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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pengajaran MIPA Jurnal Riset dan Kajian Pendidikan Fisika Saintifika Jurnal Pembelajaran Fisika Jurnal Pendidikan Fisika FKIP UM Metro Jurnal Penelitian dan Pembelajaran IPA Edu Sains: Jurnal Pendidikan Sains dan Matematika Unnes Science Education Journal Scholaria: Jurnal Pendidikan dan Kebudayaan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Visipena Journal of Science Education Research Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter Cetta: Jurnal Ilmu Pendidikan JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pendidikan Edutama Education Journal : Journal Educational Research and Development JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Fisika Indonesia Jurnal Ilmiah Profesi Pendidikan ScienceEdu : Jurnal Pendidikan IPA Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Optika : Jurnal Pendidikan Fisika Jurnal Sains dan Edukasi Sains Gravity Edu : Jurnal Pembelajaran dan Pengajaran Fisika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bima Abdi: Jurnal Pengabdian Masyarakat JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan PSEJ (Pancasakti Science Education Journal) Jurnal Literasi Pendidikan Fisika (JLPF) Jurnal Tarbiyah dan Ilmu Keguruan Borneo Schrodinger : Jurnal Ilmiah Mahasiswa Pendidikan Fisika Jurnal Pembelajaran Fisika Dedication : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Papanda Journal of Mathematics and Sciences Research Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Jurnal Pendidikan MIPA Jurnal Ilmiah Pendidikan Citra Bakti JIPI (Jurnal IPA dan Pembelajaran IPA)
Pramudya Dwi Aristya Putra
Department Of Science Education, Faculty Of Teacher Training And Education, University Of Jember
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Penguatan Literasi Digital melalui Coding Games pada Pendidikan Nonformal Anak Pekerja Migran Indonesia Ahmad, Nur; Supeno, Supeno; Wahyuni, Sri; Putra, Pramudya Dwi Aristya; Nuha, Ulin; Rusdianto, Rusdianto; Lesmono, Albertus Djoko; Prasetya, Ferry Budi; Amrullah, Jadnika Dwi Rakhmawan
Dedication : Jurnal Pengabdian Masyarakat Vol 10 No 1 (2026)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/dedication.v10i1.3064

Abstract

The rapid development of digital technology demands the strengthening of 21st-century skills, particularly computational thinking, including in non-formal education. This article describes the implementation and outcomes of a community service program involving game-based coding learning to enhance digital literacy and computational thinking skills among children of Indonesian migrant workers at Sanggar Belajar Kampung Baru, Kuala Lumpur. The program was conducted through planning, implementation, and evaluation stages using an interactive, gradual, and collaborative visual learning approach. Evaluation was carried out qualitatively through observation, interviews, and discussions. The results indicate increased learning motivation, active participation, and initial understanding of programming logic. The game-based approach helped reduce the perception that coding is difficult and abstract, while encouraging exploration and collaboration. Furthermore, the program positively contributed to psychosocial aspects, such as self-confidence and social interaction, indicating its potential for long-term benefits for the learners.
Pengaruh pembelajaran IPA berbasis EDP ditinjau dari sikap siswa pada coding terhadap kemampuan berpikir kritis Vinna Ariyani; Pramudya Dwi Aristya Putra
Papanda Journal of Mathematics and Science Research Vol. 5 No. 1 (2026): Volume 5 Nomor 1 Maret 2026
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v5i1.3071

Abstract

This study was motivated by the low critical thinking skills of junior high school students in science learning and the limited application of learning that systematically integrates engineering and programming processes. The study uses a non-equivalent control quasi-experimental design, involving an experimental class that implements EDP-based science learning and a control class without special treatment. The research subjects consisted of 72 students from classes VII B and VII C at SMPN 2 Jember.  Primary data included questionnaires on students' attitudes toward coding and pretest-posttest for critical thinking skills, while secondary data were obtained from observations, interviews, and documentation. Data analysis included normality tests, homogeneity tests, and two-way ANOVA tests. The results of the analysis showed that the posttest score of the experimental class (83.03) was higher than that of the control class (76.11). The two-way ANOVA analysis showed a significant difference in critical thinking skills (p = 0.001 < 0.05), and students' attitudes toward coding also contributed significantly to critical thinking skills (p = 0.001 < 0.05). However, there was no significant interaction between EDP-based science learning and students' attitudes toward coding (p = 0.634 > 0.05). This study confirms that EDP-based science learning and students’ positive attitudes toward coding separately contribute to developing critical thinking skills in junior high school students. The implications of this study indicate that EDP-based science learning can be used as an alternative science learning strategy in junior high schools to support the development of critical thinking skills, even without interaction between learning and students’ attitudes toward coding.
Analisis Validitas Modul IPA Berbasis Etno-STEM Untuk Meningkatkan kemampuan Berpikir Tingkat Tinggi Siswa Sasti Handayani Wakhidyah; Joko Waluyo; Pramudya Dwi Aristya Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5189

