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The Role of Counselor Ethics and Competence in Multicultural Counseling: Principles and Challenges Muhammad Andi Setiawan; Indah Lestari; Maria Grace B. Mababa
Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijgcs.v3i1.485

Abstract

Background: Multicultural counseling plays a vital role in guidance and counseling, particularly in Indonesia, which is characterized by extensive cultural, ethnic, religious, and linguistic diversity. Objective: This study aims to examine the roles of counsellor ethics and multicultural competence in the implementation of multicultural counseling and to identify the challenges encountered in practice. Method: The study employs a qualitative literature review design, analyzing relevant academic journals, books, and scientific publications on counsellor ethics, counsellor competence, and multicultural counseling. Result: The findings indicate that professional ethics serve as a fundamental guideline for counsellors in respecting clients’ rights, dignity, and cultural values, while multicultural competence enables counsellors to understand cultural differences, manage personal biases, and apply appropriate counseling strategies. The integration of ethical principles and multicultural competence contributes significantly to the delivery of inclusive, effective, and equitable counseling services. Conclusion: The study emphasizes that strengthening ethical awareness and multicultural competence is essential for enhancing the quality and professionalism of counseling services in multicultural contexts. Originality/Value: This review article comprehensively consolidates professional ethics and counselor competency paradigms in the field of counselor education and multicultural counseling by synthesizing literature on the dynamic interdependence between professional ethical standards and multicultural competence in managing personal biases and navigating diverse sociocultural client identities, an area that has remained underexamined through an integrated lens. This review maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a robust conceptual framework for culturally responsive counseling practices, the enhancement of professional counselor training curricula grounded in pluralistic ethics, and the orientation of future empirical research agendas regarding cross cultural counseling efficacy in pluralistic societies.
MENINGKATKAN TATA KRAMA PERILAKU SISWA MELALAUI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK SOSIODRAMA Lusy Annuriya Ilhami; Gudnanto Gudnanto; Indah Lestari
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 12, No 1 (2026)
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jmbkan.v12i1.20708

Abstract

This study aims to improve the behavioral etiquette of eleventh-grade TKR 4 students at SMK NU Ma'arif 1 Kudus through group guidance services utilizing sociodrama techniques. The background of this study is based on initial observations indicating that many students exhibit poor social etiquette in their interactions at school. Some of the problems identified include a lack of respect for peers and teachers, the use of impolite language, and behavior that does not conform to norms of politeness in the school environment. Sociodrama techniques are used as the primary approach in group guidance services because they allow students to understand and experience various social roles directly. Sociodrama is a learning method that involves role-playing specific social situations, in which students assume the role of individuals facing social conflict or moral dilemmas. Through this technique, students can explore their feelings, attitudes, and values in their social interactions. Furthermore, this technique also helps students develop empathy, communication skills, and social awareness in everyday life. This study used a qualitative approach, with subjects including eleventh-grade TKR 4 students experiencing etiquette issues. Data collection techniques included observation, interviews, and documentation to explore changes in student behavior during the service. The results showed that group guidance services using sociodrama techniques had a positive impact on improving student manners. Students who previously showed less respect for their peers and teachers showed changes in behavior, becoming more polite after participating in sociodrama sessions. They were also better able to position themselves in various social situations and understand the consequences of their actions. The conclusion of this study is that sociodrama techniques are an effective method in helping students develop better manners and social skills. Therefore, schools can consider implementing group guidance services using sociodrama techniques as part of their character education programs to improve the quality of students' social interactions.
CAN COGNITIVE BEHAVIOR THERAPY WITH COGNITIVE RESTRUCTURING TECHNIQUES REDUCE INFERIORITY IN STUDENTS? Dina Ayu Saputri; Edris Zamroni; Indah Lestari
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1234

