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Atep Sujana

Universitas Pendidikan Indonesia

Author-ID : 500730

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Pembinaan Guru-Guru di Pulau Tidung Melalui Seminar Deep Learning pada Pembelajaran Abad 21: Teacher Training on Tidung Island Through a Seminar on Deep Learning in 21st Century Education Aeni, Ani Nur; Hanifah, Nurdinah; Rukmana, Kusman; Sujana, Atep
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i2.10245

Deep learning in a pedagogical context is an in-depth learning approach that involves essential understanding, emotional engagement, and the reinforcement of values and character. In practice, not all teachers have a sufficient understanding of this deep learning approach. This service project aims to improve teachers' understanding of Deep Learning in 21st-century learning on Tidung Island. The activity was conducted as a 32-hour seminar held over three days, from June 10 to 12, 2025, in a hybrid format combining in-person and online sessions. A total of 48 teachers from public elementary schools and kindergartens on Tidung Island participated in the seminar. The event was held at SD Negeri Pulau Tidung 01 Pagi, located in the Thousand Islands archipelago. The seminar materials included: 1) What is Deep Learning?, 2) Deep Learning in 21st-Century Education, 3) The Application of AI in Education: Strategies and Practices of Deep Learning in the Curriculum, and 4) Enhancing Literacy Through Deep Learning, presented by four speakers. The seminar results indicated that teacher training was conducted on Tidung Island through a seminar, and that the seminar increased teachers' understanding of deep learning in 21st-century learning.

Analysis of Fifth Grade Students' Mathematical Problem-Solving Skills in Whole-Number Operations Based on Polya's Stages Adhitya, Sandry; Sujana, Atep; Mulyasari, Effy
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to analyze the mathematical problem-solving abilities of fifth-gradeelementary school students in whole-number operations, using Polya's stages as a reference. This studyuses a qualitative descriptive method with data collection through problem-solving tests and interviews.The tests were used to assess students' abilities across the four stages of Polya: understanding theproblem, planning the solution, implementing the plan, and checking the results. Meanwhile, interviewswere conducted with several students to explore their reasons for choosing the strategy, their thoughtprocesses, and the difficulties they encountered while solving the problems. The research subjectsconsisted of 34 fifth-grade students at a public elementary school in Cimahi City. The results showedthat the problem understanding stage had the highest percentage of 86.2% (high category), followed bythe planning stage with 71.8% (medium category). The stages of implementing the plan and checkingthe results each reached 48.2% and 46.4% (low category). These results confirm that students canunderstand the information in the questions but still experience difficulties applying strategies andchecking results, so it is necessary to strengthen learning in these two stages to optimize problemsolving skills.

The Role of Learning Models in Numeracy Ability and Its Relationship With Self-Efficacy: A Systematic Literature Review Afifah; Sujana, Atep; Supriatna, Encep; Salim, Herli
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to describe numeracy literacy skills through learning models and their relationship with self-efficacy skills. The research method used is a Systematic Literature Review (SLR) which includes 3 stages, namely planning, conducting, and reporting. The data collection process was carried out by identifying articles relevant to the research topic based on predetermined criteria. This study examined 20 articles based on search results from the Google Scholar database with the help of the Publish Or Perish software. The data synthesis in this study was then presented in data tables and reinforced with narrative forms. The results of this study show that the improvement of numeracy literacy at the elementary school level for the period 2020-2025 is predominantly achieved by implementing the problem-based learning (PBL) model. On the other hand, students' self-efficacy also has an influence on learning success. Furthermore, students' numeracy literacy has a positive correlation with self efficacy, characterized by the higher the students' self efficacy, the higher their numeracy literacy.

