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All Journal Jurnal Pendidikan Humaniora Jurnal Pendidikan Sains Jurnal Pendidikan Fisika Indonesia Psikopedagogia Indonesian Journal of Disability Studies Mimbar Sekolah Dasar REFLEKSI EDUKATIKA Jurnal Pendidikan Ilmu Sosial Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Journal of ICSAR Journal of Geoscience, Engineering, Environment, and Technology Jurnal ORTOPEDAGOGIA Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Pendidikan Kebutuhan Khusus Jurnal Basicedu International Journal of Social Science and Business Academia Praja : Jurnal Ilmu Politik, Pemerintahan dan Administrasi Publik REMIK : Riset dan E-Jurnal Manajemen Informatika Komputer Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Scientia Soeropati: Journal of Community Service International Journal of Educational Management and Innovation (IJEMI) JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) INOPENDAS: Jurnal Ilmiah Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Kalam Cendekia: Jurnal Ilmiah Kependidikan Decision: Jurnal Administrasi Publik International Journal of Science and Society (IJSOC) Indonesian Journal of Educational Development (IJED) Journal of Disruptive Learning Innovation (JODLI) Jurnal Ekonomi dan Bisnis GROWTH (JEBG) Jurnal Multidisiplin Madani (MUDIMA) Jurnal Pengabdian Masyarakat Formosa (JPMF) Jurnal Pengabdian Masyarakat Bestari (JPMB) Formosa Journal of Sustainable Research (FJSR) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Comprehensive Science Jurnal Basicedu JP (Jurnal Pendidikan) : Teori dan Praktik International Review of Practical Innovation, Technology and Green Energy (IRPITAGE) Indonesian Journal of Society Development (IJSD) MIMBAR INTEGRITAS Jurnal Ilmiah Geologi pangea Jurnal Ilmiah Geomatika Jurnal Mahasiswa Entrepreneur Proceeding of International Conference on Special Education in South East Asia Region Journal of Regional Public Administration Proceedings Series of Educational Studies Bulletin of Geology Humanist Journal JURNAL SATYA MANDIRI MANAJEMEN DAN BISNIS JURNAL MANAJEMEN DAN BISNIS INDONESIA Jurnal Ilmiah Universitas Satya Negara Indonesia Jurnal Pengabdian Masyarakat Satya Widyakarya Pena Edukasia Jurnal Kajian Bimbingan dan Konseling
Ediyanto
Universitas Negeri Malang
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Journal : Indonesian Journal of Disability Studies

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Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia Ediyanto Ediyanto; Aris Setiawan; Irvan Budi Handaka; Nurul Hidayati Rofiah; Suhendri Suhendri
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (186.115 KB) | DOI: 10.21776/ub.ijds.2021.008.01.14

Abstract

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.
The Implementation of Multisensory Technique for Children with Dyslexia Agus Supriatna; Ediyanto Ediyanto
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.336 KB) | DOI: 10.21776/ub.ijds.2021.008.01.17

Abstract

Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by using a picture card with the word written on the bottom (flashcard). Auditory technique for children who have difficulty with sound problems, teach a pair of short words and ask the child to say which word is correct. In addition, children with dyslexia will have the best learning by touch, so it is essential to incorporate this learning style into the instruction as a tactile technique.
Improving Reading and Calculation Ability through Audio Visuals Media in Indonesian Elementary School Student with Slow Learner: A Literature Study Fiolina Hana Puspitasari; Ediyanto; Mohammad Efendi; Asep Sunandar
Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (116.92 KB) | DOI: 10.21776/ub.ijds.2021.008.02.14

Abstract

Learning media can be made using audio-visual media. Audio-visual media here is the media that conveys the message specifically to the senses of hearing and sight. The media has sound elements and image elements. Teachers who provide modifications to the media will make learning more interesting for students, especially if there are students with slow learner barriers in class. The slow learner is a learning barrier in children, which is characterized by a gap between the level of intelligence and academic ability that should be achieved. The use of audio-visual media is able to have a positive influence on the reading and numeracy skills of students with slow learners.
The Management Gaps toward Inclusive Education Implementation at Higher Education in Indonesia Fina Riswari; Fiolina Hana Puspitasari; Neny Yuniarti; Silvana Rahma Iswahyudi; Asep Sunandar; Ediyanto Ediyanto; Ahsan Romadlon Junaidi
Indonesian Journal of Disability Studies Vol. 9 No. 1 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (140.424 KB) | DOI: 10.21776/ub.ijds.2022.009.01.12