Abstract

Individuals with feelings of inferiority tend to mask their shortcomings due to a lack of self-realization, which impacts various aspects of life such as career, social relationships, and mental health. Based on the results of observations and interviews with BK teachers of SMP Negeri 3 Jekulo Kudus, it was found that students showed symptoms of inferiority such as withdrawal, indifference, envy, and feeling uncomfortable when working in a group. This study uses a case study method in AB students of grade VIII E with an individual counseling approach using Cognitive Behavior Therapy (CBT), specifically the Cognitive Restructuring technique  to correct cognitive distortions that affect the counselor's negative beliefs. Data was collected through interviews with BK teachers and counselors, as well as direct observations at school. Data analysis was carried out using the Miles & Huberman model. The results of the study show that the factors that cause the inferiority of AB students come from internal factors such as negative mindsets, feelings of inferiority, and difficulty interacting, as well as external factors in the form of lack of family support and social pressure. CBT interventions have been shown to be effective in helping ABs identify and change negative mindsets to be more adaptive. After the counseling process, AB showed significant improvements in self-confidence, social interaction skills, and emotional management.
Media Pembelajaran Interaktif: Pemantik Kreativitas dan Perkembangan Kognitif Anak SD Diah Atmarini; Mochamad Widjanarko; , Indah Lestari
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4552

Abstract

Penelitian ini bertujuan untuk mengkaji peran media pembelajaran interaktif dalam menstimulasi kreativitas dan perkembangan kognitif siswa sekolah dasar melalui studi kasus di kelas V SD 6 Hadipolo. Penelitian ini menggunakan pendekatan kualitatif dengan dukungan data kuantitatif deskriptif melalui metode studi kasus. Subjek penelitian terdiri atas 23 siswa kelas V dan satu guru kelas. Teknik pengumpulan data meliputi observasi proses pembelajaran, wawancara, serta dokumentasi hasil karya siswa. Hasil penelitian menunjukkan bahwa penggunaan media pembelajaran interaktif mampu meningkatkan partisipasi aktif siswa serta mendorong munculnya ide-ide kreatif. Sebanyak 19 dari 23 siswa (83%) berada pada kategori kreativitas baik dan sangat baik, serta 87% siswa mencapai nilai di atas Kriteria Ketuntasan Minimal pada aspek kognitif. Selain itu, media interaktif membantu siswa memahami konsep pembelajaran secara lebih mendalam dan menciptakan suasana belajar yang lebih menyenangkan dan bermakna. Dengan demikian, media pembelajaran interaktif berperan sebagai pemantik penting dalam mengembangkan kreativitas dan kemampuan kognitif siswa sekolah dasar.
Tantangan dan Fenomena Perkembangan Anak dalam Pembelajaran Mendalam pada Jenjang Pendidikan Dasar : Penelitian Inayatul Ulya; Mochamad Widjanarko; Indah Lestari
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4690

Abstract

The development of immersive learning in primary education creates opportunities for innovation and complex challenges, particularly those related to children's developmental stages. This article aims to analyze the challenges and phenomena that occur in children's developmental stages in the application of immersive learning in primary education from a cognitive, socio-emotional, and psychological perspective. This article was written using a case study method with a descriptive-qualitative approach, through conceptual analysis and examination of teaching practices in the field. The main idea of ​​this article emphasizes that immersive learning is not only understood as the use of technology in learning, but also as a pedagogical approach that must be adapted to the child's developmental stage. The analysis shows that learning using immersive learning methods has the potential to support meaningful learning and children's holistic development as long as it is planned and structured contextually, gradually, and in accordance with the child's developmental stage. However, implementation that does not consider children's developmental readiness and the teacher's pedagogical role risks causing cognitive overload, psychological stress, and exacerbating socio emotional challenges. The conclusion of this article emphasizes the importance of the teacher's role as a facilitator of child development in immersive learning. Recommendations focus more on strengthening teachers' pedagogical competence, creating a supportive learning environment, and formulating learning policies that are responsive to children's developmental needs in primary education.
Systematic Literature Review: Pengaruh Penggunaan Media Sosial terhadap Kecemasan dan Masalah Teman Sebaya pada Remaja Usia SMP : Penelitian Widhoro Heriyanto; Indah Lestari; Mochamad Widjanarko
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4750

