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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Publikasi Pendidikan Jurnal Pendidikan Indonesia Jurnal Infinity Tadris: Jurnal keguruan dan Ilmu Tarbiyah ELTIN Journal: Journal of English Language Teaching in Indonesia JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AKSIOMA: Jurnal Program Studi Pendidikan Matematika WARTA Jurnal Varidika Kajian Linguistik dan Sastra Pedagogia: Jurnal Pendidikan Tadrib: Jurnal Pendidikan Agama Islam Manajemen Pendidikan Tell : Teaching of English Language and Literature Journal Al Ishlah Jurnal Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Pedagogik Journal of Islamic Elementary School Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Berumpun: international journal of social, politics and humanities NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Basicedu Journal on Education Voices of English Language Education Society Jurnal Ilmiah Sinus Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Gentala Pendidikan Dasar Imajeri: Jurnal Pendidikan Bahasa dan Sastra Indonesia utile: Jurnal Kependidikan Buletin KKN Pendidikan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Ethical Lingua: Journal of Language Teaching and Literature Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Kependidikan Teaching and Learning Journal of Mandalika (Teacher) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Lingua Susastra Jurnal Riset dan Inovasi Pembelajaran Education Journal of Indonesia (EJI) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Cendikia : Media Jurnal Ilmiah Pendidikan NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Journal of Education Research EBONY Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Journal of Educational Sciences Jurnal Ilmiah Kampus Mengajar Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Basicedu Urecol Journal. Part A: Education and Training Jurnal Keilmuan dan Keislaman Journal of Artificial Intelligence and Digital Business Abdi Masyarakat UIKA Journal of International Multidisciplinary Research JIMAD : Jurnal Ilmiah Mutiara Pendidikan Holistik Analisis Nexus Jurnal Pendidikan Generasi Nusantara (JPGENUS) Jurnal Elementaria Edukasia Jurnal Infinity Proceeding International Conference on Mathematics and Learning Research Indonesian Journal of Innovation Multidisipliner Research Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Educational Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Profetika: Jurnal Studi Islam El Midad: Jurnal Jurusan PGMI EDUTECH
Anam Sutopo
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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Peran Kepala Sekolah Dalam Memaksimalkan Mutu Pendidikan Melalui Implementasi G7KAIH Tri Mitalia Endah Wulandari; Anam Sutopo; Sofyan Anif
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 1 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i1.4679

Abstract

Peningkatan mutu pendidikan dasar tidak hanya berfokus pada capaian akademik, tetapi juga pada pembentukan karakter dan kebiasaan positif peserta didik. Sejalan dengan hal tersebut, pemerintah meluncurkan Gerakan 7 Kebiasaan Anak Indonesia Hebat (G7KAIH) sebagai upaya penguatan pendidikan karakter berbasis pembiasaan. Keberhasilan implementasi program ini sangat dipengaruhi oleh peran kepemimpinan kepala sekolah sebagai penggerak utama di tingkat satuan pendidikan. Penelitian ini bertujuan untuk menganalisis peran kepala sekolah dalam memaksimalkan mutu pendidikan melalui implementasi G7KAIH di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi literatur, melalui penelusuran dan analisis sistematis terhadap artikel jurnal, buku ilmiah, dan dokumen kebijakan relevan yang terbit pada periode 2020–2025. Hasil kajian menunjukkan bahwa kepala sekolah berperan strategis dalam meningkatkan mutu input, proses, dan output pendidikan melalui perencanaan program pembiasaan, penguatan budaya sekolah, supervisi pembelajaran, serta kolaborasi dengan orang tua dan masyarakat. Implementasi G7KAIH yang dikelola secara efektif berkontribusi pada peningkatan kesiapan belajar, iklim sekolah yang kondusif, serta perkembangan karakter dan prestasi belajar peserta didik. Simpulan penelitian menegaskan bahwa kepemimpinan kepala sekolah yang visioner dan berorientasi pada mutu merupakan faktor kunci keberhasilan G7KAIH dalam meningkatkan mutu pendidikan secara holistik dan berkelanjutan.
PERAN SUPERVISI AKADEMIK KEPALA SEKOLAH TERHADAP PENINGKATAN KOMPETENSI PEDAGOGIK GURU DI SEKOLAH DASAR Refiana Hidayah; Anam Sutopo; Sofyan Anif
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i1.9036

