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All Journal Jurnal Pendidikan Matematika Harmonia: Journal of Research and Education Lembaran Ilmu Kependidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar Pedagogi : Jurnal Penelitian Pendidikan SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jurnal Pendidikan Matematika RAFA Mimbar Sekolah Dasar Math Didactic: Jurnal Pendidikan Matematika Metodik Didaktik Taman Cendekia : Jurnal Pendidikan Ke-SD-an MODELING: Jurnal Program Studi PGMI JPI ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu AT-TA`DIB ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR SAP (Susunan Artikel Pendidikan) Wahana Sekolah Dasar PrimaryEdu - Journal of Primary Education Academy of Education Journal Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Educatio FKIP UNMA Attadib: Journal of Elementary Education At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Ideguru: Jurnal Karya Ilmiah Guru JURNAL CERDAS PROKLAMATOR Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Cokroaminoto Journal of Primary Education Journal for Lesson and Learning Studies J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Journal of Education Research Parta: Jurnal Pengabdian Kepada Masyarakat Jurnal Cakrawala Pendas Jurnal Basicedu YASIN: Jurnal Pendidikan dan Sosial Budaya Journal of Innovation and Research in Primary Education JGK (Jurnal Guru Kita) Jurnal Elementaria Edukasia Mathematics Education Journal Al Ibtida: Jurnal Pendidikan Guru MI Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Prana Dwija Iswara, Prana Dwija
Universitas Pendidikan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFEKTIVITAS PENGGUNAAN METODE THINK TALK WRITE BERBANTUAN MEDIA AUDIO VISUAL DALAM MENINGKATKAN KEMAMPUAN MENULIS NARASI SISWA Amelia, Siska Dwi; Iswara, Prana Dwija; Gusrayani, Diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32234

Abstract

This study aims to improve the narrative writing skills of fourth-grade elementary school students through the application of the Think Talk Write method assisted by audio-visual media. The initial condition showed low ability in developing story ideas, inaccurate use of punctuation and capital letters, as well as limited vocabulary mastery. The study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles, with 20 students as the subjects. Data were collected through observation, questionnaires, and narrative writing tests. The results showed an increase in the average score (on a 100-point scale) from 51.5 in the initial data to 69.75 in the first cycle, and 86.25 in the second cycle. Improvements occurred in content accuracy, idea development, use of punctuation and capital letters, as well as active student participation in learning. Student responses to the implemented learning were positive, with the majority feeling helped in understanding stories and developing ideas. The application of the Think Talk Write method assisted by audio-visual media was effective in improving the narrative writing skills of elementary school students, both in terms of writing quality and active participation.
The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review Umayrah, Anggi; Iswara, Prana Dwija; Salsabila, Syifa; Azzahra, Siti Silmi; Jeujanan, Mariana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11474

Abstract

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.
EFEKTIVITAS CERITA BERGAMBAR DIGITAL BERBASIS CANVA TERHADAP KETERAMPILAN MEMBACA SISWA SEKOLAH DASAR KELAS RENDAH Syntia Hanna Adila; Prana Dwija Iswara; Diah Gusrayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.29962

Abstract

Reading skills are an important basic skill to be mastered by elementary school students, especially at the low grade level. However, in practice, many students have difficulty understanding the content of reading due to the use of less attractive learning media. This study aims to determine the effectiveness of digital picture story media based on Canva application on reading skills of grade II students of SD Negeri Sukaraja 1. This study used a quantitative approach with a quasi-experimental design in the form of Nonequivalent Control Group Design. The research sample consisted of two grade II classes selected through purposive sampling technique, namely the experimental class of 27 students and the control class of 28 students. The experimental class was treated using Canva-based digital picture story media, while the control class used conventional media. The research instruments included reading skill tests and student interviews. The Mann-Whitney test results on pretest scores showed no significant difference between the experimental and control classes (p = 0.249 > 0.05), which means that the students' initial abilities were comparable. After the treatment, the Wilcoxon test showed a significant improvement in the experimental class, and the Mann-Whitney test on the posttest showed a significant difference between the two classes. The interview results also showed that students gave positive responses to the use of the media. Thus, the Canv-based digital picture story media.
Peningkatan Literasi Menggunakan Teknologi Deep Learning Terhadap Guru TK dan SD di Pulau Tidung Nugraha, Rana Gustian; Julia, J.; Iswara, Prana Dwija; Gusrayani, Diah; Panjaitan, Regina Lichteria
Parta: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2025)
Publisher : Universitas Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38043/parta.v6i2.6947

