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Ediyanto
Universitas Negeri Malang
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SIKLUS PRAPEMBELAJARAN MODEL PENILAIAN FORMATIF WEB-BASED PADA PEMBELAJARAN FISIKA MATERI SUHU DAN KALOR UNTUK SISWA SMK KELAS X Ediyanto, E.
Jurnal Pendidikan Fisika Indonesia Vol 12, No 2 (2016): July 2016
Publisher : Physics Department, Faculty of Mathematics and Natural Sciences, Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v12i2.5906

Abstract

Model penilaian formatif Web-based dibagi menjadi tiga siklus yaitu siklus prapembelajaran, siklus pembelajaran dan siklus pascapembelajaran. Penelitian kali ini mengembangkan siklus prapembelajaran model penilaian web-based pada mata pelajaran fisika materi suhu dan kalor untuk siswa SMK kelas X. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Langkah-langkah yang digunakan untuk pengembangan siklus prapembelajaran model penilaian formatif web-based yaitu 1) mengumpulkan informasi, 2) melakukan perencanaan, 3) mengembangkan bentuk produk awal, 4) melakukan uji permulaan, 5) revisi, dan 6) Uji coba. Berdasarkan hasil uji coba, ditemukan bahwa siklus prapembelajaran model penilaian formatif web-based dapat membantu guru dan siswa untuk mendapatkan umpan balik yang cepat. Umpan balik yang cepat dapat membantu siswa untuk mendapatkan pemahaman konsep dengan cepat dan dapat membantu guru untuk menemukan masalah siswa sehingga dapat dipecahkan dengan cepat.Web-based Formative Assessment Model is divided into three cycles: pre-teaching, whilst teaching, post-teaching. This research develops Pre-teaching Cycle of Formative Web-Based Assessment Model on physics material teaching: Temperature and Heat for X Grader of Vocational High School Students. The method used in this research is a Research and Development (R & D). The steps used for the development of pre-learning cycle of web-based formative assessment models: 1) collecting information, 2) conducting planning, 3) developing pre-product form, 4) conducting pre-test, 5) revision, 6) trial test. Based on the trial test, the findings show that pre-teaching cycle of formative web-based assessment model is able to assist teachers and students to get fast feedback. Fast feedback can helps students to gain fast conceptual comprehension and help teachers to find out the students’ problems so it enables to solve faster.
SIKLUS PRAPEMBELAJARAN MODEL PENILAIAN FORMATIF WEB-BASED PADA PEMBELAJARAN FISIKA MATERI SUHU DAN KALOR UNTUK SISWA SMK KELAS X Ediyanto, E.
Jurnal Pendidikan Fisika Indonesia Vol 12, No 2 (2016)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v12i2.5906

Abstract

Model penilaian formatif Web-based dibagi menjadi tiga siklus yaitu siklus prapembelajaran, siklus pembelajaran dan siklus pascapembelajaran. Penelitian kali ini mengembangkan siklus prapembelajaran model penilaian web-based pada mata pelajaran fisika materi suhu dan kalor untuk siswa SMK kelas X. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Langkah-langkah yang digunakan untuk pengembangan siklus prapembelajaran model penilaian formatif web-based yaitu 1) mengumpulkan informasi, 2) melakukan perencanaan, 3) mengembangkan bentuk produk awal, 4) melakukan uji permulaan, 5) revisi, dan 6) Uji coba. Berdasarkan hasil uji coba, ditemukan bahwa siklus prapembelajaran model penilaian formatif web-based dapat membantu guru dan siswa untuk mendapatkan umpan balik yang cepat. Umpan balik yang cepat dapat membantu siswa untuk mendapatkan pemahaman konsep dengan cepat dan dapat membantu guru untuk menemukan masalah siswa sehingga dapat dipecahkan dengan cepat.Web-based Formative Assessment Model is divided into three cycles: pre-teaching, whilst teaching, post-teaching. This research develops Pre-teaching Cycle of Formative Web-Based Assessment Model on physics material teaching: Temperature and Heat for X Grader of Vocational High School Students. The method used in this research is a Research and Development (R & D). The steps used for the development of pre-learning cycle of web-based formative assessment models: 1) collecting information, 2) conducting planning, 3) developing pre-product form, 4) conducting pre-test, 5) revision, 6) trial test. Based on the trial test, the findings show that pre-teaching cycle of formative web-based assessment model is able to assist teachers and students to get fast feedback. Fast feedback can helps students to gain fast conceptual comprehension and help teachers to find out the students’ problems so it enables to solve faster.
THE IMPLEMENTATION INCLUSIVE EDUCATION: IMPLICATION FOR CHILDREN WITH SPECIAL NEEDS IN TAMANSARI ELEMENTARY SCHOOL IN YOGYAKARTA Rofiah, Nurul Hidayati; Sudiraharja, Dara; Ediyanto, Ediyanto
International Journal of Educational Management and Innovation Vol 1, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v1i1.1517