Abstract

Penggunaan media sosial telah menjadi bagian penting dalam kehidupan remaja dan membawa implikasi terhadap perkembangan psikososial, khususnya pada remaja usia Sekolah Menengah Pertama (SMP). Penelitian ini bertujuan untuk mengkaji secara sistematis pengaruh penggunaan media sosial terhadap kecemasan dan masalah teman sebaya pada remaja usia SMP melalui pendekatan Systematic Literature Review. Penelitian ini menggunakan metode kualitatif dengan menelaah 15 artikel ilmiah nasional dan internasional bereputasi yang diterbitkan pada rentang tahun 2020–2025. Analisis dilakukan secara tematik untuk mengidentifikasi pola temuan, arah hubungan variabel, serta faktor-faktor kontekstual yang memengaruhi dampak media sosial. Hasil kajian menunjukkan bahwa sebagian besar literatur melaporkan hubungan positif antara intensitas dan pola penggunaan media sosial yang tinggi dengan peningkatan kecemasan serta munculnya masalah teman sebaya, seperti konflik sosial dan perundungan daring. Mekanisme psikologis berupa perbandingan sosial dan fear of missing out berperan penting dalam menjelaskan hubungan tersebut. Meskipun demikian, beberapa studi menunjukkan bahwa penggunaan media sosial yang terkontrol dan disertai relasi sosial yang suportif dapat berfungsi sebagai faktor protektif. Penelitian ini menegaskan bahwa dampak media sosial bersifat kontekstual dan multidimensional, sehingga memerlukan keterlibatan sekolah, keluarga, dan kebijakan pendidikan dalam upaya promotif dan preventif kesehatan mental remaja.
Analisis Keterlambatan Perkembangan dan Kesulitan Belajar pada Siswa Kelas VI Sekolah Dasar : Penelitian Asry Kusuma Wardani; Indah Lestari; Mochamad Widjanarko
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4751

Abstract

This study aims to analyze developmental delay and learning difficulties among sixth-grade elementary school students using a qualitative case study approach. The research subject was a 12-year-old student at SD 1 Undaan Tengah who exhibited significant cognitive developmental delay and academic learning challenges. Data were collected through participatory observation and in-depth interviews with the student’s teacher and parents, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that the student’s cognitive delay was primarily caused by biological factors, including neurodevelopmental complications due to oxygen deprivation at birth and prenatal drug exposure. External factors, such as authoritarian parenting and a lack of understanding of special learning needs, further exacerbated the student’s socio-emotional difficulties and self-regulation. These findings reinforce Piaget’s cognitive development theory and Vygotsky’s social constructivist perspective, emphasizing the importance of social support and adaptive learning. The study recommends a psychopedagogical intervention model based on teacher–parent collaboration and the implementation of inclusive education supported by early diagnostic assessment. The results are expected to contribute to the development of a more humanistic and responsive educational policy addressing diverse learning needs in primary education.
Media Pembelajaran Interaktif: Pemantik Kreativitas dan Perkembangan Kognitif Anak SD Diah Atmarini; Mochamad Widjanarko; Indah Lestari
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4807

Abstract

Penelitian ini bertujuan untuk mengkaji peran media pembelajaran interaktif dalam menstimulasi kreativitas dan perkembangan kognitif siswa sekolah dasar melalui studi kasus di kelas V SD 6 Hadipolo. Penelitian ini menggunakan pendekatan kualitatif dengan dukungan data kuantitatif deskriptif melalui metode studi kasus. Subjek penelitian terdiri atas 23 siswa kelas V dan satu guru kelas. Teknik pengumpulan data meliputi observasi proses pembelajaran, wawancara, serta dokumentasi hasil karya siswa. Hasil penelitian menunjukkan bahwa penggunaan media pembelajaran interaktif mampu meningkatkan partisipasi aktif siswa serta mendorong munculnya ide-ide kreatif. Sebanyak 19 dari 23 siswa (83%) berada pada kategori kreativitas baik dan sangat baik, serta 87% siswa mencapai nilai di atas Kriteria Ketuntasan Minimal pada aspek kognitif. Selain itu, media interaktif membantu siswa memahami konsep pembelajaran secara lebih mendalam dan menciptakan suasana belajar yang lebih menyenangkan dan bermakna. Dengan demikian, media pembelajaran interaktif berperan sebagai pemantik penting dalam mengembangkan kreativitas dan kemampuan kognitif siswa sekolah dasar.
Konstruksi Model Bimbingan Kelompok Hibrida Menggunakan Teknik Rekonstruksi Kognitif Berbasis Nilai "Ngudi Kasampurnan": Validasi Berbasis Ahli Edris Zamroni; Indah Lestari; Gudnanto Gudnanto; Kholik Kholik; Handy Ferdiansyah; Usman M; Stefanus Lio; Mark P. Solo III
Pamomong: Journal of Islamic Educational Counseling Vol. 5 No. 1 (2024)
Publisher : State Islamic University (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/pamomong.v5i1.1579