Abstract

Teachers’ pedagogical competence plays a central role in ensuring the quality of learning in elementary schools. One strategic effort to support the development of this competence is academic supervision conducted by school principals. This study aims to explore the role of principals’ academic supervision in enhancing teachers’ pedagogical competence at the elementary school level. A qualitative descriptive approach was employed in this research. The participants consisted of a school principal and elementary school teachers selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that academic supervision implemented in a planned and collaborative manner contributes to the improvement of teachers’ pedagogical competence, particularly in lesson planning, instructional implementation, and classroom management. In addition, the supervision process encourages teachers to engage in reflective practices and continuous professional improvement. However, the effectiveness of academic supervision has not been fully optimized due to time constraints and administrative workload, which limit the consistency of follow-up actions. Therefore, academic supervision needs to be designed based on teachers’ actual needs and supported by systematic and continuous follow-up to ensure sustainable improvement in pedagogical competence. ABSTRAKKompetensi pedagogik guru merupakan salah satu faktor utama yang menentukan kualitas pembelajaran di sekolah dasar. Upaya peningkatan kompetensi tersebut dapat dilakukan melalui supervisi akademik yang dilaksanakan oleh kepala sekolah secara terencana dan berkelanjutan. Penelitian ini bertujuan untuk mengkaji peran supervisi akademik kepala sekolah dalam meningkatkan kompetensi pedagogik guru di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian meliputi kepala sekolah dan guru yang dipilih secara purposive. Pengumpulan data dilakukan melalui wawancara mendalam, observasi pembelajaran, dan dokumentasi. Data dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik yang dilaksanakan secara kolaboratif berkontribusi positif terhadap peningkatan kompetensi pedagogik guru, khususnya dalam perencanaan pembelajaran, pelaksanaan pembelajaran, dan pengelolaan kelas. Supervisi juga mendorong guru untuk lebih reflektif dan terbuka terhadap perbaikan praktik pembelajaran. Namun demikian, pelaksanaan tindak lanjut supervisi belum dilakukan secara optimal karena keterbatasan waktu dan beban administrasi. Oleh karena itu, supervisi akademik perlu dirancang berbasis kebutuhan guru dan didukung dengan tindak lanjut yang sistematis agar peningkatan kompetensi pedagogik dapat berlangsung secara berkelanjutan.
Optimalisasi Pembelajaran Berdiferensiasi dalam Meningkatkan Kemampuan Literasi Numerasi pada Siswa Kelas V Sekolah Dasar Siti Fatimah; Anam Sutopo; Achmad Fathoni
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 10, No. 1 (Januari 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i1.5503

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berdiferensiasi dalam meningkatkan kemampuan literasi numerasi, bentuk kegiatan pembelajaran yang dilakukan guru, serta peranan pembelajaran berdiferensiasi terhadap peningkatan literasi numerasi siswa kelas V di SD Negeri 02 Brujul, Jaten, Karanganyar. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data utama diperoleh melalui wawancara mendalam dengan guru kelas V, observasi pembelajaran matematika, dan dokumentasi berupa perangkat ajar dan hasil pekerjaan siswa. Keabsahan data diperoleh melalui triangulasi sumber dan teknik, peningkatan ketekunan, serta member check kepada informan. Teknik analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru melaksanakan pembelajaran berdiferensiasi berdasarkan hasil asesmen diagnostik awal, dengan penyesuaian pada konten, proses, dan produk pembelajaran sesuai kebutuhan siswa. Kegiatan pembelajaran yang dilakukan meliputi pembiasaan membaca kontekstual, diskusi kelompok kecil, refleksi pembelajaran, serta pemanfaatan pojok baca matematika. Pembelajaran berdiferensiasi berperan dalam meningkatkan keterlibatan siswa, pemahaman konsep numerasi, serta memberikan ruang belajar.
Peran Supervisi Kepala Sekolah dalam Meningkatkan Mutu Pembelajaran pada Implementasi Kurikulum Merdeka Alya Rifa Nurjanah; Anam Sutopo; Sofyan Anif
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i3.8680