Early literacy footprints: analysis of elementary school students' initial reading abilities using Early Grade Reading Assessment (EGRA) Safitri, Novi; Heryani, Rina; Hadiapurwa, Angga; Sujana, Atep
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Low initial reading skills are an indication of low student literacy. This research aims to analyze the early reading skills of Phase A students, which includes grades 1 and 2 of elementary school. The research used a descriptive qualitative method, involving 122 students from two elementary schools in Garut Regency, aged 6 to 8 years old. The instrument used in this study was the Early Grade Reading Assessment (EGRA) reading test. The results of the study showed that 68% of students in Phase A had early reading skills in the category of needing guidance. Meanwhile, 6.6% of students were in the sufficient category, and 25.4% were in the good category. Based on EGRA indicators, letter recognition ability has a percentage of 55.15%, syllable reading ability 48.76%, word reading 41.49%, listening comprehension 34.44%, fluency 31.87%, and reading comprehension 16.53%. Thru analysis of the implementation of the EGRA test, students' reading abilities can be mapped more deeply, allowing teachers to take further action appropriate to the needs of each student. This finding is expected to serve as a basis for schools to design more effective learning strategies to improve student literacy in elementary schools.

Conflict Resolution Skills of Fifth-Grade Primary School Students: A Dimensional Analysis Based on Crawford and Bodine's Framework Syahid Syahid; Ernawulan Syaodih; Wahyu Sopandi; Atep Sujana
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3593

Conflict resolution skills are critical social-emotional competencies for primary school students, yet the dimensional profile of these skills in the Indonesian context remains insufficiently documented. This study employed a quantitative descriptive survey design to examine the conflict resolution skills of 53 fifth-grade students at SDN 1 Karangreja and SDN 2 Karangreja, Karangreja District. Data were collected using a 54-item, four-point Likert scale questionnaire developed on the basis of Crawford and Bodine's (1996) six-dimensional framework, encompassing orientation, perception, emotional management, communication, creative thinking, and critical thinking skills. The instrument demonstrated satisfactory validity and high reliability (Cronbach's α = 0.87). Data were analysed using descriptive statistics. All six dimensions fell within the Moderate mastery category. Communication skills recorded the highest mean score (57.02%), followed by orientation (56.39%), while emotional management yielded the lowest score (43.19%). These findings indicate that students possess foundational but incomplete conflict resolution competencies, with relational-communicative skills more developed than affective and higher-order cognitive capacities — a pattern that challenges a strictly linear reading of Crawford and Bodine's developmental sequence. The study contributes a theoretically grounded, empirically differentiated competency profile to the discourse on social-emotional learning in Indonesian primary education, with implications for curriculum design and targeted instructional intervention.

Pedagogical Content Knowledge Guru SD dan Dampaknya Terhadap Pembelajaran Numerasi di Daerah 3T Sirwan, Sirwan; Sujana, Atep; Rozak, Rama Wijaya Abdul
Mimbar PGSD Flobamorata Vol. 4 No. 2 (2026): MIMBAR PGSD FLOBAMORATA
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/mpf.v4i2.3243

Abstrak:Penelitian ini menganalisis kompetensi Pedagogical Content Knowledge (PCK) guru sekolah dasar dalam pembelajaran matematika perspektif numerasi di daerah 3T, khususnya Kabupaten Teluk Wondama, Papua Barat. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain analisis interaktif Miles, Huberman, dan Saldaña, melibatkan 48 guru kelas III yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara tematik. Hasil menunjukkan: (1) mayoritas guru mengajar di luar bidang keahliannya dan belum tersertifikasi; (2) pembelajaran didominasi pendekatan prosedural dan metode ceramah repetitif; (3) rendahnya kepercayaan diri guru membatasi respons adaptif terhadap kesulitan belajar siswa; serta (4) lemahnya dukungan institusional sekolah memperparah kondisi tersebut. Penelitian ini menegaskan bahwa penguatan PCK guru secara kontekstual dan berkelanjutan merupakan strategi kunci peningkatan kualitas numerasi di wilayah 3T, dengan implikasi penting bagi kebijakan pemerataan guru berkualifikasi dan pengembangan profesional berbasis komunitas. Abstract: This study analyzes the Pedagogical Content Knowledge (PCK) competencies of elementary school teachers in mathematics instruction from a numeracy perspective in 3T (frontier, outermost, and disadvantaged) regions, specifically in Teluk Wondama Regency, West Papua. The study employs a qualitative descriptive approach with an interactive analysis design by Miles, Huberman, and Saldaña, involving 48 third-grade teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed thematically. The results indicate that: (1) the majority of teachers teach outside their field of expertise and are not yet certified; (2) instruction is dominated by procedural approaches and repetitive lecture methods; (3) low teacher self-confidence limits adaptive responses to students’ learning difficulties; and (4) weak institutional support from schools exacerbates these conditions.This study highlights that strengthening teachers’ PCK in a contextual and sustainable manner is a key strategy for improving numeracy quality in 3T areas, with important implications for policies on equitable distribution of qualified teachers and community-based professional development