Abstract

The problems in the world of education today show the importance of literacy that is not only limited to reading and writing, but also digital literacy and based on artificial intelligence (AI). However, there are significant challenges because many teachers are not yet good at interpreting this technology into learning. The purpose of the pinu research is to increase literacy with deep learning technology among teachers on Tidung Island. This study uses a seminar method of presentation techniques, independent assignments and peer tutors accompanied by the Pre-Test and Post-Test stages and a recapitulation of the results of various aspects of the activity. The results show a substantial increase in understanding and are evidenced by an increase in the average score of 32.1%. In addition, teachers realize that AI can accelerate the work of teacher needs. In conclusion, the method used can bridge the gap in access to technological information and successfully increase the capacity of human resources in the field of education. The implication is that this study emphasizes the need for ongoing efforts to improve teacher technology literacy for better professionalism.
STUDI KOMPARATIF PENERAPAN STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA) BERBANTUAN KECERDASAN BUATAN TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN TEKS NARASI SISWA SD Septiani, Santi; Djuanda, Dadan; Dwija Iswara, Prana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40630

Abstract

The ability to read and understand narrative texts is an important skill that elementary school students must master.Directed Reading Thinking Activity (DRTA) is a learning strategy that can be used to improve these skills. However, DRTA is still largely implemented conventionally and does not utilize technology such as artificial intelligence (AI) as a learning tool. The urgency of this study is to compare the reading comprehension skills of students who learn by applying the strategy.Directed Reading Thinking Activity (DRTA) assisted by AI and students learning using the Strategy Directed Reading Thinking Activity (DRTA) without AI assistance. The integration of AI during the learning process using the DRTA Strategy lies in each step, namely prediction (before reading), content verification (during reading), and reflection (after reading). The approach used is a quantitative approach with a comparative design. The research subjects consisted of 60 elementary school students from two different schools, namely SDN A as the experimental class and SDN B as the control class. Data were collected through a reading comprehension test of narrative texts given in the form posttest after the learning process took place. Data analysis was conducted using the Mann-Whitney Test. The results of the study showed a difference in the reading comprehension ability of narrative texts between students at SDN A and SDN B. Students who learned using the Strategy Directed Reading Thinking Activity (DRTA) with AI assistance obtained higher average scores than students who learned using the DRTA Strategy without AI assistance. This finding indicates that AI assistance in the DRTA Strategy Directed Reading Thinking Activity (DRTA) plays a role as a supporter of reading comprehension learning, while the DRTA Strategy without AI assistance remains relevant for implementation in learning.
PENGEMBANGAN APLIKASI BATIYA (BAKU TIDAK YA?) SEBAGAI MEDIA PEMBELAJARAN KATA BAKU DI KELAS V SD Damayanti, Farda Andita; Iswara, Prana Dwija; Djuanda, Dadan
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 7, No 1 (2026): FEBRUARI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v7i1.19557