Abstract

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children’s needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.
FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA Karya, Gardiana; Insiatun, Insiatun; Rizqianti, Nindya Ayu; Ningsih, Putri Kartika; Ediyanto, Ediyanto; Sunandar, Asep; Iliško, Dzintra
International Journal of Educational Management and Innovation Vol 2, No 3 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v2i3.4093

Abstract

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.
ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA Junaidi, Ahsan R; Sunandar, Asep; Yuwono, Joko; Ediyanto, Ediyanto
International Journal of Educational Management and Innovation Vol 2, No 3 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v2i3.4483

Abstract

Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There are differences in teachers' perceptions of inclusive education based on the length of teachers' experience teaching students with disabilities. Teachers' perceptions of inclusive education can be measured from three dimensions: the inclusion concept, disability student placement, and learning management.
Buku Panduan Keterampilan Batik Tulis Sederhana untuk Anak Tunagrahita pada Mata Pelajaran Kemandirian Tingkat SMA Fia Pangastuti; Abdul Huda; Ediyanto Ediyanto
Jurnal ORTOPEDAGOGIA Vol 7, No 2 (2021): November
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v7i22021p84-90

Abstract

Pemilihan bahan ajar yang sesuai dengan kebutuhan anak tunagrahita dapat menunjang tercapainya tujuan pembelajaran keterampilan vokasi. Bahan ajar berbentuk cetak dapat memberikan daya tarik minat belajar siswa dalam keterampilan seni membatik. Dalam penelitian ini mengembangkan bahan ajar berupa buku panduan keterampilan batik tulis bagi siswa tunagrahita SMALB. Tujuan pengembangan ini menghasilkan bahan ajar berupa buku panduan bergambar yang valid dan efektif dimanfaatkan siswa tunagrahita kelas X dalam pembelajaran keterampilan seni membatik tulis. Penelitian ini mengadopsi model pengembangan R&D dari Borg and Gall. Berdasarkan analisis validitas dan uji coba kelompok kecil yang dilakukan buku panduan ini sangat layak dan efektif digunakan dalam pembelajaran. Hasil validasi ahli media memperoleh skor sebesar 95%, 99%, dan 98%, hasil validasi ahli materi diperoleh skor sebesar 96%, 96%, dan 95%, dan hasil validasi dari praktisi memperoleh skor sebesar 91%, 80%, dan 93%. Skor akhir dari keseluruhan diperoleh hasil 94% termasuk dalam kriteria sangat valid dan layak digunakan. Hasil belajar siswa menunjukkan peningkatan sebelum penggunaan buku panduan dan sesudah penggunaan buku panduan yakni dari rata-rata skor 40 menjadi 85, dengan demikian buku panduan termasuk kategori efektif digunakan dalam pembelajaran.
Implementasi Lingkungan Belajar yang Inklusif sebagai Wujud Pendidikan Inklusi di Perguruan Tinggi Fina Riswari; Neny Yuniarti; Ediyanto Ediyanto; Asep Sunandar
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 6, No 2 (2021): December 2021
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v6i22021p085