Applying the Preview, Question, Read, Summarize, and Test Method to Enhance the Effective Reading Speed of Elementary School Students Juneli, Juni Artha; Hartati, Tatat; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81938

Reading ability is a fundamental skill essential to the learning process. However, a low Effective Reading Speed (ERS), which includes both reading speed and comprehension, poses a significant challenge that can negatively impact student learning outcomes. Slow reading speed and inadequate comprehension hinder students from effectively absorbing information, ultimately affecting their overall academic performance. This study aims to assess the ERS of elementary school students after implementing the Preview, Question, Read, Summarize, Test (PQRST) method in their learning process. It employs a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consists of 20 fifth-grade students selected from a population of 84 at a primary school in Coblong Subdistrict, Bandung City, West Java Province, Indonesia. Data collection involved reading speed and comprehension tests, which were analyzed using the ERS formula. The results indicate that the PQRST method is effective for teaching reading, particularly in improving ERS. Post-test results show a notable improvement compared to pretest scores. This study provides empirical evidence supporting the effectiveness of the PQRST method in elementary education, encouraging teachers to integrate it into their reading instruction. Additionally, it serves as a reference for further research on reading strategies in early education.

Students’ Participation and Collaboration Skills through RADEC Learning Model and the Influencing Factors Hanum, Citra Bahadur; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.55449

This study aims at identifying forms of participation and collaboration through RADEC learning and the influencing factors. The subject of this study comprised 32 students (18 males and 14 females) attending an elementary school in Bandung city. Case study with a qualitative approach was employed as the method of the study by utilizing instruments such as observation sheets, student work sheet, and field notes. Obtained data were analyzed using Miles Huberman's (1992) technique with data validation using reference material techniques and methodological triangulation. The results reveal that (1) doing assignments, asking questions, delivering opinions and arguments, giving responses and making conclusion are forms of participation students engage in the classroom, (2) students collaborated through group work, active participation and contribution in the group assignment, listening and discussing a variety of topics, showing appreciation, matching assignments and work, cooperate to gain ideas and realize them through a respectful and proper decision making, and (3) several factors influence the students’ participation and collaboration, namely confidence, hard work, and teachers’ stimulation. These results signify that RADEC learning is able to stimulate students’ participation and collaboration.

The Effect of the Phonics Method Using Beginning Reading Media on Primary School Students' Beginning Reading Skills Ayuningtyas, Tyagita; Iswara, Prana Dwija; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81908

One significant obstacle to improving basic literacy standards in Indonesia is the low initial reading proficiency among primary school students. To strengthen students' understanding of letter-sound relationships, innovative teaching approaches are essential. This study investigated the combined effects of phonics instruction and Beginning Reading (BR) media on elementary students' early reading abilities. Using a quasi-experimental pre-experimental design, the research employed descriptive and inferential statistical analysis of data collected through questionnaires, interviews, and a one-group pretest-posttest framework. Eighteen participants demonstrated pretest scores ranging from 28.46 to 70.76, reflecting varying baseline reading levels. Following the instructional intervention, posttest results revealed substantial improvement, with scores climbing to 82-100 and an average N-Gain score of 82.85. These outcomes demonstrate marked progress in reading competency, providing robust empirical support for integrating phonics methodology with interactive BR media. The results highlight two key findings: (1) the effectiveness of combining systematic phonics with multimedia tools, and (2) technology's role in creating engaging, practical learning solutions for foundational literacy. This research contributes meaningfully to primary education by validating an evidence-based approach that addresses Indonesia's literacy challenges while aligning with contemporary digital learning environments. The demonstrated improvements in reading skills underscore the potential of this combined methodology to transform early reading instruction.

