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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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The Effect of Project-Based Learning (PjBL) with STEM Approach on Students’ Metacognitive Awareness, Conceptual Understanding, and Biology Problem-Solving Ability Nia Febrianti; Firdaus Daud; Yusminah Hala; Muhiddin Palennari; Nurhayati B
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.15006

Abstract

This study aims to analyze effect of the Project-Based Learning model based on the STEM approach on metacognitive awareness, conceptual understanding, and biology problem-solving abilities of grade XI students of SMA Negeri 13 Bone. The novelty of this study lies in integration of PjBL-STEM which simultaneously measures three high-level cognitive aspects in one experimental design. This study is a quasi-experimental study with a Pretest-Posttest Nonequivalent Control Group Design. The sample consisted of two classes (n=72) using a purposive sampling technique. Instruments included the MAI questionnaire, an essay test based on the SOLO taxonomy (prestructural to expanded abstract), and a problem-solving test based on Polya's stages, all of which have met high validity and reliability. Data were analyzed using ANCOVA (α = 0.05). The results showed that PjBL-STEM had a significant effect on metacognitive awareness (p=.004), conceptual understanding (p=.01), and biology problem-solving ability (p<.001). The experimental group showed a higher average increase compared to the control, indicating the effectiveness of PjBL-STEM in enhancing systematic and reflective thinking to support development of 21st century skills. Limitations of this study include quasi-experimental design without full randomization and sample size limited to one school. Further research is needed to test the generalizability of the findings.
The Relationship between Metacognitive Awareness, Self-Efficacy and Learning Motivation on Biology Learning Outcomes for Class XI State High School Students in Soppeng Regency Wirna Arsyad; Muhiddin Palennari; Alimuddin Ali; Firdaus Daud; Yusminah Hala
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.v12i5.15117

Abstract

This study aims to analyze the relationship between metacognitive awareness, self-efficacy, and learning motivation on biology learning outcomes of eleventh-grade students in public high schools in Soppeng Regency, both directly and indirectly. This quantitative study employed an ex post facto correlation approach with Structural Equation Modeling (SEM) analysis techniques. A sample of 505 students was selected using simple random sampling and proportional sampling techniques from a total population of 1.444 students. The instruments used included questionnaires on metacognitive awareness, self-efficacy, and learning motivation, as well as a biology learning achievement test. The results showed that metacognitive awareness was significantly related to learning motivation (p=0.00), but had no direct effect on learning outcomes (p=0.06). Self-efficacy was significantly related to learning outcomes (p=0.01), but not significantly to learning motivation (p=0.06). Learning motivation was also significantly related to learning outcomes (p=0.00). Indirectly, metacognitive awareness has a significant relationship with learning outcomes through the mediation of learning motivation (p=0.00) and self-efficacy (p=0.02). However, the indirect relationship between self-efficacy and learning outcomes through learning motivation was not significant (p=0.16). The conclusion of this study confirms that learning motivation plays a crucial role as a primary mediator. Increasing metacognitive awareness and self-efficacy needs to be optimized in an integrated manner to improve student learning outcomes.
AI-Supported Collaborative and Reflective Biology Learning: A Needs Assessment in Teacher Education Sri Wahyuni; Muhiddin Palennari; Andi Asmawati Azis; Adnan; Ismail Ismail
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.818

Abstract

Artificial intelligence creates new opportunities to transform biology teacher education; however, its pedagogical integration must be grounded in students’ actual learning needs. This study examined biology education students’ needs for AI-supported collaborative and reflective biology learning as a preliminary foundation for developing a pedagogical model. A quantitative descriptive survey was conducted with 290 biology education students from higher education institutions in South Sulawesi, Indonesia. Data were collected using a 29-item questionnaire covering five constructs: social-emotional learning, metacognitive awareness, self-regulated learning, reflective thinking, and collaborative-interactive biology learning context. The data were analyzed using descriptive statistics, reliability analysis, convergent validity indices, and inter-construct correlations. The findings showed that all constructs were categorized as high, with mean scores ranging from 3.628 to 3.738 and percentage scores ranging from 72.570% to 74.760%. Reflective thinking obtained the highest mean score (M = 3.738; 74.760%), followed by metacognitive awareness (M = 3.712; 74.240%), indicating the importance of reflective and metacognitive scaffolding in AI-supported biology learning. The questionnaire demonstrated acceptable measurement quality, with standardized loadings of 0.621–0.907, Cronbach’s Alpha values of 0.800–0.938, Composite Reliability values of 0.871–0.951, and AVE values of 0.632–0.765. Strong positive inter-construct correlations (0.804–0.903) suggest that students’ learning needs are closely interconnected. This study positions AI as a pedagogical scaffold for reflective, collaborative, metacognitive, and self-regulated learning rather than merely as a technology-driven intervention.
Pengaruh Model Problem Based Learning (PBL) terhadap Keterampilan Kolaborasi pada Materi Sistem Pernapasan Manusia Marzukah Marzukah; Faisal Faisal; Muhiddin Palennari
UNM Journal of Biological Education Vol 8, No 1 (2026): Vol 8 No 1 Maret 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v9i2.84816

