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All Journal Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi Jurnal Profesi Kependidikan SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Jurnal EduBio Tropika Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Biologi dan Pembelajarannya (JBP) Jurnal Penelitian Pendidikan IPA (JPPIPA) UNM Journal of Biological Education Biology Teaching and Learning Biosfer: Jurnal Pendidikan Biologi Pendas : Jurnah Ilmiah Pendidikan Dasar Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JURNAL PENDIDIKAN TAMBUSAI Indonesian Journal of Educational Science (IJES) Bioedusiana: Jurnal Pendidikan Biologi AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL BIOEDUCATION Jurnal Review Pendidikan dan Pengajaran (JRPP) El Banar: Jurnal Pendidikan dan Pengajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Dedikasi Bioscientist : Jurnal Ilmiah Biologi Oryza : Jurnal Pendidikan Biologi International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) BIOMA : Jurnal Biologi dan Pembelajarannya Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Papua Journal of Artificial Intelligence and Digital Business Nanggroe: Journal Of Scholarly Service Jurnal Pendidikan Terapan Seminar Nasional Hasil Penelitian LP2M UNM Quagga: Jurnal Pendidikan dan Biologi Ininnawa: Jurnal Pengabdian Masyarakat Nanggroe: Journal of Scholarly Service Mutiara: Jurnal Penelitian dan Karya Ilmiah Journal of Science and Education Research Sipakaraya : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Jurnal Abdi Negeriku Jurnal Edukasi Terkini Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Bionature International Journal of Educational Practice and Policy Barani: Journal of Community Service Learning SPEKTRA: Jurnal Kajian Pendidikan Sains SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam
Muhiddin Palennari
Program Studi Pendidikan Biologi, Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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KONSEPTUALISASI PENGEMBANGAN MODEL PEMBELAJARAN DEEP-PBL UNTUK MENINGKATKAN PENGETAHUAN DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK PADA PEMBELAJARAN BIOLOGI Putri, Amelia; Permata Ayu, Dewi; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37159

Abstract

Indonesia is currently one of the countries facing serious environmental issues that have become global concerns, such as pollution and waste accumulation caused by low public awareness of environmental preservation. This condition highlights the need for strategic efforts to foster environmental awareness and pro-environmental behavior from an early age through learning. This study aims to develop the Deep-PBL Learning Model to improve students’ knowledge and environmental care attitudes in biology learning, particularly on the topic of environmental change focusing on waste problems. Deep-PBL is an innovative integration of Problem-Based Learning (PBL) and the Deep Learning approach. The model consists of five learning syntaxes: Awareness (Problem Awareness), Organization (Learning Organization), Investigation (Inquiry), Presentation (Solution Presentation), and Reflection (Reflection and Evaluation). This structure ensures that Deep-PBL not only emphasizes problem solving but also helps students understand the meaning of the learning process and its relevance to real-life contexts. The model encourages students to think critically, reflect on their actions, and internalize values of environmental responsibility so that biology learning does not stop at conceptual mastery, but also develops awareness, empathy, and real commitment in protecting the environment. With its holistic and sustainable nature, Deep-PBL develops cognitive abilities while shaping students’ environmental care attitudes consistently in daily life, thereby having the potential to produce a young generation that is academically competent, environmentally aware, and responsible toward nature.
PENGARUH PBL BERORIENTASI SOCIO-SCIENTIFIC ISSUE TERHADAP LITERASI SAINS DITINJAU DARI KEMAMPUAN AKADEMIK Kurniawan, Muhammad; Palennari, Muhiddin; Jamaluddin, Asham Bin
JURNAL BIOEDUCATION Vol 11 No 2 (2024): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v11i2.7275

