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All Journal Publikasi Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) JINOP (Jurnal Inovasi Pembelajaran) JURNAL KONFIKS Premiere Educandum REFLEKSI EDUKATIKA Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar International Journal of Community Service Learning EduReligia : Jurnal Pendidikan Agama Islam JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pendidikan Edutama Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Eduscience (JES) Jurnal Pengabdian Masyarakat Teknik Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Nusantara: Jurnal Pendidikan Indonesia JagoMIPA: Jurnal Pendidikan Matematika dan IPA Juwara : Jurnal Wawasan dan Aksara Indonesian Journal of Innovation Studies Buhuts Al Athfal Edukasiana: Jurnal Inovasi Pendidikan Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini International Journal of Learning Reformation in Elementary Education ARMADA : Jurnal Penelitian Multidisiplin JS (Jurnal Sekolah) Al-Bidayah : jurnal pendidikan dasar Islam Vifada Journal of Education Journal of Media, Sciences and Education Jurnal Pendidikan Progresif Journal of Vocational and Career Education El Midad: Jurnal Jurusan PGMI
Erna Yayuk
Universitas Muhammadiyah Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences 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 Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Integrasi Deep Learning dan Pendidikan Karakter Berbasis Nilai dalam Upaya Penguatan Kompetensi Guru SMP Negeri 20 Kota Malang Yayuk, Erna; Iswatiningsih, Daroe
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i1.4563

Abstract

Strengthening teacher competence is a strategic effort to improve the quality of learning at the junior high school level. Current educational challenges require teachers not only to master subject content and teaching methods but also to design and implement deep learning approaches integrated with value-based character education. This community service program aimed to enhance the conceptual understanding and pedagogical skills of teachers at SMP Negeri 20 Malang in integrating deep learning with character value reinforcement in the learning process. The program was implemented through workshops, mentoring, limited classroom implementation, and continuous evaluation. A total of 30 teachers from various subject areas participated in the activity. The results indicate a significant improvement in teachers’ understanding of deep learning, reflected in a shift from content-oriented instruction toward meaningful and reflective learning. In addition, teachers demonstrated improved competence in designing learning tools that integrate cognitive and affective dimensions as well as character values, supported by the use of authentic assessment. This program contributes to the development of contextual, sustainable, and character-oriented learning practices that support students’ holistic development.
Challenges in Implementing the Teachers Code of Ethics in Responding to Social Dynamics Riza Ummaroch; Sinta Devi Prastika Putri; Erna Yayuk
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.776

Abstract

This study aims to examine the various barriers faced by educators in implementing professional codes of ethics amid disruptive social transformation. Using a qualitative descriptive approach, the research analyzes how shifting social norms and the rapid penetration of digital technology have reshaped traditional ethical boundaries between teachers and students. These changes create new spaces of interaction that often blur the limits of professionalism. The findings reveal that teachers’ professional integrity is currently influenced by three main factors: the strong presence of digital environments beyond the classroom, inconsistent public expectations, and gaps in educators’ regulatory literacy. A lack of preparedness in responding to these dynamics can lead to ethical dilemmas that risk undermining the dignity of the teaching profession. Therefore, this study argues that partial or one-dimensional solutions are no longer sufficient. Systemic efforts are needed through the strengthening of contextual ethical literacy and protective institutional support. Such synergy is essential to ensure that educators possess not only intellectual competence but also adaptive moral resilience, enabling them to sustain their role as role models in an increasingly complex and dynamic educational environment.
Peran guru sebagai role model dalam pembentukan karakter siswa Ummi Zakiyah Darojat; Romadhon; Erna Yayuk
Jurnal Pengetahuan dan Pendidikan Vol 5 No 1 (2026)
Publisher : Yayasan Baru Haji Samsudin

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

Abstract

Education has a strategic role in shaping human resources that are not only academically excellent but also possess strong character values. Teachers act as role models in the character-building process of students through exemplary behavior, guidance, and motivation. This study aims to analyze the role of teachers as role models in character formation, the process of character development through exemplary practices, as well as the supporting and inhibiting factors involved. This research employed a qualitative approach using a literature study method on seven relevant scientific articles published between 2021 and 2026. The findings indicate that teachers have multidimensional roles as exemplars, mentors, and motivators. The process of character formation occurs through modeling mechanisms, namely observation, imitation, internalization, and habituation. Supporting factors include a conducive school environment, collaboration with parents, and the integration of character values into learning activities. Meanwhile, inhibiting factors include teachers’ lack of consistency, external environmental influences, and the gap between theory and practice. Therefore, the role of teachers as role models is a key factor in the success of character education.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
Proyek Potensi Lokal dengan Deep Learning Meningkatkan Sikap Kritis Kreatif di PAUD Tri Marya Endarwati; Uswatun Chasanah; Erna Yayuk
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 5, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v5i2.15651