Abstract

The need to ground guidance and counseling theory following the character of Indonesia, where strong cultural values in everyday life characterize the people, needs to be addressed positively in developing strategies for guidance and counseling services for school students. This research aims to validate the group guidance model using a hybrid mode using the Ngudi Kasampurnan value-based cognitive reconstruction technique, developed to provide group guidance services to high school students. This research uses the ADDIE model development research type to validate the model developed. The instrument used was expert validation with Aiken's V analysis method as interrater agreement. Model validation was carried out on eight experts, including 3 group guidance experts, three cognitive technique experts, and two cultural experts who have a qualified understanding of Sunan Kalijaga's teachings. The validation results from group guidance experts concluded that the model developed was very feasible for testing. Furthermore, cognitive technique experts in guidance and counseling services also provided the same assessment with a few notes on the possibility of cognitive disputes, which might be biased if done online. Cultural experts also evaluate that the values of ngudi kasampurnan that have been explored also fulfill and represent the overall values taught by Sunan Kalijaga. In general, the validator states that the model that has been developed meets the requirements for limited testing. Furthermore, it is necessary to create a wider use of local Indonesian wisdom so that Indonesian guidance and counseling services become more characterized.
Peran modeling dan scaffolding guru dalam internalisasi nilai kejujuran pada peserta didik kelas rendah Ana Riyanti; Mochamad Widjanarko; Indah Lestari
Trihayu: Jurnal Pendidikan Ke-SD-an Vol 12 No 2 (2026): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v12i2.21588