Abstract

The commitment to implementing inclusive education in Indonesia is already at the higher education level. However, in reality, disabled people still have difficulty obtaining opportunities to study in university. Concerning the gap in inclusive education (commitment and implementation), this article aims to examine the inclusive education management performance at universities in Indonesia. This review is critical because only 401 disabled people in Indonesia are registered as students at various universities in Indonesia. The articles in the current study go through three stages of narrative review: determining the scope of the research focus, determining the urgency and novelty of the research, and determining the research formulation and objectives. A study of 14 articles through the Google Scholar database was published in 2000-2021. The study results show that most universities in Indonesia are still not open to inclusive education and the admission of students with disabilities implementation. In addition, universities in Indonesia are not ready to provide management and facilities that support the learning process and the accessibility of the campus environment to suit the needs of students with disabilities. Human resources in higher education such as lecturers and education staff are not ready to provide services and modify learning for disabled students.
Inclusive Education in Indonesia from The Perspective of Widyaiswara in Center for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education Ediyanto, Ediyanto; Atika, Iva Nandya; Kawai, Norimune; Prabowo, Edy
Indonesian Journal of Disability Studies Vol. 4 No. 2 (2017)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.137 KB) | DOI: 10.21776/ub.ijds.2017.4.2.3

Abstract

Since 2009, Indonesia has an excellent commitment and effort in the field of inclusive education. The government provides equal opportunities in education. Through Centre for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education (PPPPTK TK & PLB), the government provides training and services to teachers in the field of inclusive education and special education. The teacher trainers in PPPPTK TK & PLB are called WidyaIswara. The purpose of this study is to know the implementation of inclusive education in Indonesia from the perspective of WidyaIswara of PPPPTK TK & PLB. The research used qualitative method. This research was conducted on March 2nd, 2017 in PPPPTK TK & PLB located in Bandung, Indonesia. Data were collected using a questionnaire in the interview related to perceptions about special and inclusive education. The interview process used the instrument in interview form to experts that called WidyaIswara with closed-ended questions. A total of 3 Expert in Inclusive Education in PPPPTK participated in this activity. From the findings and discussion of the research, explained about WidyaIswara's perception about: 1) Awareness of students to go to school, 2) Grouping of students with special needs in special and general schools, 3) Distribution of Special Schools in Indonesia, 4) Supporting educational facilities and infrastructure in special and inclusive schools, 5) Teacher in special and inclusive Schools, 6) Learning Activities, 7) Children with special needs after graduation at a level of education, and 8) Government efforts.
The Education and Training Program Guideline for Special Guidance Teacher Competence Development in Indonesian Inclusive School Ediyanto, Ediyanto; Mulyadi, Agus; Supriatna, Agus; Kawai, Norimune
Indonesian Journal of Disability Studies Vol. 5 No. 2 (2018)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.418 KB) | DOI: 10.21776/ub.ijds.2018.5.2.15

Abstract

The provision of inclusive schools in Indonesia requires the fulfillment of several aspects of Inclusive Education. The fulfillment of these needs includes curriculum, facilities and infrastructure, teachers, and learning in accordance with the principles of Inclusive Education. Teachers in inclusive classes must have the competence to teach students with special needs. In addition, inclusive classes also require Special Guidance Teachers as an instructional design or as a team teaching. However, the training program for Special Guidance Teachers has not been developed in a general, comprehensive, and integrated manner. So that in this article an education and training program was developed for the teacher competence development guidelines in Indonesian inclusive school. If every school requires at least one Special Guidance Teacher, then at the elementary formal education level, junior high, high school and equivalent schools, the total number of Special Guidance Teachers is 259,244 teachers. While for the kindergarten level the number of teachers is 85,499 teachers. Competency Standards for Special Guidance Teachers refer to Minister of National Education Regulation No. 16 of 2007 - Academic Qualification Standards and Competencies of Teachers and Minister of National Education Number 32 of 2008 - Academic Qualification Standards and Competencies of Special Education Teachers. In general, there are four competencies that must be mastered by Special Guidance Teachers, namely Personality, Social, Pedagogic, and Professional Standards. The title of this program is “The Education and Training Program Guideline for Special Guidance Teacher Competence Development. This prorgam divided into three main subjects, namely general training subjects, basic training subjects, and supporting training subjects with the number 47 subject and 450 hours. This program has not been validated and field tested yet. In the next research step it is necessary to validate it by experts and to do field test to determine the level of validity and effectiveness of the program.
Indonesian Teachers' Attitudes towards Gifted Students with Low SES from Malay Background Suhendri; Maryanah, Sri; Ediyanto; Norimune, Kawai
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (75.198 KB) | DOI: 10.21776/ub.ijds.2019.007.01.14