Abstract

Meningkatkan mutu pembelajaran, terutama di era Kurikulum Merdeka yang menuntut guru lebih kreatif, adaptif, dan berorientasi pada kebutuhan peserta didik. Melalui penelitian ini, penulis ingin menjelaskan peran kepala sekolah dalam menjalankan supervisi serta kontribusinya terhadap peningkatan kualitas pembelajaran di SD Negeri Sanggrahan Kota Surakarta. Penelitian menggunakan metode deskriptif kualitatif riset ini dirancang sebagai studi kasus dan mencakup keterlibatan kepala sekolah sebagai subjek utama, penentuan informan dilakukan dengan teknik purposive sampling. Data dikumpulkan melalui wawancara, observasi, serta penelaahan berbagai dokumen. Selanjutnya, analisis mengacu pada langkah-langkah Miles dan Huberman, yaitu mereduksi data, menampilkan data, kemudian menarik kesimpulan. Dari proses tersebut diperoleh hasil bahwa supervisi dilaksanakan secara terencana dan dialogis melalui tahap konsultasi awal, observasi kelas, umpan balik, serta tindak lanjut yang berkesinambungan. Supervisi berperan penting dalam membantu guru memperbaiki strategi pembelajaran, meningkatkan kreativitas, dan menyesuaikan praktik mengajar dengan prinsip Kurikulum Merdeka. Selain itu, supervisi juga berkontribusi pada pengembangan profesional guru dan penguatan budaya reflektif di sekolah. Penelitian ini merekomendasikan agar supervisi kepala sekolah diperkuat melalui pelibatan lebih banyak guru dalam proses refleksi, peningkatan pelatihan kompetensi pedagogik, serta pengembangan mekanisme supervisi yang lebih kolaboratif dan berkelanjutan untuk mendukung peningkatan mutu pembelajaran secara lebih optimal.
NGGUSU WARU–BASED SCHOOL LEADERSHIP AND LEARNING QUALITY IN INDONESIAN ELEMENTARY SCHOOLS Ikhsan Maulana; Nur Indah Istiqomah; Anam Sutopo; Sabar Narimo
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14948

Abstract

This study examines the essence of the life experiences of school principals in implementing the local wisdom values of Nggusu Waru to strengthen the quality of learning in elementary schools in Bima Regency. This study uses a qualitative approach with a phenomenological design, following the Miles and Huberman interactive model. Data collection was carried out through triangulation of methods and sources, including semi-structured in-depth interviews with five principals, participatory observation, and documentation studies. Participants were selected through purposive techniques and snowball sampling. Data analysis uses a combination of thematic analysis and phenomenological processes, as well as the preparation of textual and structural descriptions. The findings reveal five main themes: (1) spirituality (nggolo) as an ethical foundation; (2) multidimensional intelligence (smart) in contextual decision-making; (3) courage and patience (courage) as the motor of gradual transformation; (4) consistency and social relationships (nggahi-groba-groba-raba) in building collaboration; and (5) adequacy (capability) in the management of creative resources. The five themes form a holistic and contextual Nggusu Waru-based leadership model. The theoretical implications enrich the educational leadership literature with an indigenous perspective, while the practical implications become a reference for leadership development programs and the implementation of the Independent Curriculum. Longitudinal and comparative research between regions is recommended to strengthen the model's empirical base
Innovating critical reading through HOTS-based digital books: A mixed-methods study of the FIVES strategy among EFL university students Habibi Nur Hidayanto; Bambang Sumardjoko; Anam Sutopo
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91424

Abstract

The growing demand for critical reading skills in 21st-century education requires innovative teaching approaches that not only develop comprehension but also foster higher-order thinking. However, many EFL students still perceive reading as a passive activity, limiting their ability to engage with complex texts. This study explored the effectiveness of HOTS-based digital books integrated with the FIVES strategy in enhancing students’ critical reading abilities. Using a mixed-methods design, 60 first-semester EFL university students from two institutions in Central Java were divided into experimental and control groups. Quantitative data were collected through pre-tests and post-tests, while qualitative insights were obtained via questionnaires and observations. The results showed a significant improvement in the experimental group’s post-test scores (from 71.47 to 85.68), as supported by an independent-samples t-test (p < 0.05) compared to a modest gain in the control group. Students also reported greater engagement and increased awareness of reading as an active, reflective process. These findings confirm the effectiveness of the FIVES strategy embedded in HOTS-oriented digital content and underscore the value of contextualized materials in fostering metacognitive reading skills. The study concludes that pedagogically grounded digital reading innovations can improve learning outcomes and shift students’ mindsets from passive decoding to critical comprehension.
The Role of School Principals and Teachers in Maximized Education Quality in The Era of Independent Learning in Achieving Indonesia's Vision 2045 Riska Hartanti; Anam Sutopo; Sofyan Anif
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1051-1061