Examining reading comprehension and critical thinking skills among fourth-grade elementary school students Husnul Hotimah; Atep Sujana; Encep Supriatna; Iik Nurulpaik
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1114

Background: Reading comprehension and critical thinking are fundamental competencies that support students’ literacy development and learning across subjects. Nevertheless, many elementary school students still experience difficulties in interpreting texts and evaluating information critically. Aims: This study aims to examine the reading comprehension and critical thinking abilities of fourth-grade elementary school students in Indonesian language learning. Method: The study employed a descriptive quantitative design. Participants consisted of 37 fourth-grade students from a public elementary school in Serang City selected through purposive sampling. Data were collected using an essay-based test developed according to indicators of reading comprehension and critical thinking, including identifying problems, comparing arguments, proposing solutions, generating ideas, and expressing opinions. The instrument was validated through expert judgment to ensure content suitability. The collected data were analyzed using descriptive statistical techniques such as mean scores, percentages, and categorization of students’ ability levels. Results: The analysis revealed that students’ critical thinking skills generally fell into the moderate category with an average score of 60.14 out of 100. Students’ scores ranged from 30 to 80, with both the median and mode recorded at 65, indicating that most scores were concentrated around this value. In terms of category distribution, 21.62% of students were classified as low, 64.86% as moderate, and 13.51% as high. Conclusion: The findings suggest that although students have developed basic critical thinking abilities, their analytical reasoning and argumentation skills remain limited. Therefore, instructional strategies that encourage deeper reading, discussion, and reasoning activities are needed to strengthen students’ critical thinking development.