Abstract

Science literacy is very important considering its role in the development of science and technological advancement. This means that during the learning process, students only memorise ideas and theories, but are unable to apply the ideas they have learned. Therefore, a learning model is needed that can encourage students to construct knowledge in their own heads and understand scientific phenomena that also involve the general public. The purpose of this study was to determine students‘ science literacy through the application of socio-scientific issue-oriented problem-based learning in terms of students’ academic ability in biology learning. As well as looking for the interaction effect of the application of socio-scientific issue-oriented problem-based learning with academic ability on science literacy in biology learning of grade X students. The research design used was Pretest-Posttest Non-Equivalent Control Group Design. The population of this study was Class X SMA Negeri 1 Wonomulyo consisting of five classes, samples used were Class X3 and X6. The results showed that (i) The average score of students taught with the Socio-Scientific Issue oriented Problem Based Learning model with a score of 70.29 (ii) The score criteria obtained from science literacy were in the High category. (iii) Science literacy of students taught with socio-scientific issue oriented Problem Based Learning learning model at high academic ability obtained an average score of 81.47 and students with low academic ability had an average score of 59.12. (There is no interaction effect between the model and academic ability on students' science literacy in biology learning.
Differences in Students’ Creative Thinking Skills Between Those Taught Using Wordwall and Educaplay in Science Subjects Elli; Nurhayati B.; Muhiddin Palennari; A. Mushawwir Taiyeb; Firdaus Daud
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11935

Abstract

This study aimed to examine the differences in creative thinking skills among seventh-grade students taught using Wordwall and Educaplay in science learning at SMP Negeri 16 Mandai. A quasi-experimental method with a pretest-posttest non-equivalent group design was used. The sample consisted of two experimental classes: Wordwall (n = 32) and Educaplay (n = 31). Data were obtained through a creative thinking skills test and analyzed using ANCOVA. The results showed no significant difference in students’ creative thinking skills between the Wordwall and Educaplay groups (p = 0.788). This indicates that both quiz-based media had a comparable effect on students’ creative thinking performance. Although descriptive data showed improvements in posttest scores in both groups, the statistical analysis confirmed that the difference between the two media was not significant. It can be concluded that Wordwall and Educaplay are equally effective in supporting the development of students’ creative thinking skills in science learning, though neither showed superiority over the other.
MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21: MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 Dewi Permata Ayu; Amelia Putri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9248

Abstract

ABSTRACTThis research aims to develop the DPA learning model to enhance the quality of biology education at the senior secondary school level (SMA/equivalent). This model is an extension of Project-Based Learning (PjBL), designed to overcome challenges such as the low literacy of students. The background of this study is rooted in the identified gaps: low scientific literacy, lack of critical thinking and scientific argumentation skills, and minimal in-depth conceptual understanding, which makes the learning process less meaningful for students. The DPA model was developed as an innovation of Project-Based Learning (PjBL) with specific integrations to address these skill deficiencies while simultaneously internalizing the value of meaningful learning. Furthermore, this model is also expected to foster meaningful learning values within the educational process.The method employed is a qualitative literature review. The researchers conducted an in-depth and systematic analysis of various key literature relevant to PjBL and the 21st-century skills framework. The theoretical synthesis from this analysis was then utilized to formulate and structure the DPA Model framework, which consists of seven structured learning stages. The development of the DPA model was carried out by synthesizing these theories into seven learning stages. The results of the analysis and development indicate that the DPA Model comprises seven systematic main stages. These stages include: Literacy and problem orientation; Initial argumentation and project planning; Exploration of new concepts and argument development; Project implementation; Final argumentation and project presentation; Reflection and concept confirmation; and Implementation of conceptual knowledge in daily life and the surrounding environment. This DPA model offers a solution for improving learning quality, focusing on authentic, collaborative, and reflective experiences. The development of this model is expected to effectively enhance students' literacy, argumentation skills, and concept mastery, making them competent in line with 21st-century competencies and skills.
Konseptualisasi Pengembangan Model Pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam Konteks Era Digital Nur Nazhifah Adyputri; Zhalfariani Narsan; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9302

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan terhadap paradigma pendidikan, menuntut model pembelajaran yang inovatif, interaktif, dan berorientasi pada keterampilan abad ke-21. Artikel ini bertujuan untuk menganalisis secara konseptual pengembangan model pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam konteks pendidikan era digital, khususnya pada pembelajaran Biologi. Kajian ini menggunakan pendekatan penelitian kepustakaan dengan menelaah literatur ilmiah mengenai teori konstruktivisme, pembelajaran berbasis pengalaman, dan pembelajaran sepanjang hayat. Hasil analisis menunjukkan bahwa model CELL relevan diterapkan dalam pendidikan modern karena menekankan keterlibatan aktif peserta didik, pengalaman belajar autentik, dan kesadaran belajar berkelanjutan. Penerapan CELL juga memperkuat kemampuan berpikir kritis, kolaborasi digital, dan literasi sains, yang sangat penting dalam menghadapi tantangan global. Dengan demikian, model CELL berpotensi menjadi strategi pembelajaran yang adaptif, humanistik, dan berorientasi masa depan.
MODEL INSPIRE (INQUIRY–STEM INTEGRATED LEARNING) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN LITERASI SAINS Zhalfariani Narsan; Nazhifah Adyputri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9306