Abstract

This study aims to reveal the role of teachers as models and mentors (modeling and scaffolding) in the internalization of honesty values among lower-grade elementary school students. This phenomenon is crucial because the low consistency of students’ honest behavior requires a character education approach grounded in exemplarity and moral experience. The study employs a qualitative approach with a phenomenological method, focusing on teachers’ lived experiences cultivating honesty in the classroom. Data were collected through semi-structured interviews, participatory observation, and reflective documentation involving six lower-grade teachers from three public elementary schools in Toroh District, Grobogan Regency. Data were analyzed using Interpretative Phenomenological Analysis (IPA) through open, thematic, and reflective coding. The findings reveal four central themes: (1) honesty as a teacher’s moral identity, (2) modeling as a value role model, (3) moral scaffolding as a process of value internalization, and (4) school culture as a character ecosystem. Teachers act as moral agents who instill honesty through exemplarity and social interaction. The success of character education depends on the consistency of teachers’ behavior and the support of the school’s moral culture. This study emphasizes the importance of reflective training for teachers and collaboration between schools and families in fostering sustainable honesty values.
Co-Authors , Heriyati Chrisna - Sutarti - Sutarti, - ., Kiryanto Abdurrahman, Sakhi Hasan Abidin, Chasiru Zainal Abubakar, Ibrahim Achiriah, Achiriah Achmad Abdul Wahid Achmani, Anik Achyar, Ainur Ade Irda Savitri Adhi Nurhartanto, Adhi Adittia, Adittia Adnan Fadkhurosi Adnan, Endy Affiyani Pramono Affiyani Pramono Afnes, Silvia Afriliyani, Intan Agung Slamet Kusmanto Agus Aan Adriansyah Agus Afriliyanto Agus Ria Kumara Agus Salim Daulay Agustini, Tiara Tri Ahmad Faisal Ahmad Jaelani Ahmad Khoiri Ahmad Shobib Aini, Nayla Q. Ajahari Ajahari, Ajahari Aji, Mahdiyyah Nur Iffah Akbar, Muh Farhan Akbar, Muhammad Alief Akhmad Aminuddin Bama, Akhmad Aminuddin Akhmad Rifqi Azis, Akhmad Rifqi Alfarizi, Alfarizi Ali Mashari, Ali Aliifah, Khansa Alta, Ulik Amanda, Aulia Amirzan, Amirzan Ana Riyanti Anak Agung Istri Sri Wiadnyani Anan, Yuni Anastasya Aliefa Andianito, Delyo Andinny, Yuan Anggarwati, Fauziah Rizki Anggraini, Laurentin Leni Anggy Trisnadoli Ani Nur Aeni, Ani Nur Aniek Rumijati Anton Suryanto Any Rahmawati Apriliani, Selvy Ardiansyah Kurniawan Arief Yulianto Arif Rifa’i Arin Okvitta Arindis, Pinky Ayu Marsela Arisandi, William Arista Kiswantoro, Arista Arrasid, Muhammad Fauzan Arsita, Dhea Arwani, Ragil Asep Saefullah Ashari Mahfud Ashari, Mahfud Asry Kusuma Wardani Astuti Setiyani, Astuti Astuti, Natalia Tri Atik Mustiati Aulia A, Muhajir Aulia Hapsari Dinar Pramesti Aulia, Zulikho Avianti, Maulida Nur Awalia, Nur Awalya Awalya, Awalya Aziz Tiswanjaya Azizah, Lilik Ma'rifatul Azizah, Lilik Ma’rifatul Azzahra, Miftahul J. Azzahrah, Annisa Syifa Azzhari, Suci A`im Matun Nadhiroh Balqis, Sabina Bambang Hadi Sugito Bambang Pangudiluhur Bange, Dapit Sibange Barus, Bunga Rimta Bayu Aji Santoso Bayu S, Krisna Benni Iskandar Berlian Adi Nugroho Binti Yusup, Wirastiani Budhi Setianto Candra Dewi Chatarina Umbul Wahyuni Dadang Syarif Sihabudin Sahid Darjati Darma, Aditya Dedi Kurniawan Demes Nurmayanti Dermawan, Moch. Diky Desi Surlitasari Dewi Deswinda, Intan Ayu Desy Winda Devi Noor Zamroni Dewantoko, Tri Andi Dewi Maryam Dewi, Luh Putu Rahayu Candra Diah Atmarini Diah Kurniati Diana Laily Fithri Dina Ayu Saputri Djamil, Achmad Djunaidi, Brizhain A. Dwi Andayani