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Based Learning (PBL) terhadap keterampilan kolaborasi peserta didik pada materi sistem pernapasan manusia. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) dan desain nonequivalent control group design. Sampel penelitian adalah peserta didik kelas XI SMA Negeri 5 Makassar yang terbagi ke dalam kelas eksperimen sebanyak 36 orang dan kontrol 37 orang. Analisis data dilakukan menggunakan uji ANACOVA serta uji Quade’s Rank Analysis of Covariance sebagai penguat. Hasil penelitian menunjukkan erdapat pengaruh model Problem Based Learning (PBL) terhadap keterampilan kolaborasi peserta didik pada materi sistem pernapasan manusia yang dibuktikan melalui hasil uji ANACOVA yang menunjukkan nilai signifikansi 0,00 < 0,05. Peningkatan ini terjadi karena PBL mendorong peserta didik untuk aktif berinteraksi, bekerja sama, serta bertanggung jawab dalam menyelesaikan masalah secara berkelompok.
Analysis of Student Retention in Grade XI at MAN 1 Makassar in Biology Learning Miftahul Janna; Muhiddin Palennari; Arsad Bahri
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.76819

Abstract

Abstract Purpose: This study aims to examine long-term retention in Biology learning and identify differences in retention between male and female eleventh-grade students.Research Methodology: This study used a descriptive quantitative design involving eleventh-grade students. Data were collected through post-tests and re-tests using multiple-choice questions as the research instrument. The study measured students’ long-term retention in Biology learning. Data analysis was conducted using descriptive statistics and an independent sample t-test to determine gender differences in retention scores.Results: The findings showed that most students had low retention levels. A total of 119 students (69.6%) were categorized as low retention, 34 students (20.5%) as moderate retention, and only 18 students (9.9%) as high retention. The t-test analysis produced a significance value of 0.00 (<0.05), indicating a significant difference between male and female students. Female students achieved higher average retention scores (57.54%) than male students (50.78%).Conclusions: Biology retention among eleventh-grade students is generally low, and gender significantly influences retention outcomes. Female students tend to retain Biology concepts better than male students.Limitations: This study was limited to eleventh-grade students and applied only a descriptive quantitative approach, limiting broader generalization.Contributions: This study contributes to Biology education by providing empirical evidence regarding long-term retention and gender differences. The findings can help teachers, schools, and researchers develop effective learning strategies to improve students’ conceptual understanding and retention.Keywords: Biology learning, Gender differences, Retention
PENINGKATAN KOMPETENSI GURU MELALUI PELATIHAN PEMBELAJARAN MENDALAM (DEEP LEARNING) Hartono Hartono; Muhiddin Palennari; Faisal Faisal; Oslan Jumadi; Rachmawaty Rachmawaty; Yusnaeni Yusuf; Muh. Kahfi; St. Rahma; Herpina Herpina; Imamul Hak
Jurnal Abdi Negeriku Vol 5, No 1 (2026): Jurnal Abdi Negeriku
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/jan.v5i1.85244

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru biologi melalui pelatihan pembelajaran berbasis deep learning. Permasalahan utama yang dihadapi guru adalah masih dominannya pembelajaran konvensional dan rendahnya pemahaman guru dalam menerapkan pembelajaran yang mindful, meaningful, dan joyful. Kegiatan dilaksanakan menggunakan pendekatan Participatory Action Research (PAR) dengan melibatkan 20 guru di Yayasan Al-Kindi Mas Akbar Makassar. Metode pelaksanaan meliputi observasi kebutuhan, sosialisasi konsep deep learning, workshop penyusunan perangkat pembelajaran, praktik penyusunan LKPD, pendampingan, dan evaluasi melalui pre-test, post-test, observasi, serta angket respon peserta. Hasil kegiatan menunjukkan bahwa pelatihan mampu meningkatkan kompetensi guru dalam merancang pembelajaran berbasis deep learning. Persentase kompetensi guru pada aspek joyful mencapai 90%, penyusunan tujuan pembelajaran 88%, meaningful 85%, dan mindful 82%. Selain itu, guru berhasil mengembangkan LKPD identifikasi tumbuhan invasif dan wild edible berbasis observasi lapangan yang mendukung keterampilan proses sains, berpikir kritis, dan pembelajaran kontekstual. Dengan demikian, pelatihan berbasis deep learning efektif meningkatkan kompetensi pedagogik guru biologi dalam menciptakan pembelajaran yang lebih aktif, reflektif, dan bermakna.  Kata kunci: deep learning, kompetensi guru, pembelajaran biologi, LKPD, pengabdian masyarakat
Pengembangan Strategi Pembelajaran SIRNI (Stimulation, Idea Generation, Riset, Conclusion, Reflection) Terintegrasi Laboratorium Virtual Untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Peserta Didik Sirniawan Sirniawan; Marwidayanti Marwidayanti; Muhiddin Palennari
Jurnal Biologi dan Pembelajarannya (JB&P) Vol 11 No 1 (2024): APRIL 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jbp.v11i1.22083