Abstract

Validity testing is required to produce standardised learning modules. This study aims to analyse the validity of Ethno-STEM-based science learning modules to enhance students’ higher-order thinking skills. This study serves as the initial stage in the development of Ethno-STEM modules, which act as a prerequisite for the implementation of HOTS-based learning. The 4D model was used for module development. Data was collected using validity instruments and subsequently analysed descriptively. The module validity instrument comprises several assessment aspects, namely the assessment of content (substance) and media (construct), which cover ethnoscience and STEM along with their design. The research subjects were three expert lecturers in Science Education and one secondary school teacher. The assessment results were then calculated using Aiken’s V formula. The validity results indicate that the Ethno-STEM-based Science learning module meets the ‘highly valid’ category, both in terms of content (content) with an average score of 0.908333 from expert validators and media (construct) validators with an average score of 0.88889, as well as from user validators who achieved an average score of 0.9. The Etno-STEM-based Science Learning Module is deemed valid for enhancing students’ higher-order thinking skills.
Pengembangan Buku Ajar Materi Kalor dan Perpindahannya Berbasis Augmented Reality untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP Aprilia Lulita Nadya Hidayat; Nur Ahmad; Zainur Rasyid Ridlo; Pramudya Dwi Aristya Putra; Firdha Yusmar
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6714

Abstract

The Society 5.0 era necessitates that society address problems by harnessing information technology. Augmented Reality, one of the information technologies utilized in the education sector, presents virtual objects alongside real ones in a three-dimensional format, allowing for observation, interaction, and auditory engagement. Heat and transfer materials can be simulated and applied in the form of 3D objects and animations, facilitating direct student interaction and providing a captivating and distinctive learning experience. The objective of this research is to create an Augmented Reality-based textbook on heat and transfer material to enhance the critical thinking skills of junior high school students. This Research & Development used the ADDIE model including analyze, design, develop, implement and evaluate steps. Based on the results, augmented reality-based textbook is highly valid, practical, and effective in showcasing an improvement in the critical thinking skills of junior high school students, with the observed increase falling within the high category, specifically at 0.71
Pengaruh Model Inquiry Based Learning Terintegrasi STEM Terhadap Keterampilan Proses Sains Siswa SMP Wihdatu Insanil Hakim; Pramudya Dwi Aristya Putra; Sri Rejeki Dwi Astuti
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38302

Abstract

Abstract: Low science process skills among students remain a problem in science education at the junior high school level. This study aims to determine the effect of the integrated STEM Inquiry Based Learning model on students' science process skills. This study uses a quantitative approach with a quasi-experimental design. The research subjects consisted of two classes, namely the experimental class and the control class, each with 27 students. The research instrument was a science process skills test, while data analysis was performed using normality tests, homogeneity tests, t-tests, and N-Gain tests. The results showed that there was a significant difference in science process skills between the experimental class and the control class. The average N-Gain score for the experimental class was 0.65, which is in the moderate category. These results indicate that the application of the integrated STEM Inquiry Based Learning model is effective in improving the science process skills of junior high school students.Abstrak: Rendahnya keterampilan proses sains siswa masih menjadi permasalahan dalam pembelajaran IPA di tingkat SMP. Penelitian ini bertujuan untuk mengetahui pengaruh model Inquiry Based Learning terintegrasi STEM terhadap keterampilan proses sains siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment. Subjek penelitian terdiri atas dua kelas, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 27 siswa. Instrumen penelitian berupa tes keterampilan proses sains, sedangkan analisis data dilakukan menggunakan uji normalitas, uji homogenitas, uji t, dan uji N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan keterampilan proses sains antara kelas eksperimen dan kelas kontrol. Nilai rata-rata N-Gain kelas eksperimen sebesar 0,65 yang termasuk dalam kategori sedang. Hasil ini menunjukkan bahwa penerapan model Inquiry Based Learning terintegrasi STEM efektif dalam meningkatkan keterampilan proses sains siswa SMP.
Systematic Review of the Literature: STEM Approaches in Learning to Improve Students' Argumentative Skills Irnawati; Joko Waluyo; Indrawati; Pramudya Dwi Aristya Putra
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.87273