Abstract

Abstract: The realization of an inclusive learning environment at the tertiary level is carried out by providing a comfortable learning environment and acceptance from all parties for the presence of students in the campus environment. This study aims to examine the implementation of an inclusive learning environment as a manifestation of inclusive education in one of the universities in Malang City. The research method is qualitative, using a descriptive approach. Data collection techniques were carried out by semi-structured individual interviews and observation activities at the research location. Based on the research, the results show that: (1) the implementation of an inclusive and comfortable learning environment for persons with disabilities has put forward the concept of universal design although it is not perfect; (2) there are opportunities for persons with disabilities to get access to higher education properly; (3) the spirit of building collaboration from both students with disabilities and non-disabled students in creating an inclusive learning environment. Abstrak: Perwujudan lingkungan belajar yang inklusif pada jenjang perguruan tinggi dilakukan dengan memberi layanan lingkungan belajar yang nyaman dan penerimaan dari semua pihak atas kehadiran mahasiswa di lingkungan kampus. Tujuan penelitian ini untuk mengkaji implementasi lingkungan belajar inklusif sebagai perwujudan pendidikan inklusif di salah satu perguruan tinggi di Kota Malang. Metode penelitian adalah kualitatif dengan menggunakan pendekatan deskriptif. Teknik pengumpulan data dilakukan dengan wawancara individu semi terstruktur dan kegiatan observasi pada lokasi riset. Berdasarkan penelitian diperoleh hasil bahwa: (1) implementasi lingkungan belajar yang inklusif dan nyaman bagi penyandang disabilitas telah mengedepankan konsep universal design meskipun belum sempurna; (2) adanya peluang bagi para penyandang disabilitas untuk mendapatkan akses pendidikan tinggi secara layak; (3) semangat untuk membangun kolaborasi baik dari mahasiswa penyandang disabilitas maupun mahasiswa yang bukan disabilitas dalam menciptakan lingkungan belajar yang inklusif.
Inclusion Policy in East Javanese Cultural Perspective and Its Implication on Guidance and Counseling Asep Sunandar; Ediyanto Ediyanto; Fina Riswari; Fiolina Hana Puspitasari; Neny Yuniarti; Silvana Rahma Iswahyudi
PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol 10, No 1: June 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v10i1.20357

Abstract

The urgency of inclusive policies in a very diverse cross-cultural perspective is a form of follow-up to the implementation of inclusive education that provides equal and equal educational services to all children with diverse cultural backgrounds. The purpose of the inclusion policy study in the cultural perspective of East Java is to find out how the implementation of inclusion policies can represent the cultural diversity that exists in East Java. The implementation of inclusion policies is not only for disabilities, but also the implementation of inclusion policies is able to reach into various aspects of life that are developing in the people of East Java. This literature review aims to summarize how the concept of inclusion policy is in the perspective of East Java culture. The selection of articles started from peer-reviewed research journals at Google Scholar and Z-library. From this search, 14,700 articles were found. Then after screening the articles published from 2010 to 2020 and found 1045 articles. There were 10 articles that were studied and analyzed according to the topic discussed. The analysis technique used is content analysis. Based on the results of the analysis, it can be seen that it is necessary to implement inclusive education policies to improve the quality of life for persons with disabilities and individuals. Through formal education in the cultural perspective in East Java, it is expected to be able to overcome the diversity of social and cultural dimensions. The existence of a policy on inclusive education can realize the implementation of public services in the field of education and other fields that respect diversity and is not discriminatory for all individual learners. The implication of the results of this study is guidance and counseling teachers are required to have competence in providing services for children with disabilities.
Self-Regulated Learning Difference between Male and Female Students Said Alhadi; Wahyu Nanda Eka Saputra; Agus Supriyanto; Augusto Da Costa; Ediyanto Ediyanto
PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol 7, No 2: December 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v7i2.12933