Abstract

Defined as a child who has superior capabilities, especially in the area of intelligence, many gifted children in Indonesia are ignored, especially those who have poverty issues in a rural area like Malay. This is disappointing as some theorists believe that Malay people are the indigenous people of Indonesia. The failure to recognize giftedness is believed due to the teachers' attitude towards gifted students with low SES (social-economic status). This study is a comprehensive and systemic literature review that analyses and synthesizes comprehensive works of literature from various journals obtained from Proquest central and Sage, books published in Indonesian and globally, government documentation, trusted websites, combined with the prescribed textbooks for studying giftedness at Flinders University. This study focuses on the Malay teachers' attitudes towards gifted students with low SES. The main finding of the study confirms that most Malay teachers deny the existence of gifted children, especially with low SES although some of them still try to identify these kinds of students based on teacher observation and the students' achievements.
Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia Ediyanto, Ediyanto; Setiawan, Aris; Handaka, Irvan Budi; Rofiah, Nurul Hidayati; Suhendri, Suhendri
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (75.274 KB) | DOI: 10.21776/ub.ijds.2021.008.01.14

Abstract

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.
The Implementation of Multisensory Technique for Children with Dyslexia Supriatna, Agus; Ediyanto, Ediyanto
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.147 KB) | DOI: 10.21776/ub.ijds.2021.008.01.17

Abstract

Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by using a picture card with the word written on the bottom (flashcard). Auditory technique for children who have difficulty with sound problems, teach a pair of short words and ask the child to say which word is correct. In addition, children with dyslexia will have the best learning by touch, so it is essential to incorporate this learning style into the instruction as a tactile technique.
Improving Reading and Calculation Ability through Audio Visuals Media in Indonesian Elementary School Student with Slow Learner: A Literature Study Puspitasari, Fiolina Hana; Ediyanto; Efendi, Mohammad; Sunandar, Asep
Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (116.731 KB) | DOI: 10.21776/ub.ijds.2021.008.02.13