Abstract

Scientific argumentation skills are essential competencies in 21st-century learning, which not only reflect students' critical and analytical thinking abilities, but also become the foundation for evidence-based decision-making. In the context of science learning, the integration of STEM approaches is believed to be able to strengthen students' ability to build and evaluate scientific arguments in more depth. This study aims to conduct a systematic literature review (SLR) on various STEM-based learning media and approaches used to improve students' argumentation skills. The review process was carried out by following the PRISMA 2020 protocol, including searching articles from reputable databases such as Scopus, SpringerLink, DOAJ, and Google Scholar. The inclusion criteria include articles published between 2015 to 2025, indexed by scopus Q1-Q4, explicitly mentioning argumentation skills, and being in the context of STEM education. Out of a total of 277 articles identified, 40 articles were selected for further analysis. The results of the study revealed that approaches such as argument-driven inquiry (ADI), project-based learning (PjBL), socioscientific issues (SSI), and engineering design process (EDP), have consistently proven to be effective in improving the quality of students' arguments. Learning media such as digital scaffolding, interactive simulations, argumentative worksheets, and argument mapping are widely used to support the critical thinking process and argument structuring. In addition, real-issue based learning and experimental activities show a positive impact on students' ability to structure claims, reasons, and evidence in a structured manner. This study makes an important contribution in directing the development of STEM learning designs that explicitly support the strengthening of scientific argumentation skills. The practical implications of this study include the need for teacher training, the integration of argumentation rubrics in assessments, as well as the development of adaptive digital learning media.
Pengembangan E-LKPD Berbasis STEM dalam Pembelajaran IPA Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP Ayu Agustina Zahro; Pramudya Dwi Aristya Putra
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.6.1.2026.1362

Abstract

This study aims to develop a STEM-based E-LKPD (Electronic Student Worksheet) in science learning to improve junior high school students’ critical thinking skills. The urgency of this research is driven by the low level of students' critical thinking skills and the need for digital learning media innovations that align with the Kurikulum Merdeka. This study is a Research and Development (R&D) project employing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects involved 22 eighth-grade students at SMP Negeri 2 Maesan, selected through a purposive sampling technique. Data collection instruments included expert validation sheets, observation sheets for learning implementation, pre-test and post-test based on Ennis's critical thinking indicators, and student response questionnaires. Data analysis techniques involved descriptive quantitative and qualitative methods, including the calculation of Normalized Gain (N-gain) to measure effectiveness. The results showed that the developed STEM-based E-LKPD was highly valid with a percentage of 99.31%, very practical with an average of 94.99%, and effective in improving students’ critical thinking skills. This effectiveness was evidenced by the increase in scores from a pre-test average of 31.91 to a post-test average of 86.37, with an N-gain score of 0.8 (high category). Furthermore, student responses reached 98.96%, categorized as very good. These findings indicate that the STEM-based E-LKPD is feasible and effective as a learning medium to equip students with 21st-century skills.
Pengembangan Modul IPA Berbasis Suistainable Development Goals untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Aliviosapta Teguh Irgiantoro; Pramudya Dwi Aristya Putra
Pendekar: Jurnal Pendidikan Berkarakter Vol 8, No 3 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v8i3.32588

Abstract

Abstract: This study aims to develop a science learning module based on the Sustainable Development Goals (SDGs) to enhance junior high school students' critical thinking skills. The development process follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The module integrates global issues such as climate change, biodiversity, and renewable energy into science subject matter. Content and media experts validated the module, while its effectiveness was tested through pretest and posttest using a critical thinking skills instrument. The results show that the developed module is highly valid, with an average validation score of 92%. Moreover, there was a significant improvement in posttest scores compared to pretest scores, indicating the module's effectiveness in enhancing students' critical thinking. Therefore, the SDGs-based science module can serve as an innovative alternative for contextual and sustainable learning in schools.Abstrak: Penelitian ini bertujuan untuk mengembangkan modul pembelajaran Ilmu Pengetahuan Alam (IPA) berbasis Sustainable Development Goals (SDGs) guna meningkatkan keterampilan berpikir kritis siswa SMP. Pengembangan dilakukan menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Modul dirancang dengan mengintegrasikan isu-isu global seperti perubahan iklim, keanekaragaman hayati, dan energi terbarukan ke dalam materi pembelajaran IPA. Uji validitas dilakukan oleh ahli materi dan media, sedangkan efektivitas modul diuji melalui pretest dan posttest menggunakan instrumen keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa modul yang dikembangkan sangat valid dengan skor rata-rata validasi sebesar 92%. Selain itu, terjadi peningkatan signifikan pada hasil posttest dibandingkan pretest, menunjukkan bahwa modul efektif dalam meningkatkan keterampilan berpikir kritis siswa. Dengan demikian, modul IPA berbasis SDGs ini dapat dijadikan sebagai alternatif inovatif dalam pembelajaran kontekstual dan berkelanjutan di sekolah.
Pengembangan LKPD Berbasis Project Based Learning Terintegrasi STEM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP Nurlaily Azizah; Pramudya Dwi Aristya Putra
JURNAL PENDIDIKAN MIPA Vol. 16 No. 1 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i1.4123

