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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Dedikasi Jurnal Bestari Jurnal Ilmu Dasar BERKALA SAINSTEK Journal of Education and Learning (EduLearn) Jurnal Pendidikan IPA Indonesia Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Biogenesis: Jurnal Ilmiah Biologi Jurnal Pendidikan Dasar Nusantara Bioedukasi: Jurnal Pendidikan Biologi Jurnal Pengelolaan Sumberdaya Alam dan Lingkungan (Journal of Natural Resources and Environmental Management) Jurnal Ijtimaiyya Biota JINOP (Jurnal Inovasi Pembelajaran) Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA AlphaMath: Journal of Mathematics Education Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal SOLMA Majalah Ilmiah Biologi BIOSFERA: A Scientific Journal Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Bioedukasi: Jurnal Pendidikan Biologi Journal of Educational Research and Evaluation International Journal of Community Service Learning WIDYA LAKSANA Bioma : Jurnal Biologi dan Pembelajaran Biologi Jurnal Biosilampari: Jurnal Biologi Biota Al-Ta'lim Scripta Biologica Jurnal Biotek Jurnal Mangifera Edu Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Pembelajaran dan Biologi Nukleus Jurnal Sekolah Dasar (JSD) AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan Jurnal Biogenerasi Jurnal Paedagogy Jurnal Ilmiah Biologi UMA (JIBIOMA) Journal of Community Service and Empowerment Journal of Biology Learning Report of Biological Education Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran ACADEMIA: Jurnal Inovasi Riset Akademik Journal of Natural Sciences Sepakbola Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Al Jahiz: Journal of Biology Education Research Journal Of Biology Education Research (JBER) Biological Environment and Pollution Research and Development in Education (RaDEn) Buletin Edukasi Indonesia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JPPG (Jurnal Pendidikan Profesi Guru) (Journal of Environmental Sustainability Management) Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Sasambo: Jurnal Abdimas (Journal of Community Service) Women, Education, and Social Welfare Jurnal VARIDIKA Green and Tropical Laboratory for Sustainability International Journal of Educational Narratives Formatif : Jurnal Ilmiah Pendidikan MIPA
Husamah Husamah
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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PENGEMBANGAN MODUL PEMBELAJARAN BIOLOGI BERBASIS PROJECT BASED LEARNING PADA MATERI VIRUS TERHADAP HASIL BELAJAR KOGNITIF DI SMA MUHAMMADIYAH 1 JOMBANG Mufaridha, Lailatul; Rahardjanto, Abdulkadir; Purwanti , Elly; Susetyarini, Roro Eko; Husamah; Hudha, Atok Miftachul; Dita Tri Mulyani
Jurnal Biogenerasi Vol. 10 No. 4 (2025): Volume 10 nomor 4 tahun 2025 Terbit Oktober-Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/biogenerasi.v10i4.6840

Abstract

Virus-related materials can be challenging to comprehend due to its use of scientific and abstract terminology that is often difficult to visualize or directly observe. This difficulty is evident among students at SMA Muhammadiyah 1 Jombang, particularly when learning about the classification and types of viruses. The challenges students face in understanding this material are reflected in their cognitive learning outcomes, which have not yet reached the minimum completeness standard. On average, students' scores are 68, which falls under the "below average" category. This issue arises because the learning modules currently used in the classroom are limited to school textbooks, which do not adequately cover the subtopics of virus classification and types. As a result, there is a pressing need to support active learning by developing PjBL-based biology learning modules that are more accessible and easier for students to understand. The aim of this study was to determine the implementation of Project Based Learning (PjBL) based learning modules on virus material on cognitive learning outcomes. The experimental class has a corrected mean score of 50.112. Similar result is obtained in the control class with a corrected mean score of 46.415. Thus, the PjBL-based Biology module does not show any potential in improving cognitive learning outcomes.
Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

Abstract

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).
The use of pasung media to improve collaboration and learning outcomes food chains class V SDN Mojorejo 1 Batu Cholifah , Nur Henny; Husamah; Nafi’a , Toyyibah Wijaya
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 9 No 1 (2023): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v9i1.20147