Abstract

Tujuan penelitian ini adalah menelaah dan menguraikan konsep Model INSPIRE yang mengintegrasikan Inquiry dan STEM dalam proses pembelajaran untuk mengembangkan keterampilan berpikir kritis dan literasi sains siswa. Penelitian ini menggunakan metode kajian pustaka (literature review) yang terdiri dari 4 tahapan utama yaitu penelitian dimulai dengan menentukan topik yang akan dikaji, dilanjutkan dengan pencarian artikel pada database. Selanjutnya, artikel-artikel yangsesuai dengan topik dan tujuan penelitian diseleksi kemudian dianalisis dan disintesis. Temuan pada hasil kajian literatur kemudian diorganisasikan sehingga menghasilkan deskripsi hasil penelitian yang runut. Hasil penelitian menunjukkan model STEM- Inquiry melalui langkah-langkah/sintaks pembelajaran, yaitu: initiation, selection, exploration, formulation, collection, presentation, dan assessment. Selanjutnya, sintaks pembelajaran tersebut diintegrasikan dengan unsur STEM yakni science, technology, engineering, dan mathematic. Pencapaian pembelajaran tersebut dapat dikatakan mampu meningkatkan kemampuan literasi sains peserta didik dan model pembelajaran inkuiri terbimbing berbasis STEM efektif dalam meningkatkan kemampuan berpikir kritis karena memberikan kesempatan kepada siswa untuk terlibat secara aktif dalam proses pemecahan masalah. Dalam pendekatan ini, siswa tidak hanya menerima informasi secara pasif, tetapi diajak untuk mengamati, merumuskan pertanyaan, merancang percobaan, menganalisis data, dan menarik kesimpulan
Strategi Pembelajaran KICI (Kolaboratif, Interaktif, Cerdas Digital, Integratif) untuk Meningkatkan Keterampilan Abad 21 Peserta Didik Rezky Awalia; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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

Abstract

The demands of the industrial revolution 5.0 era require education to transform its focus from knowledge transfer to the formation of 21st Century Skills (4C: Critical Thinking, Creativity, Collaboration, and Communication)1. The existing facts in learning practices, especially Biology learning, are still dominated by teacher-centered methods which result in a lack of mastery of concepts by students. This article aims to develop a theoretical framework and syntax of the KICI learning strategy (Collaborative, Interactive, Digitally Intelligent, Integrative) as a holistic solution. The writing of this qualitative conceptual development article uses an in-depth literature study to synthesize the principles of Social Constructivism, Behavioristic Repetition, and Education for Sustainable Development (ESD). The result is the formulation of a KICI strategy consisting of four core pillars and six structured learning stages. Theoretically, the KICI strategy has significant potential in improving 21st Century Skills. The Collaborative pillar fosters teamwork and interpersonal communication. Digitally Intelligent facilitates creativity and multimodal communication through the use of interactive media and digital technology. Integrative encourages critical thinking and social responsibility by linking Biology to SDGs issues. Meanwhile, the Interactive pillar, which includes the Repetition & Feedback (RU) stage, serves to deepen mastery of Biology concepts through reflective practice. The KICI strategy offers novelty through a cohesive synthesis of these four pillars in a single, systematic syntax, bridging the Biology curriculum with global skill demands.
SIRI Learning Model in Empowering Biology Students' Critical Thinking Asham Bin Jamaluddin; Muhiddin Palennari; Any Fatmawati; Evrialiani Rosba
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.5511