Abstract

This study examines the collaborative role of school principals and teachers in managing educational quality within the Merdeka Belajar era as a strategic effort to achieve the Golden Indonesia 2045 Vision. Using a qualitative literature study approach, the findings reveal that the effective implementation of the Merdeka Curriculum is strongly influenced by the synergy between principals’ collaborative instructional leadership and teachers’ pedagogical autonomy. Principals function as facilitators who promote continuous professional development, encourage reflective instructional practices, and optimize the use of assessment data to enhance learning outcomes, while teachers design differentiated, student-centered learning that strengthens the Pancasila Student Profile. The analysis also highlights that alignment across planning, implementation, and evaluation particularly through the development of a data-driven Education Unit Operational Curriculum (KOSP) serves as a strategic bridge connecting national educational policies to classroom practices, thereby ensuring consistency in quality improvement efforts. Despite these positive developments, the study identifies persistent challenges such as limited resources, uneven digital readiness, and administrative burdens that may hinder optimal collaboration. Overall, the study confirms that sustainable, participatory, and innovation-oriented quality management is essential for developing superior human resources capable of supporting Indonesia’s long-term national aspirations toward 2045.
Konsep Deschooling Society Ivan Illich dalam Transformasi Pendidikan Kontemporer Fatimah Yuliani; Anam Sutopo; Agus Wahyu Triatmo
Journal of Education Research Vol. 7 No. 1 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i1.3129

Abstract

Artikel ini membahas seorang pemikir radikal yang mengkritik institusionalisasi pendidikan modern melalui konsep Deschooling Society dan Learning Webs. Tujuan penelitian ini adalah menganalisis relevansi pemikiran Illich terhadap reformasi pendidikan kontemporer. Penelitian ini menggunakan metode kualitatif dengan pendekatan literature review, mengkaji berbagai sumber ilmiah dari jurnal dan buku terkait. Hasil kajian menunjukkan bahwa Illich menekankan pembebasan pendidikan dari kontrol institusional agar belajar dapat berlangsung secara mandiri, kontekstual, dan berbasis pengalaman sosial. Konsep Learning Webs menjadi dasar bagi munculnya pembelajaran digital dan kolaboratif modern, seperti e-learning dan Massive Open Online Courses (MOOCs). Filsafat pendidikan Illich tetap relevan dalam menghadapi tantangan globalisasi dan komersialisasi pendidikan, karena mendorong sistem pembelajaran yang humanistik, terbuka, dan berorientasi pada kebebasan individu.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Hateenah Ali Sulaiman Yousef; M Muamaroh; Agus Wijayanto; Nur Hidayat; Anam Sutopo; Abdillah Nugroho; Dwi Haryanti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Purpose: The purpose of this investigation is to explore the impact of Artificial Intelligence (AI) in English language education, focusing on teachers' perspectives on the positive and negative aspects of implementing AI in EFL classrooms; ways in which AI supports teachers' instructional practices, engages students in learning, and impacts teachers’ own pedagogical practices in addition to the ethical and professional implications of its use.Methodology: This study utilized a descriptive qualitative research methodology. The data were obtained through twelve semi-structured interviews with English language teachers working at one of the private universities in the English department in Indonesia. The participants were intentionally sampled based on their exposure to AI-supported instructional tools. The qualitative data were then analysed thematically to investigate the perceptions teachers had based on recurring themes and categories related to their experiences, challenges, and reflections about AI in education.Results: The findings indicated that AI offers remarkable advantages, including increased teaching efficiency, personalized support for learners, and heightened student motivation. However, the study identified several challenges, including limitations in teacher training, ethical implications related to data collection, technological constraints, and a potential reduction in human interaction. The findings suggest that the effectiveness of AI integration relies not only on teachers but also on administrators, policies, and ethical positions. Applications/Originality/Value: This research sheds light on the human-centered use of AI in language education. Utilizing Humanistic Learning Theory and the TPACK framework, it demonstrates how teachers can uphold empathy, authenticity, and pedagogical balance in the wake of emerging technology. These insights matter for policy design and professional development of eco-sustainable practices for using AI-enhanced instruction.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Damar Jati Pamungkas; Yeny Prastiwi; Agus Wijayanto; Nur Hidayat; Anam Sutopo
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

