menggunakan uji t dan U dengan taraf signifi-kansi 5%. Sementara data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan N-gain siswa kelas eksperimen (42,72) lebih tinggi dan berbeda signifikan dibanding kelas kontrol (34,01). Aktivitas belajar siswa kelas eksperimen (77,78%) juga lebih tinggi daripada kelas kontrol (60,00%). Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Discovery Learning berpengaruh signifikan terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh.Kata kunci: aktivitas belajar, discovery learning, keterampilan berpikir kritis
PENGARUH PENGGUNAAN LEMBAR KERJA SISWA (LKS) INKUIRI TERBIMBING TERHADAP KEMAMPUAN PROSES SAINS Ayu Windarwati; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 10 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This study was aimed to determine the effect of Student Work Sheet based on Guided Inquiry of Science Process Skill. Study design was pretest-posttest non-equivalent group. Samples were VIIG dan VIIH, chosen by Purposive  Sampling. Quantitative data which obtained from the average value of test were analyzed by t-test and U-test.  The qualitative data was students Science Process Skill from the observation sheet and questionnaire responses that analyzed descriptively. The results showed  that the use of Student Work Sheet based on Guided Inquiry can improve students Science Process Skill. It shown by the experimental class value of  N-gain 0,75 was higher then control class N-gain 0,57, its different significantly. Observation result of Science Process Skill has high criteria (81%), and most of the students gave positive respond to Student Work Sheet based on Guided Inquiry. Penelitian ini bertujuan mengetahui pengaruh penggunaan Lembar Kerja Siswa (LKS) Inkiri Terbimbing terhadap Keterampilan Proses Sains (KPS). Desain penelitian pretes-postes kelompok tak ekuivalen Sampel penelitian siswa kelas VIIG dan VIIH, dipilih secara Purposive  Sampling. Data penelitian berupa data kuantitatif yang diperoleh dari nilai rata-rata tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data KPS yang diperoleh dari lembar observasi dan angket tanggapan siswa yang dianalisis secara deskriptif.  Hasil penelitian menunjukkan penggunaan LKS Inkuiri Terbimbing dapat meningkatkan KPS siswa, terlihat pada rata-rata N-gain kelas eksperimen lebih tinggi sebesar 0.75 berbeda signifikan dengan kelas kontrol rata-rata N-gain sebesar 0,57. Hasil rata-rata persentase observasi KPS memiliki kriteria tinggi (81%) dan sebagian besar siswa memberikan tanggapan positif terhadap penggunaan LKS Inkuiri Terbimbing. Kata kunci : fotosintesis, keterampilan proses sains, LKS inkuiri terbimbing 
KONTRIBUSI ANGGOTA TIM AHLI DALAM PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR SISWA Rosiana Aisyiyah; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 8 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

The purpose of this research is to determine the correlation of contribution experts team on learning outcomes of home team and correlation of contribution experts team on learning outcomes on Jigsaw learning. Samples are 26 students of XI IPA 1 SMAN 5 Bandar Lampung. Data obtained were qualitative data and quantitative data. The qualitative data is description of student activity in home team, while the quantitative data is pretest and posttest. The data is analyzed by using product moment correlation test. The result test contribution correlation experts team on learning outcomes of home team was -0.13, while result of test correlation of contribution experts team on outcomes learning was 0.403. This result showed that there was not correlation between correlation of contribution experts team on outcomes learning of home team and there is a correlation between contribution experts team on their learning outcomes.Tujuan penelitian ini adalah untuk mengetahui hubungan kontribusi tim ahli terhadap hasil