Abstract

Learning media can be made using audio-visual media. Audio-visual media here is the media that conveys the message specifically to the senses of hearing and sight. The media has sound elements and image elements. Teachers who provide modifications to the media will make learning more interesting for students, especially if there are students with slow learner barriers in class. The slow learner is a learning barrier in children, which is characterized by a gap between the level of intelligence and academic ability that should be achieved. The use of audio-visual media is able to have a positive influence on the reading and numeracy skills of students with slow learners.
Co-Authors Abdul Huda Abdul Huda, Abdul Abdul L, Nuchayani Abdus Salam, Abdus Ade Dian Firdiana Ade Dian Firdiana Adi Atmoko Agus Supriatna Agus Supriyanto Ahmad Hadi Wianto Ahmad Hidayatullah Ahmad Samawi Ahsan R Junaidi Ahsan R Junaidi, Ahsan R Ailsa Zada Yusrika Ajeng Leksana Mulia Alfaini, Diana Alfiani Umayya Amanda Oktatiani Ambar Kusuma Astuti Amin, Atssil Revinda Kharisma Anam, Muhammad Mishbahul Andafiya, Robiatul Andriani, Yulika Angeli Putri Anik Agustin Annisa R, Auliyah Anwar, Muhammad Khoirul Aprilia Ema Wardhani Aprilia Ema Wardhani Aprilia, Nurismil Khoir APRIYANTI, DESSY Aqilah, Thalsa Syahda Arandita, Reza Mevia Ardiansyah, Johan Putra Pradana Arief, Mohammad Yahya Arief, Muhammad Yahya Arif, Riyas Syamsul Arifandi, Arifandi Arina Salsabiela Aris Setiawan Arum Sekar Kinasih Asep Sunandar Asim Asim Atika, Iva Nandya Atiyah, Khoriratul Augusto Da Costa Aunillah, Indy Husni Az-Zahra, Irene Elsa Wahyu Aziza, Aziza Aziza, Ummi Aziza, Wahyu Nur Bagas Setyo Ari Widodo Basuki Rahmad Bela Prawisma Bella Dina Fitrasari Budi Asri, Dyah Permata Budi Prayitno Budi Susetyo Cahyani, Andita Zahariya Chairul Musca Chusna, Mega Putriatul Ciptasari, Ayu Dita Windra Costa, Augusto Da Crisyanti, Veny Manda Danang Aji Prayogo Darmawan, Rivanto Dwi Deni Hadiana Deni Hadiana Dermawan, Arifandi Dewi Andriani Dhian Regi Samarta Durin Dian Kusumawati Dian Widiarti Dimas Arif Dewantoro Diniy Hidayatur Rahman Duriat, Ahtu Dzintra IliÅ¡ko Dzul Fikar Putra Pratama Kurniawan Eka Pramono Adi Elfrida Ratnawati Elfrida Wijayanti Endayani, Novi Endro Wahyuno Erfa Dinda Amalia Erine Zhellina Erniyanto, Moh. Viky Evy Asindi Fajar Khoiriyah Faktian Okta Zulfikar Faktianda Okta Zulfikar Fandiyanto, Randika Faorika, Alifayosi Fardiansyah, Muhamad Nizar Fathurohman, Cahya Riski Fatima Bunga Imani fayumi, Makki Febriansyah Febriansyah Febriyanti, Mery Dwi Fia Pangastuti Fina Riswari Fina Riswari Fina Riswari Fina Riswari Fiolina Hana Puspitasari Fiolina Hana Puspitasari Fiolina Hana Puspitasari Firdaus, Mohammad Alaikal Firdiansyah, Ferry Firly Imaniar Fitrasari, Bella Dina Fitria, Yanti Fitrianingsi, Ayu Gardiana Karya Gardiana Karya Gardiana Karya Geasti Roosandianti Gnagey, Mira Rosana Hada Karunia Fitrah hamdun, Edy kusnadi Handaka, Irvan Budi Hasanah, Khaeratul Hendra Syahputra Henny Indreswari Heru Yulianto Hidayat, Bagus Rahmat Hidayat, Irwan Hidayatullah, Muhammad Arya Hosen, Toriq I Made Kanthika Ida Ayu Putu Sri Widnyani Iding Tarsidi Ika WAHYUNI IliÅ¡ko, Dzintra Imanuel Hitipeuw Imas Diana Aprilia Insiatun Insiatun Insiatun Insiatun Insiatun, Insiatun Irsyad Ammatullah Irvan Budhi Handaka, Irvan Budhi Irvan Budi Handaka Irvan, Muchamad Irvan, Muchammad Iswahyudi, Silvana Rahma Iva Nandya Atika Iwan Satibi Iwandikasyah Putra Izwar, Izwar Jatiningsiwi, Tata Gading Jatmiko Wahyu Nugroho Joshua Jekki Irawan Joko Yuwono Junaidi, Ahsan Romadlon Karnadi, Karnadi Kartika, Jessica Astrid Karya, Gardiana Kawai, Norimune Kenila, Elisabet Kharisma, Ari Chandra Khomariyah, Siti Nur Laia, Stiven Mawati laili, Fiqrotul LIA ANATASYA Linda Setiawati Lita Permata Sari Luqyana Dhiya Amira Lusiana Tulhusnah