The proliferation of English immersion programs in Indonesian secondary education necessitates empirical examination of their long-term effectiveness in preparing graduates for higher education demands. This qualitative phenomenological study investigates the sustained effects of senior high school English immersion programs on graduates' communicative competence and academic achievement in Indonesian university contexts. Through in-depth interviews with eight purposively selected program graduates (currently pursuing higher education across diverse disciplines and institutions), this research examines lived experiences of transitioning from immersion secondary education to English-medium instruction in universities. Phenomenological analysis following Moustakas (1994) revealed five essential themes: immersive environment as linguistic foundation, multidimensional communicative competence development, strategic advantages in higher education transition, sustained academic performance benefits, and confidence development as English users. Findings demonstrate that well-designed immersion programs develop integrated communicative competence across grammatical, sociolinguistic, discourse, and strategic dimensions, which transfers effectively to higher education contexts and contributes to graduates' academic success, intercultural competence, and expanded career opportunities. The study contributes empirical evidence from Indonesian EFL contexts regarding sustained immersion outcomes, validates Canale's (1983) communicative competence framework in immersion settings, and provides evidence-based recommendations for secondary and higher education stakeholders. Implications address program design, equity concerns, and the integration of language learning with identity development in Indonesian educational contexts.
Co-Authors Abd Syakur Abdillah Nugroho Abdul Ngalim Abidin, Nurul Achmad Fathoni Afifah Khoirun Nisa Afifah, Miftah Nur Agus Wahyu Triatmo Agus Wijayanto Agus Wijayanto, Agus Ahmad Ahmad Ahmad Muhibbin Ahmad Muzaqi Ahsanul Huda Santosa Ahsin Takiyudin Haniah Akhmad Asnawi Alaa Alkhateeb Ali Muckromin Alvia Quronita Ayunisai Sholihah Alya Rifa Nurjanah Ana Nur Aini Anatri Desstya Andre Eksaputra Nugraha Anton Adi Suryo Kusuma Ardheila Setya Arifah, Ika Nur Ariyatmi, Siti Zuhriyah Asri Darwanti Astuti, Tina Indri Atik Astrini Aviandri Cahya Nugroho Azminudin Latif Badri, Taha Ibrahim Ahmed Baehaqi Bambang Sumardjoko Bayu Kurniawan Bryan Anthony Kurniawan Bryan Anthony Kurniawan, Bryan Anthony Buana Tirta Yozaga Budi Murtiyasa Choiriyah Widyasari Choiriyah Widyasari CHOIRUN NISA Damar Jati Pamungkas Darsinah Desi Dwi Hastuti Dian patriana, Wendy Dimas Septiano Saputra Dinda Kestu Djalal Fuadi Donny Handoko Donny Handoko, Donny Dwi Cahyo Kurniawan Dwi Cahyo Kurniawan, Dwi Cahyo Dwi Haryanti Dwi Haryanti Dwi Haryanti, Dwi Efa Widyastuti Efi Miftah Faridli Eko Rubiyanto Endang Fauzi Endang Fauziati Eni Nur Khikmah Erna Zumrotun Erwin Ardianzah Evylia Ratna Arjanti Fajar Khoiriah, Umul Fatimah Yuliani Fatimah, Hana Fatkhurohmah Fatmah Bagis Fatmawati Fatmawati Fatmawati, Fatmawati Fauziah Wulansari Fauzianti, Endang Febi, Muhammad Amin Al Febriyanti Sholikah, Khoirun Nissa Fitri Lastini Fitri Puji Rahmawati Fitri Rahma Octaviani Fuadi, Ali Ma'shum Gamal