Co-Authors - Sapriya A'fiani, Nadia Nur A. Suhandi A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Aah Ahmad Syahid, Aah Ahmad Abas, Sirojudin Adhitya, Sandry Adianti, Auliya Fairah Adit Yuliani Aeni, Nita Nur Afifah Agesti, Avrilliani Agista, Dea Inggit Agus Muharam Agus Muharam Agustin, M. Ahmad, Ikhsan Ibrahim Aida Susilawati Aina Mutmainnah Aisyiah, Pratiwi Nur Alamanda, Firas Alfia Latifa, Dea Ali Djamhuri Ali Ismail Ali Juma Khomis Ali, Enjang Yusuf Ali, Enjang Yusup Alya Syifani Amaliyah, Elis Nur Elisah Angga Hadiapurwa Anggi Ratna Sari Ani Nur Aeni, Ani Nur Ani, Nurfitriani Anugrah Ramadhan Firdaus Ardi Apriansah Arfinya, Salsabila kusuma Ari Widodo Ari Widodo Arum, Erin Giri As'ary, Mohamad Yasin Ashilah, Nur Syifa Asih Kurniasih Asri Aditya Lestari Astuti, Indri Andriani Aurora, Urfi Ayuningtyas, Tyagita Azizah, Ismi Azzahra, Syabilla Babang Robandi Bachrudin Musthafa Basit, Rifqi Abdul Bunyamin Maftuh Bunyamin Maftuh Burhanudin Burhanudin Cahya, Otong Cahyaningsih, Ratna Dila Cica Yulia Citra Bahadur Hanum Cucun Sunaengsih, Cucun Cucun Sutinah Cut Rania Kirana Dadan Djuanda, Dadan Dadang Kurnia, Dadang Depriya Kembara, Maulia Dewi Rachmatin Dewi Sugiarti, Dewi Dewi, Kania Kusuma Diah Gusrayani, Diah Dian Sukmawati Dini Apriani, Dini Disman Dwi Novianti, Dwi Dwijayanti, Riska Effy Mulyasari Egi Agustian Elih Sudiapermana, Elih Encep Supriatna Encep Supriatna Enok Maryani Erin Giri Arum Erlinda Indriani Ernawulan Syaodih Faisal Rahman, Faisal Fanny Destiani Fanny Sumirat Fanny Sumirat, Fanny Fatimah Azzahra Fatmala, Sindi Ayu Fauziah, Azkia Nurul Febrialita Salma Dwinandha Putri Febrialita Salma Dwinandha Putri Febrian Andi Hidayat Felinda Rahma Ferah Fairus Fhilrizki, Salma Ihsani Firdausi, Audi Shafira Fitriyani, Silvia Gayatri Nurnaningrum Ghullam Hamdu Gunadi, Radila Putri Gustiayu Juita Harun Hafiziani Eka Putri, Hafiziani Eka Handayani, Lastri Hanum, Citra Bahadur Hartono Hartono Haryanti, Tia Sri Hendrawan, Mohammad Gilang Herdian, Elsa Vinolia Ananda Herli Salim Herman Subarjah Heryani, Rina Heryanti, Feny Rosa Hilma Mustika Fauziyyah Husnul Hotimah I. Isrok'atun I. Isrok'atun Ida Fiteriani Idat Muqodas Iik Nurulpaik Iin Kuraesin Iis Nuraida Mulyaningsih Ika Rosmiati Inayah, Alma Nurul Indiani, Rita Indra Suhendra Indra Suhendra Indri Andriani Astuti Innaka Arina Haq Intan Budi Komara Intan Ghaida Safitri Irawati, Riana Irawati, Riana Irma Aulia Isrok'atun Isrok'atun Isrokatun Isrokatun J Julia J. Julia J. Julia Jaenudin, Irfan Jajang Bayu Kelana Jaliah, Ratih Jatnika, Widuri Tresnawati Jaya, Evi Jayadinata, Asep Kurnia Jayadinata, Asep Kurnia Julia Julia Juneli, Juni Artha Juni Artha Juneli Karimah Tuffahati Gayo Karlina, Dety Amelia Karlina, Dina Karlina, Wili Kembara, Maulia Depriya Khaerunisa, Niken Khafiza, Asha Quranul Khoerunnisa, Trianti Kirana, Cut Rania Komariah, Ririn Siti Kurnia Kayadinata, Asep Kusman Rukmana Kusumastuti, Fransiska Astri Larina Yuliana, Elma Latif, Brilian Sejatining Leni Permana Leni Permana Lestari, Febrika Linda Hania Fasha Linda Munawarti Linda Purwanti, Linda Lungguh Puri Pramswari Lungguh Puri Pramswari Lungguh Puri Pramswari, Lungguh Puri Madina, Tasya Malinda, Dini Maryani, N Maulana Maulana Maulana Maulana, Maulana Maulia Depriya Kembara May, Tsalitsa El Meilinda, Ghina Meisarah, Epita Mellisa Mellisa Merisa, Desy