Abstract

This research aims to investigate the influence of the SIRI learning model, namely learning based on integrated problem solving in Indonesian Siri' culture in improving the critical thinking skills of biology students. This experimental research was conducted with a pretest-posttest nonequivalent control group design and involved 109 biology students at Universitas Negeri Makassar, Universitas Pendidikan Mandalika, and Universitas PGRI Sumatera Barat, Indonesia. Data was collected using a critical thinking skills essay test. A critical thinking skills rubric was used to assess student answers and the results were analyzed using ANCOVA at a significance level of 0.05. Research findings show that there is an influence of the SIRI learning model on the critical thinking skills of biology students. The LSD test results show that the critical thinking skills of the SIRI class are significantly different from those of the PBL class and conventional class. It was concluded that the SIRI learning model could improve biology students' critical thinking skills.
Empowering Scientific Attitudes in Biology Students through the SIRI Learning Model Asham Bin Jamaluddin; Muhiddin Palennari; Faisal; Arsad Bahri; Andi Citra Pratiwi
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.7080

Abstract

This study aimed to investigate the effect of SIRI learning model in empowering scientific attitudes in biology students. This experimental study was conducted with a nonequivalent pretest-posttest control group design and involved 95 biology students at Makassar State University, Indonesia. Data were collected using a scientific attitude questionnaire. The scientific attitude rubric was used to assess students' statements and the results were analyzed using ANCOVA at the 0.05 level of significance. The findings showed that there was an effect of SIRI learning model on scientific attitudes in biology students. The LSD test results also showed that the scientific attitude scores using the SIRI model were significantly different from the STAD learning model and the lecture model class. It is concluded that the SIRI learning model can improve scientific attitudes in biology students.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) BERBASIS ETNOSAINS TERHADAP AKTIVITAS DAN HASIL BELAJAR IPA PADA SISWA KELAS IX SMP PESANTREN IMMIM Widyani; Firdaus Daud; Hartono; Muhiddin Palennari; Syamsiah
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14739