Abstract

Penelitian ini dilatarbelakangi oleh kesulitan peserta didik dalam membedakan dan menulis kosa kata baku dan tidak baku. Tujuan penelitian ini adalah mengembangkan media pembelajaran berbasis aplikasi bernama BATIYA (Baku Tidak Ya?) sebagai solusi interaktif untuk meningkatkan pemahaman siswa kelas V sekolah dasar terhadap kata baku. Penelitian menggunakan metode Design and Development (D&D) dengan model pengembangan ADDIE yang terdiri dari lima tahap: analisis, perancangan, pengembangan, implementasi, dan evaluasi. Salah satu fitur unggulan media ini adalah menu “Ayo Menulis” yang mampu mengoreksi teks berdasarkan kaidah kebahasaan sesuai dengan KBBI. Hasil validasi ahli menunjukkan bahwa media ini berada dalam kategori “Sangat Layak”, dengan nilai dari ahli media sebesar 85% dan 92,5%. Pada tahap implementasi, media diuji coba kepada peserta didik di tiga sekolah dasar, dengan hasil penilaian berturut-turut 88,79%, 85,57%, dan 76,47%. Selain itu, lima guru memberikan tanggapan positif dengan rata-rata skor 88,5% dalam kategori “Sangat Baik”. Dengan demikian, media BATIYA dinilai efektif, menarik, dan layak digunakan sebagai alat bantu pembelajaran Bahasa Indonesia, khususnya dalam mengenali dan menggunakan kata baku secara tepat.
Assessing Critical Reading Skills of Fifth-Grade Elementary Students in Narrative Text Comprehension Nurul Faizah; Prana Dwija Iswara; Wahyu Sopandi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3311

Abstract

The proliferation of digital misinformation poses significant challenges for elementary students' information literacy, necessitating robust critical reading skills to evaluate and synthesize textual information effectively. This study systematically assessed the critical reading skills of fifth-grade students in comprehending narrative texts, examining performance across literal, inferential, and evaluative dimensions. A quantitative descriptive design was employed with 34 fifth-grade students (23 males, 11 females) from SDN 1 Sukaresmi, West Bandung Regency, Indonesia. The critical reading assessment, based on Nurhadi's framework and validated through expert review (Cronbach's α = 0.82), measured six primary indicators using narrative texts from government-curated quality reading materials. Data were analyzed using descriptive statistics and comparative analyses. Students demonstrated moderate proficiency in literal comprehension (46.81%) but substantial deficits in higher-order skills, particularly synthesis (35.66%), interpretation of implied meanings (37.01%), and cause-and-effect understanding (34.56%). Female students exhibited marginally higher performance (42.22%) compared to males (38.81%), though differences were not statistically significant. Overall achievement averaged 39.91%, indicating medium-to-low critical reading competency. Critical reading skills among upper elementary students remain underdeveloped, especially in inferential and evaluative domains. These findings underscore the necessity for explicit instructional interventions targeting higher-order comprehension strategies, including scaffolded inference training and causal reasoning instruction, to enhance elementary literacy quality.
PENGEMBANGAN APLIKASI BERBASIS DIGITAL SANTABASUN UNTUK MENGENALKAN KESANTUNAN BERBAHASA SUNDA PADA SISWA SEKOLAH DASAR Nurfarida, Sallsa; Iswara, Prana Dwija; Gusrayani, Diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32201

Abstract

This application aims to introduce Sundanese politeness to elementary school students, especially fourth graders. The resulting product is a digital application called SANTABASUN, which was developed using Smart Apps Creator, Canva, and Capcut software. The data collection process was carried out through interviews, questionnaires filled out by validators, material experts, media experts, and user responses filled out by students. This study used the ADDIE development model which consists of five stages, nameIy anaIysis, design, deveIopment, impIementation, and evaluation. The results showed that the SANTABASUN application has met the eligibility criteria. Based on the assessment by media experts, the application obtained a score of 96% which is categorized as very feasible, while the materiIl experts obtained a score of 87% which is also categorized as very feasible. In terms of user response, the smaIIl group trial produced a percentage of 94% and is categorized as very good, while the large group trial obtained a percentage of 97% which is also categorized as very good. These findings indicate that the SANTABASUN application is considered effective and suitabIe for use as an interactive Iearning medium to introduce Sundanese politeness. The application's strengths lie in its attractive appearance, relevant content, and visual and audio support, which aid comprehension. However, there's still ample potential for further development, such as expanding the user base to various groups and educational levels, and adding a variety of materials to enhance comprehensive learning.
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