Abstract

The present study aimed to identify self-regulated learning difference between male and female students in Bantul Regency, Special Region of Yogyakarta, Indonesia. The present study employed quantitative approach with comparative design, the sample of the study was 300 students comprising of 164 male students and 135 female students. The samples were selected using stratified random sampling technique. The instrument that was employed was SRL scale. Independent Samples Test emerged as the data analysis technique to identify SRL difference between male and female students. The result of the study showed that there was significant difference between male and female students' SRL. Based on the SRL average level, female students possess higher level of SRL than male students. The result of the study can be used as initial assessment by school counselor in order to develop a guidance and counseling program concerning SRL.
THE EFFECTIVENESS OF VISUAL MEDIA IN INCREASING SELF-DEVELOPMENT ABILITY TOWARD CHILDREN WITH MILD MENTAL RETARDATION Gardiana Karya; Mohammad Efendi; Ediyanto Ediyanto; Asep Sunandar
Jurnal Pendidikan Humaniora Vol 9, No 3: SEPTEMBER 2021
Publisher : Pascasarjana UM

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

Abstract

Abstract: This research aims to prove the effectiveness of visual media to improve self-development skills in children with mild visual impairment. The ability to do self-development is still low, so training requires a structured defense approach with visual media in picture cards. The research method used in this study is a class action. The class-action study intended by researchers is a group of children in the guesthouse Bhakti Luhur Malang Foundation in 4 children who have a mild visual impairment. The purpose of this study is the improvement and change in achieving more optimal results. The results showed an increase in scores. In the first cycle, the performance test results scored 62.5% and observation results of 60.2%. In the second cycle, the child's ability to inside by achieving a score of 77.7% and observation results of 79 %. Thus, it shows that a structured learning approach with visual media can increase self-development in lightly visually impaired children. Keywords: structured learning approach, visual media, self-development skills, lightly visually impaired children Abstrak: Penelitian ini bertujuan untuk membuktikan efektivitas media visual dalam meningkatkan keterampilan pengembangan diri pada anak tunanetra ringan. Kemampuan dalam melakukan pengembangan diri masih rendah, sehingga pelatihan memerlukan pendekatan pertahanan terstruktur dengan media visual dalam kartu bergambar. Metode penelitian yang digunakan dalam penelitian ini adalah tindakan kelas. Penelitian tindakan kelas yang dimaksud peneliti adalah sekelompok anak di Wisma Yayasan Bhakti Luhur Malang pada 4 anak yang memiliki gangguan penglihatan ringan. Tujuan dari penelitian ini adalah perbaikan dan perubahan dalam mencapai hasil yang lebih optimal. Hasilnya menunjukkan peningkatan skor. Pada siklus I, hasil tes kinerja mendapat skor 62,5% dan hasil observasi 60,2%. Pada siklus II kemampuan anak dalam dengan mencapai skor 77,7% dan hasil observasi 79%. Dengan demikian menunjukkan bahwa pendekatan pembelajaran terstruktur dengan media visual dapat meningkatkan pengembangan diri pada anak tunanetra ringan.Kata kunci: pendekatan pembelajaran terstruktur, media visual, keterampilan pengembangan diri, anak tunanetra ringan 