Abstract

This study aims to analyze the effect of implementing an ethnoscience-based Project-Based Learning (PjBL) model on students’ learning activities and learning outcomes. This research employed a quantitative approach with a quasi-experimental design. The research subjects consisted of two classes: an experimental class taught using the ethnoscience-based PjBL model and a control class taught using the conventional PjBL model without ethnoscience integration. The instruments used in this study included an observation sheet to assess students’ learning activities and a multiple-choice test administered before and after the treatment to measure learning outcomes. The results showed that the average score of students’ learning activities was 78.07, with a standard deviation of 9.17 and an achievement percentage of 78.07%, categorized as very active. The improvement in students’ learning outcomes in the experimental class was also higher than in the control class based on the N-gain analysis. The average pretest score was 65.66 (SD = 10.49), which increased to 86.90 (SD = 4.78) in the posttest. The N-gain value of 0.62 was classified as moderate. Inferential analysis using the t-test indicated a significant difference in both learning activities and science learning outcomes between the two classes (Sig. = 0.000). Therefore, the implementation of ethnoscience-based Project-Based Learning has a positive effect on improving students’ learning activities and science learning outcomes.
Co-Authors . Faisal . hartati A Aida Ariya A. Agusniman H.P.N. A. Irma Suryani A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir A.S. Alonemarera Abd Muis Abd. Muis Adinda Maharani Adnan Adnan Adnan Adnan Adnan Agustina Agustina Ahmad Ali Ahmad, Ammar Faris Ainurridho, Muhammad Ali, Alimudin Alifya Suci Poetry Naf'an Alimuddin Ali Alimuddin Ali Alni Delfianti U Alvioni Marsela Alyanra, Ananda Azzahra Amaliah Amriani Amran Saru Amaliah, Anisatya Amelia Putri Andi Asmawati Azis Andi Baso Kaswar Andi Baso Kaswar Andi Citra Pratiwi Andi Faridah Arsal Andi Martiani Andi Mu'nisa Syamsu Andi Muflihunna Andi Muflihunna Andi Nur Safitri Andi papada Andi Ririn Puspitasari Any Fatmawati Ardiansyah Rachmayani, Ardiansyah Arhamar, A. S. Muhammad Arifah Novia Arifin Arifin, Arifah Novia Arini, Nurul Arni Arni Arsad Bahri Arsad Bahri Asham Bin Jamaluddin Ashari, Rijal Asmawaty Azis Atirah, Nur Bahri, Husnaini Chaer, Muhammad Ainun Chaidir Anas Christina Aryanti Pada Soa Dainur, Nurul Mujahidah Dewi Permata Ayu Dewi Yuyun Diantri Utari Dwiyanti. H., Ulfa Auliah Elli Epit H. Magai Erona Wafaretta Erona Wafaretta EVRIALIANI ROSBA, EVRIALIANI Fadhilah Utami A Fadila Harifa, Nur Faisal Faisal Faisal Faisal Faisal Fajri, Nur Fajrianti, Nur Fatmawati, Any Fatmawaty Alimuddin Firdaus Daud Firdaus Daud Fuad, Ainul H.M, Nurul Fadhilah Halimah Husain HARTATI Hartati . Hartati . Hartati, Hartati Hartono Hartono Hartono Hartono Hartono Hasan Al Banna Hendra Simanjuntak Herlina Rante Herlina Rante Herpina Herpina Hidayah, Selfi Hilda Karim Hiola, Siti Fatmah HS, Syamsul Bahri Husniarti Ida Ayu Putu Sri Widnyani Ika Sri Wahyuni Imamul Hak Imran Rosyadi Irma Suryani Ismail . Jabbar, Asniati Jendri Mamangkey Jumiati Jumiati Junda, Muh Kadir, St. Fatima Kirana, Yulisia Rezky Lasmi, Lasmi Lodang, Hamka Magfirah, Andi Husna Mardewi Martiani, Andi Marwidayanti Marwidayanti Marwidayanti Marwidayanti Marzukah Marzukah Maulidya, Fakhirah Maya Putriwan Mega Fatimah Rosana MF, Aqilah Fauziyah Miftahul Janna Muarifah, Muarifah Mufliha, Nur Muh. Ashabul Kahfi Muh. Kahfi Muh. Rizal Kurniawan Yunus Muh. Syaiful Akbar Muhammad Arsyad MUHAMMAD HASAN Muhammad Isrul Muhammad Jufri Muhammad Junda Muhammad Syaiful Akbar Muhammad, Fadil Muliana GH Mushawwir Taiyeb Musmuliadi, Nurazizah Nabila Nur Syahirah Nani Kurnia, Nani Nasir, Darmawati Nazhifah Adyputri Nia Febrianti Nikma Amin Nugraha, Azmi Fathin Eka Nur Aisyah Takdir Nur Alamsyah, Nur Nur Annisa Nur Asma Nur Fajrianti Nur Fajrianti Nur Nazhifah Adyputri Nur Syamsinah Nurhayati B Nurhayati B Nurhayati B Nurhayati B. Nurlinah Nurlinah, Nurlinah Nurul Iffah Amalia Octavia, Nur Rezki Oktobianti, Andi Anisa Oslan Jumadi Patongai, Dian Dwi Putri Ulan Sari Paulus Rante Paulus Rante Permata Ayu, Dewi Pratiwi, Andi Citra R. Sapto Hendri Boedi Soesatyo Rachamaty Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahmawati Rahmawati Rahmayani Rahmayani Ramadhan, Farhan Ramadhani, Andi Annisa Putri Reski Sri Mulyani Reski, Fiska Indah Rezky Awalia Risnawati Rosdiana Ngitung Sahodding Sahodding Sahribulan Sahribulan Sahribulan, Sahribulan Saleh, Andi Rahmat Salsabila, Unik Hanifah Saparuddin Saparuddin Saude, Sandi Sazkia Annisa Setiawan, Siti Ainunnisa Lingga Winari Sirniawan Sirniawan Sirniawan Sirniawan Siti Rana Satirah Sitti Saenab, Sitti Sri Febriani Masdi Sri Wahyuni St. Fatmah Hiola St. Nuryati R St. Rahma Stepanus Tonggroitou SUMARNI Sutarni, Sutarni Syahriani Yusuf Syamsiah Syamsiah Syamsiah, Syamsiah Syamsu, Andi Mu'nisa Syamsuriyani Taufiq, A. Muhammad Haerul Tri Widya Ramadhani AY Trully Sanuri Damayanti Ummu Salamah B. Hi. Muhammad Wahdaniah Wahdaniah Wahidatul Munandar Wesra, Nur Khilal Widyani Wiharto, Muh Wirna Arsyad Yasma Yasma Yudiningsih, Yudiningsih Yusminah Hala Yusminah Hala Yusnaeni Yusuf Zhalfariani Narsan