Abstract

Dalam meningkatkan sikap kritis dan kreatif di PAUD, masih ada masalah besar, terutama ketika pendekatan pembelajaran belum sepenuhnya kontekstual dan bermakna bagi anak, serta kurangnya pemanfaatan potensi lokal sebagai sumber belajar. Penelitian ini bertujuan untuk mengeksplorasi potensi lokal sebagai sumber pembelajaran kontekstual dalam Pendidikan Anak Usia Dini (PAUD) melalui pendekatan deep learning. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus untuk mengeksplorasi integrasi potensi lokal dalam pembelajaran di PAUD. Studi ini melibatkan 15 anak dari kelompok B di PAUD Aisyiyah Kartoharjo. Teknik pengumpulan data meliputi observasi partisipatif, wawancara semi-terstruktur dengan guru dan orang tua, serta dokumentasi kegiatan anak selama proses pembelajaran proyek berlangsung. Instrumen yang digunakan berupa panduan observasi, pedoman wawancara, dan dokumen. Proses reduksi, penyajian, dan penarikan kesimpulan dilakukan untuk menganalisis data yang dikumpulkan. Hasil penelitian menunjukkan bahwa model ini meningkatkan kemampuan berpikir kritis dan kreatif secara efektif. Studi ini juga mengidentifikasi faktor-faktor pendukung seperti kemitraan dengan masyarakat dan sumber belajar lokal, serta kendala seperti keterbatasan lahan dan kemampuan guru untuk mengintegrasikan teknologi. Rekomendasi diberikan untuk meningkatkan efektivitas pembelajaran kontekstual meningkatkan kualitas pendidikan anak usia dini dengan menyelaraskan potensi lokal dan inovasi pembelajaran 
How a Computational Thinker Solves a Non-Routine Geometry Task: A Single-Case Study Ismail, Agung Deddiliawan; Rosyadi, Alfiani Athma Putri; Ekowati, Dyah Worowirastri; Yayuk, Erna
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.3604

Abstract

Problem-solving has become a core element of the mathematics curriculum, where students are encouraged to solve non-routine and higher-order thinking problems (HOTS). However, based on empirical observations in classrooms reveal that many students still struggle to solve problems. Many students often struggle to determine where to begin, especially when faced with non-routine or HOTS tasks of geometry problems.  This study investigates how a student with strong computational thinking (CT) skills approaches and solves such problems. This study employs a descriptive qualitative design. The subject was selected using purposive sampling, in which one participant was chosen from a total of 48 respondents based on specific criteria, namely providing correct answers and demonstrating the four components of CT. The findings reveal that the subject utilized four main stages: decomposition, pattern recognition, abstraction, and algorithmic design. In the decomposition phase, the student broke down the square into smaller triangles to simplify the problem. In the pattern recognition stage, the student identified recurring geometric configurations, such as right triangles. During abstraction, irrelevant information was discarded to focus on key components. Finally, the student applied a sequential algorithm involving triangle similarity and the Pythagorean theorem to determine the side length of the square. These findings highlight the potential of computational thinking in enhancing problem-solving performance in geometry. The implications of these findings indicate that CT skills can be applied in instructional design, particularly in problem-solving activities. Students can be guided in engaging in CT processes by using simple questions aligned with each CT component.
IMPLEMENTASI PROFESIONALISME GURU DALAM MENINGKATKAN MUTU PEMBELAJARAN: STUDI KUALITATIF DI SMP MUHAMMADIYAH KOTA BONTANG Ibrahim Robbaniy; Hardhina Rosmasita; Erna Yayuk
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14969

Abstract

The implementation of teacher professionalism is a key factor in improving the quality of learning in schools. This study employs a qualitative approach with a descriptive design to examine teachers’ professional practices in the context of learning at Muhammadiyah Junior High School in Bontang City. The research subjects consisted of the school principal and teachers selected through purposive sampling. Data collection was conducted through observation, interviews, and documentation, and was subsequently analyzed using an interactive model encompassing data reduction, data presentation, and drawing conclusions. The results indicate that teacher professionalism is reflected in systematic lesson planning, effective and varied instructional delivery, as well as continuous and reflective learning evaluation. Additionally, teachers demonstrated a commitment to competency development through training and professional collaboration. The implementation of teacher professionalism had a positive impact on the quality of learning, as evidenced by increased student engagement, improved quality of learning interactions, and enhanced student understanding of the material. Supporting factors included participatory school leadership, a conducive school culture, and the availability of facilities and infrastructure. Meanwhile, inhibiting factors include time constraints, administrative workload, and unequal access to professional development. These findings confirm that teacher professionalism contributes significantly to improving the quality of learning. Therefore, sustained efforts are needed through the strengthening of professional development, academic supervision, and the provision of adequate systemic support to optimize the quality of learning.
PENERAPAN DEEP LEARNING DALAM PERSONALISASI PENGEMBANGAN PROFESIONAL GURU SEKOLAH DASAR Moch Affan Shafry Bukhori; Yuhanita Ulziya; Erna Yayuk; Billa Putri Bunga
JS (JURNAL SEKOLAH) Vol. 10 No. 4 (2026): SEPTEMBER 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/h3zsz808