Abstract

This Classroom Action Research aimed to find out the application of PASUNG media (connecting boards) to improve collaboration and learning outcomes for fifth-grade students at SDN Mojorejo 1 Batu City. The research method used was the classroom action research method. The subjects of this study were fifth-grade students at SDN Mojorejo 1 Batu City. Data on collaboration and learning outcomes were obtained from evaluation test results and student group activities through collaboration observation sheets. Based on the data obtained, learning using PASUNG media (connecting boards) can improve collaboration and student learning outcomes which can be seen from the results of student products in the form of miniature food chains. The results of student collaboration from Cycle I increased from 75% to 81% in Cycle II. Meanwhile, the average learning outcomes data of students in Cycle I was 73%, which increased to 85% in Cycle II. Based on the learning activities using PASUNG (Papan Sambung) media and creating a mini food chain project by the students, it can be concluded that the collaboration and learning outcomes of the students improved.
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School Rohmah, Rissana Aprilia; Budiono, B.; Husamah, H.
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sancnb22

Abstract

In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework.
Development and validation of Biology Interest Instrument (BII) for sustainability of professional teacher education Reni Marlina; Chokchai Yuenyong; H. Hamdani; Muhammad Saefi; H. Husamah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40496

Abstract

Biology interest is a defining characteristic that shapes the identity of biology teachers and guides their pedagogical decision-making in the classroom. Recognizing the importance of this attribute in both current and prospective biology teachers, this study aimed to develop and validate the Biology Interest Instrument (BII) to support the sustainability of professional teacher education. The BII was designed to capture five core dimensions: approaches to learning biology, application of biology instruction, assessment practices, teacher characteristics, learning environment, and the nature of the biology curriculum. The development process involved input from biology education experts across 11 Indonesian institutions through focus group discussions. To assess the instrument’s validity and reliability, data were collected from 855 prospective biology teachers and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The final instrument comprises 32 items across five dimensions, all demonstrating acceptable psychometric properties. The BII is recommended for use in teacher education programs, particularly in Indonesia and other developing countries, to identify and foster biology interest in future educators.
The urgency of developing and validation of sustainability competence instruments for prospective teachers in Indonesia Abdulkadir Rahardjanto; H. Husamah; Tutut Indria Permana; Nurdiyah Lestari
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40825

Abstract

The urgency of developing and validating sustainability competence instruments for prospective teachers in Indonesia stems from the pivotal role teachers play in embedding sustainable development principles into education. This study aims to analyze this urgency, synthesize key themes, and visualize conceptual relationships using data collected via Scopus AI. Employing a systematic review methodology with advanced keyword searches and thematic qualitative analysis, the study identifies major themes such as assessment tools, teacher education, and education for sustainable development. Findings reveal significant gaps in culturally relevant, validated instruments tailored for Indonesian prospective teachers, alongside challenges including limited technological infrastructure and the need for ongoing professional development. The study concludes that developing robust competence instruments is vital to strengthen teacher training programs in alignment with Sustainable Development Goals (SDGs). The implications highlight the necessity of integrating digital skills, experiential learning, and community engagement to better prepare future educators for sustainability education. This review lays a foundation for future empirical research and policy initiatives aimed at enhancing sustainability competence assessment within Indonesia’s teacher education system.
The relationship between environmental literacy, ecological literacy, and science for sustainability: A systematic literature review H. Husamah; Abdulkadir Rahardjanto; Tutut Indria Permana; Nurdiyah Lestari
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.39957

Abstract

Global environmental changes driven by human behavior challenge sustainability, requiring environmental literacy (EL), ecological literacy (EcL), and science for sustainability (SfS) to foster awareness and evidence-based decisions, though their interconnections remain poorly understood. This study aimed to identify global research trends on EL, EcL, and SfS and explore their relationships in terms of subject areas, keyword distribution, thematic evolution, research instruments, sample populations, and materials. A systematic literature review (SLR) approach was applied, analyzing 11 articles retrieved from Scopus. Data visualization and analysis were conducted using VOSviewer, Rstudio/Biblioshiny, and the Scopus system. The findings highlight the dominance of social sciences, emphasizing the importance of social dimensions in sustainability research, followed by environmental sciences, which focus on ecological aspects. Contributions from agriculture, humanities, business, and engineering reinforce the need for a multidisciplinary approach. EL and sustainability emerge as central nodes, with key terms such as environmental education, learning, and ecology strengthening their link to education. Ecology education, domestic waste, critical theory, and action research indicate broader applications beyond formal education. Research in this domain is evolving, integrating education, technology, and behavioral sciences to develop innovative sustainability solutions.
Islamic Academic Supervision Model: Enhancing the quality of Islamic religious education in Muhammadiyah junior high schools Akhmad Fakhrur Rouzi; H. Husamah; B. Budiono; Hawaree Lambensa
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42645