Abstract

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.
Disgrafia dalam Pembelajaran Menulis Narasi: Studi Literatur pada Peserta Didik SD Kelas Tinggi Zuniar, Meutia; Iswara, Prana Dwija
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8305

Abstract

Dysgraphia, as a specific writing disorder, constitutes a significant barrier to narrative writing instruction among upper-grade elementary school students. This study aimed to analyze the characteristics of dysgraphia, its impact on narrative writing ability, and effective instructional strategies based on a synthesis of recent literature. A systematic literature review method was employed by analyzing 15 SINTA-indexed articles published between 2020 and 2025. The findings reveal that dysgraphia has multidimensional characteristics covering physical–motor aspects (difficulties with fine motor coordination, illegible handwriting), linguistic aspects (systematic spelling errors, limited vocabulary), and cognitive aspects (limited working memory capacity, poor organization of ideas. The impact of dysgraphia on narrative writing ability is reflected in low technical quality of writing, incoherent narrative structure, and psychological consequences such as anxiety and avoidance of writing activities. Effective instructional strategies identified in the reviewed studies include multisensory approaches, curriculum modification through product differentiation, the use of assistive technology, and intensive collaboration among teachers, parents, and specialists. The study concludes that comprehensive understanding of the characteristics of dysgraphia and the implementation of integrated inclusive instructional strategies have the potential to significantly improve students’ narrative writing ability, while also underscoring the urgency of developing identification and intervention models for dysgraphia that are contextually aligned with instructional needs in Indonesia.
Co-Authors A Halim Aah Ahmad Syahid, Aah Ahmad Afiyati, Fifi Sri Ratu Agnesti Bilqis Agus Muharam Agustin, Ninda Ahwi, Rahmania Savitri Alditia, Lalu Muhammad Alfionita, Qinta Virya Ali Ismail Alifah, Amara Noer Amatullah, Ummu Fauziyyatun Ambunsuri, Puti Ageng Amelia, Siska Dwi Andraeni, Sulika Anggi Umayrah Anggi Umayrah Anggraeni, Dini Anggraeni, Ratna Niken Ani Nur Aeni, Ani Nur Aprilia, Nia Ari Riswanto, Ari Arie Rakhmat Riyadi Artiani, Yuni Asep Saefudin Atep Sujana Atikah, Iis Awalia, Evita Meylani Ayuningtyas, Tyagita Azhari, Farkhani Azzahra, Siti Silmi Budia, Imam Chizbullah, Yust Ibrahim Cucun Sunaengsih, Cucun Dadan Djuanda, Dadan Dadan Nugraha Dadan Nugraha Dadang Kurnia, Dadang Damayanti, Farda Andita Dea Kania Dela Arwanda Dela Arwanda Delia Oktavia Diah Gusrayani, Diah Diana Rahayu, Diana Diki Hasrul Wathani dwi pusparini, Inayah Septyani Dwi Egi Agustian Epita Meisarah Erlina, Tiara Ernawulan Syaodih Fachry Abda El Rahman Fahira, Winda Fauzi, Sifa Rizkika Fauzia, Rizky