Abstract

Abstract: The purpose of this study is to examine the effect of deep learning–based training on improving teacher performance at SD Muhammadiyah 4 Batu. This study employs a quasi-experimental design with pre-test and post-test on 30 subjects, consisting of teachers who have participated in deep learning training and those who have not. The data were analyzed using a paired sample t-test, normality test, homogeneity of variance test, reliability test, and linear regression using SPSS version 25. The results showed a significant increase in teacher performance after training, with a significance value of 0.000 (p < 0.05). The paired sample t-test showed a t-value of -5.275 with a mean difference of -15.56, indicating a substantial improvement in performance from pre-test to post-test. Normality tests using Shapiro-Wilk showed that the data for both pre-test and post-test were normally distributed for both experimental and control groups. Homogeneity of variance tests using Levene's Test showed that the variances between the groups were homogeneous (p = 0.950 for pre-test and p = 0.544 for post-test). Reliability tests using Cronbach’s Alpha indicated very high consistency, with values of 0.962 for the pre-test and 0.922 for the post-test, indicating excellent internal consistency of the instruments. Linear regression analysis with ANOVA confirmed that deep learning-based training had a significant effect on teacher performance, with a p-value of 0.013. This study confirms the effectiveness of deep learning in personalizing professional development for teachers and provides both theoretical and practical contributions to the development of technology-based educational policies. Keyword: Deep Learning, Teacher Performance, Professional Development, Social Constructivism.   Abstrak: Tujuan dari penelitian ini untuk menguji pengaruh pelatihan berbasis deep learning terhadap peningkatan kinerja guru di SD Muhammadiyah 4 Batu, dengan  menggunakan desain kuasi eksperimen dengan pre-test dan post-test pada 30 subjek yang sudah pernah mengikuti pelatihan deep learning dan yang belum mengikuti pelatihan deep learning, data dianalisis melalui uji t sampel berpasangan, uji normalitas, uji homogenitas varians, uji reliabilitas, dan regresi linier dengan menggunakan SPSS versi 25. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kinerja guru setelah pelatihan, dengan nilai signifikansi 0,000 (p < 0,05). Uji t sampel berpasangan menghasilkan nilai t sebesar -5,275 dengan rata-rata perbedaan sebesar -15,56, yang menunjukkan peningkatan kinerja yang nyata antara sebelum dan sesudah perlakuan. Uji normalitas menggunakan Shapiro-Wilk menunjukkan bahwa data pada pre-test dan post-test terdistribusi normal untuk kedua kelompok eksperimen dan kontrol. Uji homogenitas varians menggunakan Levene's Test juga menunjukkan bahwa variansi antar kelompok adalah homogen (p = 0,950 pada pre-test dan p = 0,544 pada post-test). Uji reliabilitas menggunakan Cronbach’s Alpha menunjukkan nilai yang sangat tinggi, yaitu 0,962 pada pre-test dan 0,922 pada post-test, yang menandakan konsistensi internal instrumen yang sangat baik. Analisis regresi linier dengan ANOVA menunjukkan bahwa pelatihan berbasis deep learning berpengaruh signifikan terhadap peningkatan kinerja guru, dengan nilai p sebesar 0,013. Penelitian ini mengonfirmasi efektivitas deep learning dalam personalisasi pengembangan profesional guru dan memberikan kontribusi teoritis dan praktis untuk pengembangan kebijakan pendidikan berbasis teknologi. Kata Kunci: Deep Learning, Kinerja Guru, Pengembangan Profesional, Konstruktivisme Sosial
Practical Worship in Elementary Education: Implementation and Its Impacts on School Competitiveness Binti Solikah; Erna Yayuk; Lud Waluyo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002269