Abstract

The need to improve the quality of Islamic Religious Education (PAI) in faith-based schools has become increasingly urgent as teachers face challenges of professional competence, administrative burden, and limited supervisory support that hinder effective classroom practice. This study investigates the Islamic Academic Supervision Model (IASM) as an empirically grounded framework for enhancing the quality of PAI learning in Muhammadiyah junior high schools in Malang, Indonesia. Using a qualitative case study design, the research explored supervisory practices, challenges, and their implications for instructional quality improvement. The study was conducted at four Muhammadiyah junior high schools or Sekolah Menengah Pertama (SMP)—SMP Muhammadiyah 1, 2, 4, and 6—between January and June 2025. Data were gathered through in-depth interviews, classroom observations, and document analysis involving principals, Islamic teachers, students, and a supervisor from the Ministry of Religious Affairs. Triangulation of sources and methods and member checking ensured credibility, while data were analyzed using the Miles and Huberman interactive model. Findings show that supervision follows structured, collaborative, and reflective stages: (1) planning and scheduling, (2) classroom observation, (3) evaluation and feedback, and (4) follow-up. Constraints include time limitations, overlapping duties of principals, and inadequate facilities, but effective supervision improved teachers’ pedagogical competence, documentation, classroom management, and student engagement. The IASM emphasizes spiritual-reflective dialogue, contextual evaluation, and collaborative improvement, integrating Islamic values with professional standards. This model strengthens the pedagogical and moral dimensions of teaching, enhances learning quality and students’ religious character, and serves as a replicable framework for faith-based schools pursuing holistic quality assurance.
Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

Abstract

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School Rohmah, Rissana Aprilia; Budiono, B.; Husamah, H.
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sancnb22