belajar tim asal serta hubungan kontribusi tim ahli terhadap hasil belajarnya pada pembelajaran Jigsaw. Sampel berupa 26 siswa kelas XI IPA 1 SMAN 5 Bandarlampung. Data yang diperoleh berupa data kualitatif dan data kuantitatif. Data kualitatif berupa deskripsi aktivitas ahli di tim asal, sedangkan data kuantitatif berupa pretes dan postes. Data hasil penelitian dianalisis menggunakan uji korelasi product moment. Hasil uji korelasi kontribusi tim ahli terhadap hasil belajar tim asal sebesar -0.13, sedangkan hasil uji korelasi kontribusi tim ahli terhadap hasil belajarnya sebesar 0,403. Hasil ini menunjukkan tidak terdapat hubungan antara antara kontribusi tim ahli terhadap hasil belajar tim asal dan terdapat hubungan kategori sedang antara kontribusi tim ahli terhadap hasil belajarnya .Kata kunci: hasil belajar, jigsaw, kontribusi, tim ahli, tim asal
PENGARUH MODEL GI TERHADAP PENGUASAAN MATERI DAN AKTIVITAS BELAJAR SISWA Sri Purwaningsih; Rini Rita T Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This research was aimed to know the effect of group investigation model to students learning activity and students comprehension at SMA N 1 Sungkai Selatan. Samples were X.1 and X.2 that was chosen from population by cluster random sampling. This research design was pretest-postest non equivalent class. Quantitative data were obtained from the average of pretest and postest scores that were analyzed statically using t-test and U-test with SPSS 17. Qualitative data were students learning activity that were analyzed descriptively. The result showed improvement of students comprehension in experiment class has 30,04. This model also improved students learning activity from first meeting (62,50) to the second meeting (66,10). Thus, using group investigation model could improved significantly on students comprehension and learning activity.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran GI terhadap penguasaan materi dan aktivitas belajar siswa di SMA Negeri 1 Sungkai Selatan. Sampel penelitian adalah siswa kelas X.1dan X.2 yang dipilih dari populasi secara cluster random sampling. Desain penelitian ini adalah pretes postes tak ekuivalen. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postesyang dianalisis secara statistik menggunakan uji-t dan uji-U melalui program SPSS 17. Data kualitatif berupa data aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran GI pada kelas eksperimen meningkatkan penguasaan materi oleh siswa dengan rata-rata N-gain 30,04. Model GI juga meningkatkan aktivitas belajar siswa dari pertemuan I (62,50) ke pertemuan II (66,10). Dengan demikian, penggunaan model pembelajaran GI berpengaruh signifikan terhadap peningkatan penguasaan materi dan aktivitas belajar siswa.Kata kunci : aktivitas belajar siswa, model pembelajaran GI, pencemaran lingkungan, penguasaan materi
PENGEMBANGAN LKS BERBASIS KETERAMPILAN PROSES SAINS (KPS) UNTUK MENINGKATKAN KPS SISWA Dwi Puspita Sari; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

This study aims were to produce worksheets based on science process skills that effectively improve science process skill of students and determine the response of students. Design of the research was research and development. Test was performed on grade VII1 and VII2 student of SMP Pembangunan Kalianda chosen by purposive sampling. Results from this study showed the average N-gain of science process skill students in the experimental class was higher than the control class, thus the aspect of observing, interpreting, grouping, and communicating. In addition, the average of science process skill students increased from worksheet 1 (25.83%), worksheet 2 (75%), and worksheet 3 (83.33%). Worksheet gained by the student assessment criteria of 95% was attractive to very attractive. Thus worksheet based science process skill on material classification of plant was effectively improve students science