Abstract

Keterampilan berpikir kritis menjadi salah satu bagian dari kemampuan esensial yang diperlukan dalam menghadapi dinamika abad 21 karena berperan penting guna menunjang keberhasilan belajar siswa. Namun demikian, tingkat pencapaian kemampuan tersebut di Indonesia masih tergolong rendah. Kondisi tersebut antara lain dipengaruhi dari adanya keterbatasan perangkat pembelajaran yang belum sepenuhnya dirancang untuk mengoptimalkan pengembangan keterampilan berpikir kritis. Penelitian ini mengarah pada pengembangan perangkat LKPD yang memadukan pembelajaran berbasis proyek dan pendekatan STEM guna menunjang peningkatan keterampilan berpikir kritis siswa. Selain itu, penelitian ini juga bertujuan mengetahui tingkat kelayakan produk dari aspek validitas, kepraktisan, dan efektivitas. Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi lima tahapan, yaitu analyze, design, develop, implement, dan evaluate. Pengumpulan data dilakukan menggunakan beberapa instrumen, antara lain lembar validasi ahli, lembar observasi keterlaksanaan pembelajaran, angket respon siswa, serta tes awal dan tes akhir. Data yang diperoleh dianalisis melalui pengujian validitas, kepraktisan, dan efektivitas produk. Hasil penelitian menunjukkan bahwa LKPD berbasis Project Based Learning terintegrasi STEM memperoleh tingkat validitas sebesar 90% yang berada pada kategori sangat valid. Dari sisi kepraktisan, keterlaksanaan pembelajaran mencapai 89% dan termasuk kategori sangat praktis. Adapun efektivitas produk tercermin dari peningkatan keterampilan berpikir kritis siswa dengan nilai N-gain sebesar 0,59 yang berada pada kategori sedang. Temuan tersebut diperkuat oleh hasil angket respon siswa yang memperoleh persentase 83,7% dengan kriteria sangat baik. Secara keseluruhan, hasil penelitian mengindikasikan bahwa LKPD berbasis Project Based Learning terintegrasi STEM yang dikembangkan telah memenuhi kriteria kelayakan dari segi validitas, kepraktisan, dan efektivitas sehingga layak dimanfaatkan sebagai bahan ajar dalam pembelajaran IPA.
Students' thought pattern concerning the greenhouse effect Rifati Dina Handayani; Sri Handono Budi Prastowo; Trapsilo Prihandono; Pramudya Dwi Aristya Putra; Rayendra Wahyu Bachtiar; Lailatul Nuraini; Bambang Supriadi; Maryani Maryani; Singgih Bektiarso; Albertus Djoko Lesmono; I Ketut Mahardika
Momentum: Physics Education Journal Vol 5 No 1 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i1.5156