Dwi Nitisari Dwi, Kurnia Dwijaya, Akbar L. Dwiki Adi Putra Dyah Ayu Saputri DYP Sugiharto Edris Zamroni Eko Puspito Hartomo Elina Septi Rahayu Endarini, Lully Hani Enjelika Nor Rizki Eny Enawati Erina Gita Lestari Erlina Erlina Erni Erni Erry Koriyanti Espejo Mirana, Ana Esti Andarini Evi Yunita N Fadhurosi, Adnan Fadillah, Muhammad Fajar Fahrizal Fahrizal Faidah Yusuf Faishol, Muhammad Fajar Wahyudi, Fajar Fakhriya, Siti Dini Farah Naila Fauzul Muna Farid, Muh Faris Muslihul Amin Fauziah M, Rahmah Febrian Chandra Pratisna Febriani, Febi Fibrida Candra Wicaksono Firda Auliyatul Khasanah Firda Azizah Rahmah Fito Uli Huda Furi, Mustika G. Gunawan Galuh Ratmana Hanum Ghaisan, Muhammad A. Gudnanto Gudnanto Gudnanto, Gudnanto Gulo, Meiman Kristian Putra Gumelar, Fikri Arif Gunawan, Syahrul Guntur Haludin Gustina, Handika Pratama Hadi Hadi Hadi Prayitno, Hadi Hadi Suryono Hamdani Hamdani Handayani L, Rifhani Handayani, Selpi Handy Ferdiansyah Haq, Hilmi Zalnel Harini Anugraha, Ni Made Iswanty Haryanto, Ady Hasibuan, Mila Nirmala Sari Hatika, Rindi Ganesa Hawa Liberna Heni Frilasari Heni Rachmawati Heru Santoso Wahito Nugroho Hidayat, Ashbar Hidayati, Fika Hidayati, Siti Noor Hizkia Vista Revanaditya Husain, Amiruddin Ida Maryati Ihsan Ikhtiarudin Iin Yulianti, Iin Ilham, Salsabila Nabilla Puspa Iltizam, Muhammad Ima Rahmawati Imam Pujo Mulyatno Inayatul Ulya Indah Sukorini Indah Wahyuni Indarwati, Rezky Putri Indra Jaya Indri Vitriani Intan Suri Ira Puspita Sari Isfentiani, Dina Isna Alfiatussa'adah Isnaeni Lutfiana Sari Iwan Purnama Izza Nurhayati Izzanatin Nisa' Jafaruddin Jafaruddin, Jafaruddin Jamil Hatul Hani, Pini Jihad, Afdal Johan Andriesgo Julia Wijayanti Juliana Christyaningsih Jumil, Jumil Kamase, Jeni Karia Candra Hadiwilestari Karo-Karo, Isran Rasyid Karokaro, Mutiara Rhamadani Kartika Rahayuningsih, Christ Khairil Armal Khambali, Khambali Kharisma Aprilia Ekawati Khasanah, Utswatun Khiyarusoleh, Ujang Kholik Kholik Kiaonarni OW Kurniawati, Eka Kusumasari Kartika Hima Darmayanti Lailatul Mukaromah Laili Zumala Larasati Setyaningrum, Dwi Latifah, Anisatul Latri Aras, Latri Leander, Phebe Olivia Lembunai Tat Alberta, Lembunai Tat Lena Rhosita Zaenal Lestari, Kurnia Dwi Lestari, Novi Puji LESTARI, WITRI Liandri, Kenya Janesa Lilik Iriyani Kusumaningrum Lismarianti, Lismarianti Lista, Lista Listiyanti, Dwi Lubis, Ayuni Fachrunisa Lusy Annuriya Ilhami M. Yahya Mahathir, M. Syah Mailizar Mailizar Mamik Suendarti Mardiah Astuti Mardian, Irma Mardianto, Khafid Marfu’ah Marfu’ah Maria Grace B. Mababa Maria Ulfah Marisa, Hilma Mark P. Solo III Marluwi, Marluwi Marsia, Marsia Maruni Wiwin Diarti Masturi Masturi Maulina Rosyida Maulina Mawadati, Khusnia Mayang, Rapi Melsanda, Dea Merjuki, Abdul Rahman Merri Silvia Basri Meyrinda, Jesyia Miftakhunnisa Damayanti Millennia, Nurul Izzah Moch Widjanarko Moch Widjanarko Moch. Widjanarko Moch. Widjanarko Moch.Widjanarko Mochamad Widjanarko Mochamad Widjarnarko Mohamad Taufik, Mohamad Mona Dewi Utari Mudayatin, Lilik Muhajanah Muhammad Agus Muljanto Muhammad Andi Setiawan Muhammad Arif Fadhly Ridha Muhammad Irfan Muhammad Japar muhammad misbah Muhammad Ricky Hardiyansyah Muhammad Sajidin Muhammad Yahya Muhammad Yusuf Muhlisatul Mahmudah, Muhlisatul Mulawarman Mulawarman Muliawan, Indra Munah, Faridatul Mupti, Vanya Anjani Muslihati Mutiarawati, Diah Titik Muzdalifah Muzdalifah N. S. Widodo Nafisatul Aulia Nafisyah, Annisa Naharul Muthmainnah Najwa, Nina Fadilah Nanda Kusuma Ningrum Nashifah, Nur Sa'adah Nasir, Fahmi Ratul Ihram Nasution, Abdul Fattah Nasution, Sabrina Nasution, Salman Negara, Malinda Atma Nelly Marthalina Netty Kurniawati, Netty Nikmatus