Febrika Yogie Hermanto Gajalba, Nurul Lubna Galih, Mochammad Ghazia Rahmi Sahid Gina, Asifa Miftahul Ginayah, Rodinatul Haqimurosyad, Asep Ikhsan Hendra, Raisya Ramadhina Herdiansyah, Mohamad Herdianti, Reina Herlina, Rinrin Hidayat, Taufik Silpan Hilma Mustika Fauziyyah Hutagalung, Arini Anggraeni Ibrahim, Tatang Idat Muqodas Iis Irma Lisnawati Indah Lestari, Indah Indra Suhendra Indriani, Suci Iranawati, Riana Irawati, Riana Irawati, Riana Ismi, Rahma Nur Isrokatun Isrokatun Istiqomah, Wanti Nur J Julia Jayadinata, Asep Kurnia Jayadinata, Asep Kurnia Jeujanan, Mariana Julia Julia Julia Julia Julia, J. Julia, J. Karimah, Anisa Fiola Karlina, Dety Amelia Karwati, K. Komalasari, Ala Lestari, Tia Sri Lugina, Tiana Dara Mamnun, Mamnun Margana, Denais Palestin Mariana Jeujanan Marlinda, Tantri Maudy Putri Alamanda Maulana, M Maulana, M. Maulana, M. Maulani, Siska Maulidiya, Dina Mellyana, Mellyana Mochammad Imron Awalludin Musarofah, Isnaeni Mustoip, Sofyan Muzaki, Tri Fahmi N. Nurjanah Nahdia Rahman, Tiara Hilwia Nailul Amaniah, Ina Nazilah, Fauziatun Nisa Khoerunajah Nopitasari, Eva Nur Aeni, Ani Nuraeni, Ai Nuraeni, Dede Yani Mariam Nurdinah Hanifah Nurfarida, Sallsa Nurgupita, Sekar Nurhalimah, Irma Nurhanifah, Rifa Nurlina, Tresna Nurul Faizah Nurzaman, Istikhoroh Oktavia, Delia Oktaviani, Shania Olisna, Olisna Palupi Mutiasih Permataningrum, Fazrina Apriliyani Prabowo, Eko Budi Priantini, Friska Novita Priatna, Yuzzara Zahwa Priyatna, Sukmana Putri Alamanda, Maudy Putri, Gina Sylvia Rachmawati Rahma Hayati Rahman Rahman Rahman Rahman Rahman Rahman Rahman Ramadhani, Yessi Rana Gustian Nugraha, Rana Gustian Ratna Niken Anggraeni Regina Lichteria Panjaitan, Regina Lichteria Rhiantini, Sari Risma Nuriyanti Riyani, Iya Rofikoh Sulistiani Rosdiyana, Rosdiyana Rosmiati, Sipa Saefudin, Asep Salsabila, Aura Syifa Salsabila, Syifa sandie gunara, sandie Sari, Putri Indah Sariningsih, Wardini Sartono Sartono Sastabila, Nadia Septiani, Santi Setiani, Eria Noersari Shabira Khairunnisa Pratidina Sianturi, Evyta Darma Judika Sidik, Ghany Taufik Sidiq, Angga Permana Sihombing, Vera Ironita Christiani Silvia, Neng Ineu Sinta Rohaeni Sipa Rosmiati Siska Maulani Siti Nurrohmah Siti Patimah Siti Silmi Azzahra Sofiana, Regina Ratu Solechudin, Mohammad Subagja, Adi Sudin, Ali Sudin, Ali Sukma, Auliani Sunarya, Dede Tatang Sunarya, Dede Tatang Supriyadi, Tedi Supriyadi, Tedi Suryadi, Tatang Susilawati, Dalia Syifa Fauziah Syifa Fauziah Syifa Salsabila Syifa Salsabila Syntia Hanna Adila Tatang Herman, Tatang Tatat Hartati Tiana Dara Lugina Trisna Nugraha Tursiva, Erva Umayrah, Anggi Utari, Risma Velinda, Intan Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wahyuni, Irene Fitriana Wasi Widiastika Wathani, Diki Hasrul Widiastika, Wasi Widyastuti, Linda Wirawati, Vina Silviana Wulan Sari, Rini Yedi Kurniadi, Yedi Yildiz, Yıldız Mutlu Yuliani, Adit Yusti Azra Maulidiyah Yuzzara Zahwa Priatna Zulfin Rachma Mufidah Zuniar, Meutia