process skill and very exciting to be used as one of alternative teaching materials for teachers and students.Penelitian bertujuan untuk menghasilkan LKS berbasis KPS yang efektif meningkatkan KPS siswa dan mengetahui tanggapan siswa. Desain penelitian adalah research and development. Uji coba dilakukan pada siswa kelas VII1 dan VII2SMP Pembangunan Kalianda dipilih secara purposive sampling. Hasil penelitian menunjukkan rata-rata N-gain KPS siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol baik aspek mengamati, menginterpretasi, mengelompokkan, dan mengomunikasikan. Selain itu, rata-rata KPS siswa meningkat dari LKS 1 (25.83%), LKS 2 (75%), dan LKS 3 (83.33%). LKS memperoleh penilaian oleh siswa sebesar 95% kriteria menarik hingga sangat menarik. Dengan demikian LKS berbasis KPS pada materi klasifikasi tumbuhan efektif meningkatkan KPS siswa dan sangat menarik untuk digunakan sebagai salah satu bahan ajar alternatif bagi guru dan siswa.Kata kunci: keterampilan proses sains, klasifikasi tumbuhan, lembarkerja siswa (LKS)
Co-Authors Ahmad Efendi Almaidah Balqist Anggi Anggramayeni Ani Aminah Ani Maharia Anna Rahmayanti Annisa Solihah Arinda Syahfiranti Arini Dwi Lestari Arinta Winsi Arwin Achmad Arwin Surbakti Aryani Dwi Kesumawardani Asih Lestari Atika Putri Atikah Nur Azizah Aulia Zakia Ave Suakanila Fauzisar Ayu Rahmawati Ayu Windarwati Bella Anjelia Betari Solihati Chintia Monalia Cris Ayu Setyaningsih Darlen Sikumbang Darlen Sikumbang Delima Meilyana Simamora Detrysia Aryanti Dewi Khoirun Nisa Dewi Lengkana Dias Ambarsari Dini Wahyuni Dwi Fitriyani Dwi Nur Indah Sari Dwi Puspita Sari Elok Deswiana Hayati Ely Fitri Astuti Emily Prihatina Yama Endah Tri Septiani Era Ariyani Ery Al Ridho . Evi Yunita Farida Andriyani Fatynia Ilmiyatni Feri Pernando Fiska Fatrisia Kusuma Fitri Nuryanah Hanifah Nurmira Tama Hanni Hanifah Hartoyo Adi Saputro Harum Diana Herlinda Oktarina Hutri Padma Da Silva I Nyoman Tri Bayu I Putu Arie Permana Ika Rahmawati Imron Rosadi Indah Surya Pertiwi Intan Rizki Anita Intania Riska Putrie, Intania Riska Irna Yulyati Ismi Rakhmawati Ismu Reni Septantia Isnaini Safitri Istianah Istianah Janggan Asmoro Adhi Putranto Karyanti Karyanti Khoirunnisa Khoirunnisa Kinasih Cahyono Lambok Verayanty Siregar M. Agita Brevy Hernovan made dewi lestari Mareta Safitri Marettha Ania Marhayati Setia Ningrum Marista Nia Maulina, Dina Mayvena Lizora Median Agus Priadi Megyan Pratama Mei Triani Mentari Puspa Sari Merry Agustina Mira Olivia Hr Mufidah Estu Kinasih Muhammad Akbar Mutiara Amalia Nala Rahmawati Nanang Harun Rasid Nanda Denny Neni Hasnunidah Ni Ketut Hartini Nia Neliana Nining Hidayatun Nadhifatul Walidayah Nirwana Elsa Putri Nopri Jumarni Nuning Widya Astuti Nur Apriani Nuris Mukhton Nurlaila Kurniawati Nurmala Nurmala Nurmala Nurmala Nurmala Sari Nyinang Andani Pipit Puspitasari Pramudiyanti Pramudiyanti Qurrota Aina R. Sapto Hendri Boedi Soesatyo Rahman Azizi Ratna Yuningsih Repa Septia Ratiana Retna Ayu Utari Rina Widiyaswara Rindi Novitri Antika Rini Rita Marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Rinu Bhakti Dewantara Rio Afrian Ririn Noviyanti Riski Ayu Ramadhona Rita Yanti Riya Mariga Sari Rizki Afrizal Sandi Rizki Nofrial Rizky Afrianda Rizky Lestari Rizky Putri Marsyarita Robbin Yama Shita Rosiana Aisyiyah Ruwanti Ruwanti Sarvia Trisniati Selvina Annis Fajriani Septi Woro Subekti Silvia Prana Mahkota Sisca Puspita Nasution Soni Satrian Syah Sri Rahayu Wulandari Sri Wirahayu Sudaryanti Sudaryanti Suliana Suliana Suryan Toro Susi Susanti Tanzirul Evendi Teresa Wilda Triadita Manik Tri Jalmo Trisnawati Trisnawati Tundjung Tripeni Handayani Umar Abdul Labib Via Aini Vidya Artha Savitrie Vifty Octanarlia Narsan Welly Mentari Werda Bariroh Widyawati Puji Lestari Wulan Aprilia Utami Yesi Yosinta Yogi Fitriani Yudi Saputra Yulia Fitriyanti Yulia Susidawati Yuliani Yuliani Yulius Restadi Kurniawan Zhakia El Shinta