Abdul Nasir Ghufron Ahmad Al Muzakki Gita Eka Setyasari Habibi Nur Hidayanto Hamdani Nursyahid Hamdani Nursyahid, Hamdani Hanifah Rahmani, Putri Harsono Harsono Harsono Harun Joko Prayitno Haryanto, Haryanto Hastuti, Desi Dwi Hateenah Ali Sulaiman Yousef Hermansyah Hernawan Sulistyanto Heru Supriyono Heshinta, Linda Hesti Hidayah, Refiana Husni Mubarok Ikhsan Maulana Ikhsan Maulana Imam Rivai Imam Rivai, Imam Indah Kusuma Wardani Indri Novita Sari Irfan Nur Fahrudin Irfan Nur Fahrudin, Irfan Nur Irna Ganda Setyawati Irna Ganda Setyawati Joko Setiono Khafidhta Qudsiana Nurul Arifah Kharisma Atika Kirani Koesoemo Ratih Koesomo Ratih Ku Ares Tawandorloh Kusuma Wijayanto Kusumaningrum, Syams Laili Etika Rahmawati Laksmiwati, Pasttita Ayu Lukit Adi Syam Ari Luqman Rosyidi Luqman Rosyidy Luthfi, Aulia M.Yusuf Supriyadi Maharani Fadhiyah Haifani Markhamah Masithoh Afifah Nuraini As Zahro Maulida, Nimas Ayu Nawal Mauly Halwat Hikmat Mazwar Ismiyanto Mazwar, Mazwar Ismiyanto Melkianus Panda Huki Miftachul Huda Miftah Al Farhan Miftahudin Milan Sabekti Minsih Mirmanto, Nurman Monica Wahyu Pertiwi Mrihatini, Asti Muamaroh Muamaroh Muh Nur Azis Yusuf Muhamad Halim Kusuma Muhammad Irvan Rosyadi Muhammad Izzul Haq Muhammad Rohmadi Muhammad Syahriandi Adhantoro Muhibin, Ahmad Muhroji Mujazin Mukhlisin, Latutik Murdiani, Janti Murfiah Dewi Wulandari Mursiti, Esthi Mutiara, Alfina Muzaedah, Muzaedah Nadiya Rachmaudina Liqoiriyin Agus Naila Khoirunnisa Naomi Fahma Naufal Ishartono Nisriina Amiirah Faatin Nugraheni, Meyda Mustika Nugroho, Bayu Sapto Nur Hidayat Nur Hidayat Nur Indah Istiqomah Nur Indah Istiqomah Nurgiyatna Nuria Siswi Enggarani Parjianto Pasttita Ayu Laksmiwati Patriana, Wendy Dian Pina Indah Sayekti Pipit Athyana Isniasih Popi Suranti Prawoco, Fajar Sandi Purnawanto, Ahmad Teguh Purwaning, Alynia Purwanto, Indah Nur Chotimah Puspito, Winu Galih Putri Adianingsih Raden Mohamad Herdian Bhakti Ratih, Koesomo Refiana Hidayah Retno Susiyani Rini Budiwati Riska Hartanti Rizki Prasetya Rochmah Wijayanti rohmah, rohmah Rubingah, Nurur Rubiyanto, Eko S Suansah Sabar Narimo Sekarsari, Armita Ayu Setyawati, Irna Ganda Shinta Fatimatus Siha, Aninda Siti Fatimah Siti Lestari Dwi Wahyuningsih Siti Nurfaida SITI NURJANAH Slamet Widodo Sofiana, Isnaeni Sofyan Anif Sofyan Anif Sofyan Anif Sofyan Anif Sofyan Anif Sopianti, Herlin Sri Haryanti Sri Katoningsih Sri Sutarni Sri Wahyuni Suci Juniarto Sukamto, Ika Sumiyarsi Sularsih Sulistyaningsih, Dyah Sumaryono Sumaryono Sundari Suprojo D.S. Susanto, Ahsanul Huda Susi Lestari, Susi Susi Rahayu Susi Rahayu Sutama Syams Kusumaningrum Syarifah Erma Rahmawati Taha Ibrahim Ahmad Badri Taha Ibrahim Ahmed Badri Tawandorloh, Ku Ares Tinuk Triyana Tjipto Subadi Tommi Yuniawan Tri Mitalia Endah Wulandari Tri Mulyani, Endang Tumiyem, Tumiyem Ulayya, Putri Itsna Ulya, Walidatul Umardhani, Niluh Sekar Zulfa Utami, Fajar Sri Vita Meitria Vitri Astuti Wahyu Kurniawan Wahyu Warastuti Wardani, Indah Kusuma Wegang Sri Sulanjari Widianti, Agustina WIDYASTUTI Widyawati, Yenny Wijaya, Putri Bernika Wijayanti, Ratih Kumala Winda Sri Handayani Winu Galih Puspito wiwin kurniyanti Wulandari, Nur Asih Yakub Nasucha Yeni Prastiwi Yenny Widyawati Yeny Prastiwi Yulia Maftuhah Hidayati Yustina Neny Hastuti zaenal abidin ZAHRO, NURUL HIDAYATI Zakiyyah, Yumi