Miftahurrohmah, Mira Mila Merliana Ridwan Mohamad Adning Mubiar Agustin Mundzir, Muhammad Fahri Mustika Fauziah, Hilma Nababan, Nurlela Najah, Naylan Nana Supriatna Nandang Rusmana Nandang Rusmana Nanola, Nouval Naomi, Bezella Naura Aisya Salsabila Nina Kania Dwi Nisamaulidza, Siti Zulaikha Nopia, Rani Novi Safitri Nuaini, Intan Nugraha, Bunga Fatmawati Mulya Nur Aeni, Ani Nur Afna Juanda NUR FITRIANI nur, rachmawati Nuraeni, Desi Nurallam, Lestari Nurdiani Agustin, Tresna Nurdinah Hanifah Nurhanifa, Syifa Nurhasanah, Ismawati Alidha Nurhayati, Ai Ratna Nurhayeti, Yeti Nuri Seftiani Rosmiati* Nurjanah, Aan Nurlela, Eneng Siti Fatimah Nurliani, Nina Nurma Yunita Nurnaningrum, Gayatri Nurnaningsih A Nurnaningsih Nurnaningsih Nurnaningsih Nurnaningsih, Nurnaningsih Nurpratama, Regita Nursholihat, Khoerunnisa Nurul Saadah Agustina Nurussaadah, Thiani Oktaviani, Ike Oktaviani, Nurjamilah Oktaviani, Sabrina Dwi Patmawati, Pupun Pebiantina, Sanita Permana, Sutisna Permanawati, Dian Pitriadi, Adi Pauji Prana Dwija Iswara, Prana Dwija Pratama, Raka Nurmawan Pratiwi, Cindi Oktaviani Priatna, Yundara Ulfa Prihatiningsih Prihatiningsih, Prihatiningsih Purnama, Angga Eka Purnamasari, Latipah Putri Nurhasanah Putri, Devi Septiani Putri, Galuh Mutiara Putri, Rifa Asyifa Cahya Rafli, Andi Rahayu, Mega Mugi Rahayu, Putri Nurjati Rahma Hayati Rahmafinia, Wulan Rahman Rahman Rahman Rahman Rahmani, Yoga Rizqi Rahmawati, Ade Putri Rahmawati, Ayu Wulan Rama Wijaya Abdul Rozak Ramadany, Lisa Dewi Ramadhan, Mohamad Ihsan Rana Gustian Nugraha Rasmiati, Iras Regina Lichteria Panjaitan Regina Lichteria Panjaitan Regina Lichteria Panjaitan, Regina Lichteria Reizal, Haidhar Reksa Pribadi Restiana, Rendi Reviani Fitri Rina Septiani, Rina Rini Marlina Risma Rosmayanti Risyanti, Elis Rita Anggorowati Riyantini, Yolanda Anugrah Rizki, Nurul Fauziah Ropiah, Ropiah Rosarina, Gina Rosliany, Alya Rosmiati, Ika Rostiani, Ani Rosyidi, Ahmad Royalia, Krisanti Rozak, Rama Wijaya Abdul Rukmana, Kusman Rukoyah, Rukoyah Sa'ud, Udin Saefudin Sabila Idzni Suryana Saeful Rohman Sahleni, Sahleni Salsabila, Naura Aisya Santi, Eneng Sapriya Saputra, Erwin Rahayu Saputra, Yudha Munajat Sa’ud, Udin Syaefudin Sheryl Mutiara Putri Shofiyah, Nida Shylvia, Putri Cinndy Silvia, Neng Ineu Sinta, Dwi Tiara Sirwan, Sirwan Siti Agustina, Siti Siti Anisah SITI MARYAM Siti Muhdiati Srikandi, Mei Maharani Sritiawati, Tia Sudin, Ali Sudin, Ali Sudrajat, Wini Sopiantini Sufyani Prabawanto, Sufyani Sukardi, Rendi Restiana Sulistyaningsih, Sri Sultan Ahmad Sunarya, Dede Tatang Surachman, Meylani Angelia Suryana, Sabila Idzni Suryawanto, Arif Mishbah Syaefudin Saud Syahid Syahid Syahrani, Yunita Tatang Herman, Tatang Tatang Suryadi Tatat Hartati Tias Siti Nurafifah Tri Pebriati Ubaidiah, Luthpin Udin Syaefudin Sa’ud Uswah Rahmawati Vina Amalia Ramadhan Wahyu Sopandi Wahyu Sopandi Wahyu Sopandi Wahyuni, Cici Walipah, Eva Wandani, Roni Wahyu Wati, Rida Rosiana Wawan Setiawan Wawan Setiawan Wigalina, Suci Wina Puspita Winarni, Neni Wiwin Wiwin, Wiwin Wulan Handayani, Wulan Yedi Kurniadi, Yedi Yudi Yanuar Yudi Yanuar Yuliana, Linda Yulianti Agustin Yuliyana Yuliyana Yunita Syahrani Yusup Maulana Yuyun Yuniar Zahra Saleha Zahra, Amelia Zahro, Nur Shoviatul Zayyana Ulfah, Siti Zen, Zaenudin Maulana Zulham Zulham

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