Co-Authors Abdul Huda Abdul Huda, Abdul 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 Ajeng Leksana Mulia Alfaini, Diana Alfiani Umayya Amanda Oktatiani Ambar Kusuma Astuti Amin, Atssil Revinda Kharisma Anam, Muhammad Mishbahul Andafiya, Robiatul Andini Prima Nur’aini Andriani, Yulika Angeli Putri Anik Agustin Annisa R, Auliyah Anwar, Muhammad Khoirul Aprilia Ema Wardhani Aprilia Ema Wardhani Aprilia, Nurismil Khoir APRIYANTI, DESSY 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 Buana, Shima Hafidz Adiatri Budi Asri, Dyah Permata Budi Prayitno Budi Susetyo Cahyani, Andita Zahariya Chusna, Mega Putriatul Ciptasari, Ayu Dita Windra Costa, Augusto Da Crisyanti, Veny Manda Danang Aji Prayogo Darmawan, Rivanto Dwi Deni Hadiana Deni Hadiana Dhian Regi Samarta Durin Dian Ayu Rhespati Dian Kusumawati Dian Widiarti Dimas Arif Dewantoro Diniy Hidayatur Rahman Duriat, Ahtu Dzintra IliÅ¡ko Edy Kusnadi 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 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 Hosen, Toriq 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 Budi Handaka Irvan, Muchamad Iswahyudi, Silvana Rahma Iwan Satibi Jatiningsiwi, Tata Gading Jatmiko Wahyu Nugroho Joshua Joko Yuwono Junaidi, Ahsan Romadlon Kanthika, I Made Karnadi, Karnadi Kartika, Jessica Astrid Karya, Gardiana Kawai, Norimune Kenila, Elisabet Kharisma, Ari Chandra Khomariyah, Siti Nur Laia, Stiven Mawati laili, Fiqrotul Linda Setiawati Lita Permata Sari Luqyana Dhiya Amira Lusiana Tulhusnah Lu’lu’atur Rizky Fajriyah M. Shodiq A.M Majid, Fathul Makrifa, Septiatul Malaysia, Hamzah Malik Manggalagita Teofilus Seisoria Mannan, Abdul Mario Limbong Markoni Marlina, Lini Maryanah, Sri Mawadah, Imfitahol Mega Putriatul Chusna Melor Md Yunus Miftahul Huda Minullah, Minullah Mizan, Mizan Mohammad Efendi Mohd.Mokhtar Bin Tahar Muchammad Irvan Muhammad Irvan Muhammad Irvan Muhammad Syamsun Muhammad Zidni Ilman Nafiah Mulyadi, Agus Muya Barida, Muya Nadiatul Sausan Nadira, Alfi Satun 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 Nurul Anissa Khurun'In Nurul Hidayati Rofiah Oktaviani Hidayah Pamungkas, Moh Edy Sulistio Perwitasari W, Dwi Prabowo, Edy Pradipta, Rizqi Fajar Pradipta, Rizqy Fajar Pramesthi, Riska Ayu 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' Revianti, Revianti Rhamadani, Vina Syahadatina Riassta, Ilmi Yuli Rifa'i, Ahmad Rijal, Saiful Rinda Rini Kartika Sari Risa Safira Ramadhani Risa Safira Ramadhani Riswari, Fina Riyanda Putri Earlyarini Riyanti, Lisa Rizal, Ardi Usmaul Riziq, Arif Rizqianti, Nindya Ayu Rofiah, Nurul Hidayati Rokhima Tyas Briliatna Romadan, Egi Sambila Romadhania, Sofia Laili Rosa Auralia Wulandari Ruyani, NR Sabila Pratiwi Safako, Bahjatus 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 Setiawan, Erdyansyah Setyorini, Titis Setyowati, Aprilia Silvana Rahma Iswahyudi Silvana Rahma Iswahyudi Sinta Yuni Susilawati Sintia Fitri Anggraeni Sirken, Monika Siti Romlah Soeliha, Siti Sri Agung Sri Hadayani Subaida, Ida Sudiraharja, Dara Sugeng Suharyati, Bella Trisna Suhendri Suhendri Suhendri Suhendri Suhendri Sunarwi, Taufik Wayan Supriatna, Agus Susilawati S.S.R Susilawati, Sinta Yuni Syarif Hidayatullah Telussa, Riena F Thalsa Syahda Aqila Thalsa Syahda Aqilah Thalsa Syahda Aqilah Thalsa Syahda Aqilah Tutik Rahayu Umi Safiul Ummah Usep Kustiawan 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 Yulianingtiyas, Liana yulistiawati, Mita Yuniar Rizkia Arumdhani Yuniarsih, Intan Yuniarti, Neny Yuninda, Zilfiyana Yusrika, Ailsa Zada Yuwono, Joko Zarkasih, Ahmad Catur Zikri, Ahmad Zubairi, Ahmad Zulkarnain, Moch Irfan `Aini, Nur