Lu’lu’atur Rizky Fajriyah M. Shodiq A.M Maharani, Monica Majid, Fathul Makrifa, Septiatul Malaysia, Hamzah Malik Manggalagita Teofilus Seisoria Mannan, Abdul Mario Limbong Markoni Marlina, Lini Maryanah, Sri Maulidil Fajri Mawadah, Imfitahol Mega Putriatul Chusna Melor Md Yunus Miftahul Huda Minullah, Minullah Mizan, Mizan Mohamad Suryo Setiawan Putra Mohammad Efendi Mohd.Mokhtar Bin Tahar Muhammad Irvan Muhammad Irvan Muhammad Jalil Muhammad Mirza Imaduddin Haidar Muhammad Syamsun Muhammad Zidni Ilman Nafiah Mulyadi, Agus Musleh, Musleh Muya Barida, Muya Nadiatul Sausan Nadira, Alfi Satun Nadira, Alfisatun Nanda Viorella Neny Yuniarti Neny Yuniarti Neny Yuniarti Nindya Ayu Rizqianti Nindya Ayu Rizqianti Nindya Ayu Rizqianti Ningsih, Busri Wahyu Ningsih, Putri Kartika Ni’matul Lailiyah Norimune, Kawai Novia Nuril Firdaus Noviati, Ranti Nur Faiza Nurcahyo, Subro Wahyu Nurchairunnissa, Gefira Nurhalizah, Syindi Nurhizrah Gistituati Nurholifah, Siti Nurul Anissa Khurun'In Nurul Hidayati Rofiah Nurwijayanti Nur’aini, Andini Prima Oktaviani Hidayah Pamungkas, Moh Edy Sulistio Perwitasari W, Dwi Prabowo, Edy Pradipta, Rizqi Fajar Pradipta, Rizqy Fajar Pramesthi, Riska Ayu Pratama, Gilang Rizki Pratanca, Gusti Pandu Pratiwi, Choliefiah Dwi Puspitasari, Fiolina Hana Putri Kartika Ningsih Putri Kartika Ningsih Putri Kartika Ningsih Putri Mahanani, Putri Putri Zachrotul Chumairo Putri, Deliyana Putri, Dinda Pratiwi Dwi Putri, Nadia Ayu Amalia Putri, Ninis Selvia Putri, Reza Sutarna Rachman, Riza Raden Bambang Sumarsono Rahadi, Akbar Pulung Rahayu, Ade Sekar Sri Rahmat Alfan Salsabil Ramadhani, Risa Safira Ramadhanti, Alifia Ayu Ranti Novianti Ravita Maghfirohtus Zahro' Retnowati, Novita Revianti, Revianti Rhamadani, Vina Syahadatina Rhespati, Dian Ayu Riassta, Ilmi Yuli Riena F Telussa Rifa'i, Ahmad Rijal, Saiful Rinda Rini Kartika Sari Risa Safira Ramadhani Risa Safira Ramadhani Riswandi, Dovan Aditya Riswari, Fina Riyanda Putri Earlyarini Riyanti, Lisa Rizal, Ardi Usmaul Riziq, Arif Rizki, Rizki Sofyan Rizal Rizqianti, Nindya Ayu Rofiah, Nurul Hidayati Rofiqo, Andini Dwi Rokhima Tyas Briliatna Romadan, Egi Sambila Romadhania, Sofia Laili Romadlon Junaidi, Ahsan Rosa Auralia Wulandari Rusmayanti, Dedeh Ruyani, NR Sabila Pratiwi Safako, Bahjatus Safiul Ummah, Umi Said Alhadi Said Alhadi, Said Salma Nadiyah Salsabila, Annisa Zahra Salsabila, Naurah Samudra, Arung Sanjaya, Lely Darmawan Parawangsa Sari, Putri Ayu Purnama Sartika Rahmawati Sarwono, Aji Septiana, Nur Laila Setiadi, Tatang Setiawan, Erdyansyah Setyorini, Titis Setyowati, Aprilia Shima Hafidz Adiatri Buana Silvana Rahma Iswahyudi Silvana Rahma Iswahyudi Sinta Yuni Susilawati Sintia Fitri Anggraeni Sirken, Monika Siti Romlah Soeliha, Siti Sri Agung Sri Hadayani Sudiraharja, Dara Sugeng Suharyati, Bella Trisna Suhendri Suhendri Suhendri Suhendri Suhendri Sulastri, Lalas Sunarwi, Taufik Wayan Supriatna, Agus Suryana, Yayat Susilawati S.S.R Susilawati, Sinta Yuni Syarif Hidayatullah Teofilus Seisoria, Manggalagita Thalsa Syahda Aqila Thalsa Syahda Aqilah Thalsa Syahda Aqilah Tutik Rahayu Umi Safiul Ummah Usep Kustiawan Vinatil Jannah, Siti Nurvikria Viorella, Nanda Wahyu Nanda Eka Saputra, Wahyu Nanda Eka Wahyu Pratama Ramadhan Wahyudi Siswanto wahyuni wahyuni Waskitha, M. Ghariez Aji Wijatmoko, Naufal Wijayanti, Ajeng Putri Kusbinang Wiji Astutik, Wiji Wiji Lestari Winarto Winarto Wiwik Dwi Hastuti Wulan, Riwu Wulandary, Verra Yaya Mulyana A Azis Yoga Budhi Santoso Yonata, Chandra Fajri Yudha Praja, Yudha Yuli Yanti Yulia Ayriza Yulianingtiyas, Liana yulistiawati, Mita Yuniar Rizkia Arumdhani Yuniarsih, Intan Yuniarti, Neny Yuninda, Zilfiyana Yuwana, Tasya Yuwono, Joko Zanuba Arifatul Khafsoh Zarkasih, Ahmad Catur Zikri, Ahmad Zubairi, Ahmad Zulkarnain, Moch Irfan Zusril W, Muhammad `Aini, Nur