Abstract

Metacognition skills and concept understanding can be improved through learning strategies that lead to improved thinking skills. Learning strategies are used to achieve learning objectives effectively and efficiently with the help of virtual laboratories as learning media and provide opportunities to get information more efficiently, also make students aware of their thinking control, so they know what to do and how to do it and students learn to actively reconstruct their conceptual understanding. This study aims to analyse the development of virtual laboratory integrated learning strategies that can improve metacognition skills and concept understanding in biology learning. This type of research is method using the literature study method. The development of this learning strategy adapts the Inquiry, Discovery and Cooperative learning strategies to produce the SIRNI strategy. The syntax of the SIRNI learning strategy is Stimulation, Idea Generation, Research, Conclusion, Reflection This learning strategy is expected to help improve students' metacognition skills and concept understanding so that students' mastery in processing learning information increases, helps students solve problems related to misconceptions and learning errors, and increases students' desire to learn.
Pengembangan Model Pembelajaran “Taro Ada” (Stimulation, Reading, Analysis, Determine, Application) Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Marwidayanti Marwidayanti; Sirniawan Sirniawan; Muhiddin Palennari
Jurnal Biologi dan Pembelajarannya (JB&P) Vol 11 No 1 (2024): APRIL 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jbp.v11i1.22110

Abstract

This research aims to develop the "TARO ADA" learning model to improve students' critical thinking skills. This research is research and development research which refers to the 4-D model which has four stages, namely define, design, develop, disseminate. Data collection technique. The results of the development of the TARO ADA model are based on supporting learning theories. The TARO ADA learning model consists of 5 stages, namely Stimulation, Reading, Analysis, Determine, and Application.
OPTIMALISASI VISUAL BRANDING PRODUK WIRAUSAHA DI RSCA MAKASSAR MELALUI PELATIHAN DESAIN KEMASAN BERBASIS APLIKASI DIGITAL Muhiddin Palennari; Erona Wafaretta; Christina Aryanti Pada Soa; Amaliah Amriani Amran Saru; Muhammad Syaiful Akbar; Diantri Utari; Muh. Ashabul Kahfi; Alni Delfianti U; Reski Sri Mulyani; Sazkia Annisa
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 10 No 1 (2026): Amaliah: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v10i1.6446

Abstract

This community service activity aimed to improve santri at RSCAS Makassar's understanding and skills in developing product packaging through the use of digital design applications. The initial problem identified was the use of packaging that was still simple and not optimal in presenting visual branding. The activity was implemented using a participatory learning and experiential learning approach involving 10 participants through the stages of preparation, training, and evaluation. The training focused on understanding the strategic role of packaging in marketing, the development of visual identity, and hands-on practice using the Canva application. The results showed an improvement in participants’ conceptual understanding of packaging design, which enhances participants’ digital literacy, creativity, and independence in developing packaging designs. Overall, this activity contributes to strengthening visual branding and improving the competitiveness of santri entrepreneurial products
IMPLEMENTASI PEMBELAJARAN BERBASIS PROYEK (PROJECT-BASED LEARNING) BERBASIS STRATEGI MOTIVASI ARCS PADA MATERI PERUBAHAN LINGKUNGAN MELALUI KEGIATAN PENGABDIAN DOSEN BERSAMA MAHASISWA DI SMAN 11 PINRANG Muhiddin Palennari; Arsad Bahri
Barani: Journal of Community Service Learning Vol 1 No 1 (2025): Barani: Journal of Community Service Learning
Publisher : STKIP Darud Da'wah wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/barani.v1i1.452

Abstract

Penelitian ini bertujuan untuk mengimplementasikan model Project-Based Learning (PjBL) berbasis strategi motivasional ARCS pada materi Perubahan Lingkungan di SMAN 11 Pinrang melalui kegiatan pengabdian dosen bersama mahasiswa. Kegiatan ini dilatarbelakangi oleh rendahnya motivasi belajar siswa akibat dominasi metode pembelajaran konvensional yang kurang menumbuhkan kemandirian dan partisipasi aktif. Penelitian menggunakan desain quasi-experimental dengan dua kelompok, yaitu kelas eksperimen yang mendapatkan pembelajaran PjBL–ARCS dan kelas kontrol yang menggunakan model Direct Instruction. Data dikumpulkan melalui angket motivasi yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif dan inferensial. Hasil uji ANCOVA menunjukkan adanya perbedaan signifikan motivasi belajar antara kedua kelompok (sig. 0,00 < 0,05), di mana rata-rata motivasi siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Selain itu, hasil belajar siswa pada kelas eksperimen juga menunjukkan peningkatan yang lebih besar. Penerapan PjBL–ARCS efektif meningkatkan motivasi belajar melalui pendekatan student-centered learning, relevansi materi, penguatan kepercayaan diri, dan pemberian kepuasan atas pencapaian. Temuan ini merekomendasikan penerapan PjBL–ARCS sebagai alternatif pembelajaran inovatif yang mampu mendorong keterlibatan aktif dan motivasi siswa pada materi yang bersifat konseptual.
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&#039;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