Abstract

In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework.
Co-Authors A.A. Ketut Agung Cahyawan W Aba, Maria Martini Abdul Karim Ibrahim Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto, Abdulkadir Agus Dharmawan Ahmad Adnan Mohd Shukri Ahmad Adnan Mohd Shukri Ahmad Fauzi Ahmad Kamal Sudrajat Ainur Rofieq Akhmad Fakhrur Rouzi Akhsanul, In'am Alfikri, Fauzan Wisnu Alia Zaskia Alvin Dewa Yanuar Alvina Via Denita Amira Salsabilla Anna Jarrotul Khoiriyah Anton Setia Budi Ardelia, Auberta Myra Arina Mufrihah Arina Restian Arista Mutiara Risa Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftachul Hudha Aulia Savitri Ayuntya, Eva Ayyid Sur’ataini Azalia, Putri Adelia Azaria, Aisha Azizah, Jalilah Azza, Rinata Aqila B. Budiono B. Budiono Bello Ganiyu Bintarawati, Eka Bowo Siswandoko Budiono Budiono Budiono Cahyono, Shafa Rimbi Riskia Chokchai Yuenyong Cholifah , Nur Henny Citra Lesmana Dalifah, Umrohatul Daroe Iswatiningsih Devi Mariya Sulfa Dewi Arif Hidayati Diana Vivanti Sigit Diani Fatmawati Diani Fatmawati Diani Fatmawati Diani Fatmawati Diani Fatmawati Diani Fatmawati Dita Tri Mulyani Diva Aulia Salsabila Drs. Atok Miftachul Hudha, M. Kes Editor Dwi Marga Lestari Dwi Setyawan Dwi Setyawan Eka Bintarawati Eka Bintarawati Eko Susetyarini Eko Susetyarini Eko Susetyarini Eko Susetyarini Eko Susetyarini Elly Purwanti Elly Purwanti Ely Purwanti, Ely Endrik Nurrohman Erlyna Abidasari Ermin Indrawati Fardini Sabilah Fatah, M. Arya Fatchur Rohman Fatchur Rohman Fauzan, Aditya Fauzi Ahmad Muda Fendy Hardian Permana Fendy Hardian Permana Findo Bayu Adji Findo Bayu Adji Fithri Wening Sasmita Fitri Wening Sasmita Fitri Yanti Fitri Yanti Friska Olivia Fuad Jaya Miharja Galuh, Sellindra Tanisa Gina Harventy Hadi Nur Hadi Nur Hadi Nur Hadi Suwono Hadi, Samsun Hamdani . Hanik Fitrotul Azizah Hariyati, Nabila Hawaree Lambensa Hedi Sutomo Hedi Sutomo, Hedi Herawati Susilo Herlandy, Pratama Benny Herly Dwi Lestari Hidayati, Dewi Arif Ibrahim, Pua Ibrohim Idah Hamidah Idah Hamidah Idaul Hasanah, Idaul Iin Hindun Iin Hindun Iin Hindun Iin Hindun Ilmi Zajuli Ichsan Indah Ulfatur Rohimah Intan Kristina Permatasari Intan Nurul Qomariansyah In’am, Akhsanul Irodatul Hasanah Isti Nurul Jannah Ita Ainun Jariyah Ita Rahmania Kusumawati Jalilah Azizah Jazilah Azizah Kartini, Ayu Khoiriyah, Anna Jarrotul Kirana Zahrani Ladysyah Fitri Rohmah Lambensa, Hawaree Lela Widyaningsih Lesy Luzyawati Liliek Triani Lise Chamisijatin Lise Chamisijatin Lubis, Citra Aulianisa Lud Waluyo Ludwick Satria Romadoni Ludwick Satria Romadoni Lutfiana Rahma Nurjanah M. Kes Editor, Drs. Atok Miftachul Hudha, M. Kes Maghfiroh, Adinda Zahwatun Mahariska Anjar Palupi Masduki . Mashuri Mashuri Masrudi Masrudi Mas’odi Mas’odi Md. Mehadi Rahman Mella Anggi Puspitasari Mieke Miarsyah Miranti, Kurnia Ayu Mirza Nuryady, Moh. Miza Nina Adlini Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto, Moch. Agus Krisno Moh Irfan Nurhamdani Moh. Mirza Nuryady Moh. Syaifuddin Qomar Mohammad Hidayaturrahman Mohd Shukri, Ahmad Adnan bin Mufaridha, Lailatul Muh. Khaerul Ummah BK Muhammad Irsan Muhammad Saefi Mulyono, M Muthia Maharani Saiful Nafi’a , Toyyibah Wijaya Najma Husna Hanifah Nina Dwi Mardiani Norhidayah Norhidayah Norizhati Novita Ratna Satiti Nurazisah, Yufinda Laili Nurdiyah Lestari Nurina Manggiasi Nurina Manggiasih Nurohman, Endrik Nurul Mahmudati Nurwidodo Nurwidodo Nurwidodo Nurwidodo Nurwidodo, Nurwidodo Patmawati, P. Permana, Fendy Hardian Permana, Tutut Indria Phandini, Intan Poncojari Wahyono Poncojari Wahyono Pratama, Diaz Candra Pratiwi Dwi Warih Sitaresmi Puji Sumarsono Purwanti , Elly Putri Slamet Putri, Zhangswe Ariandina R. Ahmad Zaky El Islami Rahardjanto, Abdulkadir Rahardjanto, Abdulkadir Raharjanto, Abdulkadir Ramadhan, Rizki Sabilul Alif Raudlatul Nur Jannah Reno Omara Retno Widiastuty Ria Arista Asih Rimayasi, Rimayasi Rina Wahyu Setyaningrum Riomil Latifa Risma Ekawati Risma Ekawati, Risma Rohmah, Rissana Aprilia Roimil Latifa Roimil Latifa Roimil Latifa Romadoni, Ludwick Satria Roro Eko Susetyorini Rr. Eko Susetyarini S. Silvia Salsabiilaa Roihanah Salsabila Mumtasah Samsul Arifin Samsun Hadi Samsun hadi Samsun Hadi Sanjaya, Andika Wahyu Bagus Santi Prastiyowati Saputri, Avina Ridatul Sellindra Tanisa Galuh Setyaningrum R. W Setyaningrum R. W, Setyaningrum Setyawan, Dwi Shifa Alkautsar Shofi Tamala Shukri, Ahmad Adnan Mohd Silvia, S. Sinta Indah Listiawati Siska Elis Mahmudah Siti Inganah Siti Zaenab Sri Wahyuni Sri Wahyuni Sri Wulan Romdaniyah St Saenab Subaita Sudarman Sudarman Sudarman Sudarman Sudarmanto Sudarmanto Sukarsono Sukarsono Sukarsono Sukarsono Sukarsono, S. Syabililrasyad Syafa’ah, Erina Lailatus Syah, Wildan Akbar Alfiriyan Syamsiar, Syamsiar Syifa Salsabilla Tatag Muttaqin Tegar Ganes Firmandani Tien Aminah Tutut Indria Permana Tutut Indria Permana Ulpa Riski Kumala Sari Viandira, Elfa Shauna Vivi Indriani Wafi, Yoshida Fildanu Wahyudi, Muh. Dheo Refaldo Wahyuningsih Winarni, Dian Worowirastri E., Dyah Yanur Setyaningrum Yoga Marga Mahendra Yuanita, Pita Yuni Pantiwati Yuni Pantiwati Yuni Pantiwati Yusvita Ratna Zafira, Aulia Mahdiyatul Dwi Zhangswe Ariandina Putri