Sa’adah Nimas Galih Larasati Ningrum, Aulia Nisa’ Cahya Noer Saudah, Noer Noor Rahmini Noor Wahyudi Normuliati, Sri Novitasari Novitasari Nuning Marina Pengge Nur A, Kholifah Nur Hatijah Nur Hidayati Nur Indah, Putri Nur Intan, Nur Nur Zuafah Nuraini, Syifa Nurfaizi, Egi Nurfausiah J Nurhasannah Nurmalina Nurmalina, Nurmalina Nurul Untsa Fathiyaturrizqi Nuryuliyanti Nusantara, Boby Ardhian Otilia, Alisa Paramita, Suci Paramitha Sylvia Dewi Parisa, Maizana Patrajaya, Rafik Perfecta, Yohanes Exspandio Plyriadi, Annas Pramita Sylvia Dewi Prana Dwija Iswara, Prana Dwija Prasetyo, Ananda Gusti Yudhi Pratama, Adithya Fahriza Pratama, Rizky A. Pratiwi, Erniza Puji Gusri Handayani Purba, Azrina purba, oktaviana nirmala Purwaningtiyas, Franindya Puspa R, Lista Puspita Dewi, Teresia Retna putra, fariz Putra, Yudha Prawira Junistiara Putri Kusumawardhani, Khalyssa Putri, Afifah Putri, Atika Putri, Deliana Putri, Noviana Ratna Qalyubi, Imam Qodri, Laila Rachmawati, Siti Wanda Rafiqi Rahayu, Adnin Rahmah, Nabila Aulia Rahmat, Doris Rahmawati, Lili Rahmayanti, Novi Rahmi, Helvy Rahmi, Lisa Rahmidasari, Annisa Rakhmad Perkasa Harahap Ramadhan, Fariz Putra Ramadhan, Mawaddah Ramadhan, Usni Khamsur Ramadhani, Abelia Rambadeta, Yudi U.D Ramdani, Irham Ratna Endang Widuatie Reno Widayati Restika, Indah Retno Anggraini Revlina, Intan Rezeki, Reza Richma Hidayati Rickha Octavia Ridho Riadi Akbar Ridhwan Ridwan Arifin Rimbawan, Israh Dwi Risaldi, Akmal Riski Utami, Riski Ristya Widi Endah Yani Rita Ambarwati Sukmono Ritonga, Bhatara Solimega Rizwana, Zahra Ardya Rofiqi, Muhammad Aufi Rofi’ah, Ika Ainur Rohana Quddus Romadhon, Laili Rusdi, Ainur Rustanto Rustanto Saffa, Gelfira K. Safrina, Sri Saifuddin Helmi Salsilah, Puja Khalwa Salwaa Azzahra Rustiyawan Samae, Nitasnim Sandi, Yudisa Diaz Lutfi Sandy Arief Saniah, Nurul Santoso Santoso SANTOSO SANTOSO Saputra, Muhammad A. Saputra, Saputra Sari, Dwi Kurnia Sari, Selfi Novita Sari, Siwi Villa Intan Sari, Tika Mayang Sasongkowati, Retno Savira, Azzhara F. Sekar Dwi Ardianti Septiani, Jelita Septiawati, Lita Seruni Seruni, Seruni Setiani, Anggita Rizki Setyo Budi Utomo Shalehoddin Shalehoddin, Shalehoddin Shavira, Nabila Shelna, Khafiza Siagian, Hotmaida Sihung, Sihung Siraj, Muhammad Aqil Siti Alfiah Siti Nurjanah Siti Sefitri, Siti Sri Winarni Sriyono Sriyono Stefanus Lio Suarnianti, Suarnianti Suci Budiwaty Suci Dahlya Narpila, Suci Dahlya Sucipto Sugiyanto - Sugiyarti, Catur Suhairi Suhairi Suharyanto Suharyanto, Rony Sukmono, Ramang Suliati Suliati Sulistyowati, Hesti Sumarjo, Sumarjo Sumarwiyah Sumarwiyah, Sumarwiyah Sumasto, Hery Supriyatmoko, Supriyatmoko Suriyanti SURYA AYMANDA NABABAN Suryanik Susilo Rahardjo Susrianti, Ade Sutopo Sutopo Suwito Eko Pramono Syahropi, Hamid Syahru Ramadhan Syahrudin Syahrudin, Syahrudin Syaikhu, H Syamsiar S Russeng Syaniah, Fikriyah Syarifuddin Wahid Syarnubi, Syarnubi Syatiri, Muhammar Syifani Syifani Tambusai, Balqis Hamasatiy Tarwiyah Tri Ratnaningsih Tri Wahyu Andayani, Tri Wahyu Trisandri, Muhammad Iqbal Revilliano Trisnawati, Rizka Zulya Bunga Triyani, Liya Turaekan Turaekan Turaekan Turaekan Tussuriani, Syarifah Ulya Gufroni Ulya, Nanda Himmatul Usman M Utomo, Slamet Virera, Dinda Rossa Aldyan Wahyuni, Elsa Walid, Ahmad Wenda Novayani Wibowo, Wahyu Andri Widhoro Heriyanto Widianingrum, Norma Widyastuti, Wahyu Sri Wijayanti, Lumastari Ajeng Wismanto Wismanto Wisnu W, Octa Yahya Thamrin Yohana Dewi Lulu Widyasari Yuliandari, Sari Yumhi, Yumhi Yuniarti, Siswari Yuniati Yuniati Yusianti Silviani Zahira, Rifka Zain, Puji Efriany Zain, Tsurayya Syarif Zamroni, Asroful Hulam Zikri, Zikri Zuhud Anggit Wiradi Zulfa Nurul Ummah