Abstract

This study aims at investigating the Physics students' thought patterns concern-ing the greenhouse effect. Descriptive analysis was used, including the set of qualitative data. These data were then interpreted for their idea and content inductively to recognize students' thoughts and models concerning the greenhouse effect. The result confirmed three patterns of the students' thoughts concerning the greenhouse effect (patterns A, B, and C). The model covered different concepts, mechanisms, and processes of the greenhouse effect. The students' knowledge from science teacher explanations and books is not the only learning source concerning the educational environment. The issue and broadcast media frequently carry out confusing the concepts. This research is expected to provide physics teachers critical information to develop appropriate teaching methods and strategies concerning these topics.
Co-Authors Ade Irma Kurnia Dwi Putri Adinda Febi Puspita Sari Afkarina, Dina Afrizal Fairuzabadi Agus Abdul Ghani Aisyah Ayu Nur Azizah Maharani Albertus Djoko Lesmono Albertus Djoko Lesmono, Albertus Djoko Aliviosapta Teguh Irgiantoro Amri, Hanif Al Anggraeni, Firdha Kusuma Ayu Antis Ineswati Puspitasari Aprilia Lulita Nadya Hidayat Apriliani, Fanis Aris Singgih Budiarso Arvidhea Safira Gunawan Asshaumi, Rahmatul Ula Ayu Agustina Zahro Bambang Supriadi Bea Hana Siswati Desy Qoraima Putri Devi Apriliana Amesa Putri M. Dewi Novi Wardani Dewi Syarah Syahiddah Dewi, Niken Diah Wahyuni Dian Nur Indah Sari Diana Widyaningtyas Wardani Dila, Anisa Ratna Dinda Ainun Dwi Yuliati, Yuli Dzulkifli Nurul Huda Elvia Puspitasari Erika Ananda Lestari Erlia Narulita Ervina Ria Agustin Erwin Baruna Sandi Yudha Febrianty, Wanda Ferry Budi Prasetya Fersty Isna Kusumawardani Finda Nor Laela Firdatul Hasanah Firdha Yusmar Hakamada, Hiroki Handayani, Rifati Dina Handayani, Rif’ati Dina Herlia, Naziroh Faiqohtul Herman, Netty Berliana Hidayati, Siti Anisa Hikma Yanti I Ketut Mahardika Ide, Yuhsuke Ika Lia Novenda Ima Ainur Rohmah Indah Kurnia Nur Pratiwi Guterres Indrawati Indrawati Indrawati Indrawati Indrawati Indrawati Indrawati Indrawati Indrawati Indri Widiyanti Inggrid Ayu Amala Iqbal Bunga Pertiwi Irnawati Jadnika Dwi Rakhmawan Amrullah Jariatin, Nurul Hida Jekti Prihatin Joko Waluyo Joko Waluyo Joko Waluyo Kasah, Iwang Jouvanda Khatriya Tiffani Tamimiya Kumano, Yoshisuke Laela, Rizka Amalia Lailatul Nuraini Lum’atul Khoirot Rizki Mardiana, Alif Maryani m Maryani Maryani Maryani Maryani Maryani Maryani Mineta, Ippei Moch. Bachrul Ulum Mochammad Iqbal Muhammad Abd Hadi Bunyamin Nagifea, Friscela Yona Niken Noviana Mahmudyah Nur Ahmad Nur Ahmad Nur Ahmad Nur Ahmad, Nur Nurlaily Azizah Nurul Fitria Nurul Fitriyah Sulaeman, Nurul Fitriyah Pingkan Aprileni Memorika Rianto Prastowo, Sri Handono Budi Pratama, Fiky Ahmad Kanzul Fikri Putri, Yusinta Dewi Amalia Rahmat, Firdaus Nur RATNA SARI Rayendra Wahyu Bachtiar Ridlo, Zainur Rasyid Rif’ati Dina Handayani Rini, Norma Puspa Rizkika, Maulidiya Rohmawati, Ifatur Rusdianto Rusdianto Rusdianto, Rusdianto Saputra, Ramadhani Dwi Sasti Handayani Wakhidyah Sepdiana Widya Rahmawati Shafira Aulia Putri Singgih Bektiarso Siti Anisa Hidayati Siti Muliana Slamet Hariyadi Sri Rejeki Dwi Astuti Sri Rejeki Dwi Astuti Sri Wahyuni Sri Wahyuni Sri Wahyuni Sri Wahyuni Sri Wahyuni* Sudarti - Sudarti . Sudarti Sudarti Sudarti Sudarti Sulaeman, Nurul Fitriyah Supeno Sutarto Sutarto Sutarto Sutarto Sutarto Sutarto Syaffa Diah Aulia Rahma Syaputri, Sevira Annanda Takahashi, Masahiro Tegas Amanda Setyandaru Trapsilo Prihandono Ulum, Moch. Bachrul Utami, Meldi Putri Veronica Diniarti Mulyana Kusuma Wardani Vinna Ariyani Wahyuni, Nilta Waviq Kumala Dwi Alviana Wicaksono, Iwan Wihdatu Insanil Hakim Willien Nur Ramadhani Wisutama, Remanda Arya Yona Ratri, Anindhita Yudha, Erwin Baruna Sandi Yulia Risky Mauludyah Yushardi Yushardi Yustika, Devi Zainur Rasyid Ridlo Zidan Afidah Zulfa Lusiana