Abstract

Public elementary schools are increasingly challenged by shifting parental preferences toward religion-based schools, requiring them to develop distinctive institutional strategies that enhance both educational quality and public trust. This study aims to describe the implementation of practical worship education, analyze its contribution to strengthening school competitiveness, and identify the challenges encountered in its implementation at SD Negeri 1 Wonoketro, Jetis District, Ponorogo Regency. A qualitative case study approach was employed. Data were collected through observations, semi-structured interviews with the principal, Islamic Education teachers, homeroom teachers, parents, and students, as well as document analysis. The findings indicate that practical worship education, implemented through the systematic habituation of congregational Dhuha prayer, Dhuhr prayer, Qur'anic recitation, and memorization activities, contributes to strengthening students' character, spiritual competence, parental trust, the school's religious identity, and a conducive learning environment. These outcomes position practical worship not merely as a religious educational activity but also as an institutional strategy that differentiates the school from other public elementary schools and strengthens its competitiveness. The study also identified several implementation challenges, including limited worship facilities, uneven teacher supervision during peak periods, scheduling differences across grade levels, and the need for stronger continuity between school- and home-based worship practices through parental involvement. This study contributes to the literature by demonstrating that practical worship can function as an institutional strategy for enhancing school competitiveness through the integration of character formation, parental trust, institutional reputation, and educational quality.
School Program Innovation through Quran Reading to Strengthen Educational Quality in a Public Elementary School Yeni Rahmawati; Erna Yayuk; Lud Waluyo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002297

Abstract

Improving learning quality is a priority for every educational institution, including public elementary schools. One approach is school innovation that integrates religious values into learning activities. This study aimed to describe the implementation of the Qur’an reading program at SD Negeri 1 Somoroto, Ponorogo Regency, identify implementation challenges, and analyze the strategies adopted to address them. A descriptive qualitative design was employed. Data were collected through observations, interviews, and documentation involving the principal, Islamic education teachers, Qur’an teachers, curriculum coordinator, homeroom teachers, students, and parents. The findings indicate that the program is implemented regularly according to a scheduled morning routine. Its implementation, however, faces several challenges, including limited availability of UMMI-certified teachers, the occasional absence of Qur’an teachers during learning sessions, and unequal student motivation. To overcome these challenges, the school provides mentoring and further training for teachers who have not obtained UMMI certification. Islamic education teachers also redistribute students whose assigned instructors are absent to ensure learning continuity. Students experiencing low motivation receive intensive guidance, although additional assignments may sometimes interfere with regular classroom learning. Overall, the Qur’an reading program contributes positively to students’ reading proficiency, religious habits, discipline, and character development. Sustained teacher development, effective scheduling, and systematic monitoring are required to strengthen program consistency, minimize disruption, and ensure that its benefits are experienced equally by all students.
Co-Authors Abdul Aziz Ad Dailamay Wartindya Pradana Saputra, Fairus Adhi Wibawa, Gandung Adi Wibawa, Gandung Agung Deddiliawan Ismail Agus Tinus Ahmad, Rohmanuddin Akhyar Basyir Alcheca Dinari Pratiwi Alfiani Athma Putri Rosyadi Ana, Miko Fitri Anggarini, Vina Anita Herlina Arina Restian Asti eka wijayanti Aulia Nur Rahma Aulia Nur Rahma, Aulia Nur Barizi, Ach. Billa Putri Bunga Binti Solikah Bustanol Arifin Chasanah, Uswatun Choirudin Lutfi Triaji Citra Apriovilita Hariri Daroe Iswatiningsih Dhevy Ratna Sari Dhevy Ratna Sari Dika Erli Frilian Efendi, Farid Eko Kristanto Ekowati, Dyah Worowitastri Elfa Yuliana Nasution Elly Fithriyanasari Endarwati, Tri Marya Fakhriyana, Anisa Rahmi Fani Yustiadi Farah Maulida Amalia Faridah Fatimah Azzahra, Nur Febriantika, Indah Fithriyanasari, Elly Fitriyanti Anggraini Galuh Putrining Aji Gusmawati Hafilda, Nurul Ezzah Hardhina Rosmasita Harisma Fatihatul Hayyu Herlina, Anita Ibrahim Robbaniy Ichsan Anshory Ichsan Anshory AM Ike Prajayana, Marfita Indah Wahyuni Irnawanto, Fauzi Iswahyudi Jani Rima Widjaja Jumelan Karina Permatasari Khasanah, Niswatun Khomsah, Nur Lina Khusnatul Mawaddah Krisbiantoro Kristanto, Eko Kuncahyono Kuncahyono Lailiatul Hidayati Lisalamah Abadiyah, Lisalamah Lud Waluyo Mardiana Anjani Alamsyah Mei Umi Masrulloh Moch Affan Shafry Bukhori Moh. Taufiq Farisman Abdulah Mughis, Abdul Muhammad Adib Mujianto Mukti, Ebtafil Murtyas Galuh Danawati Muttaqin, Aziz Iwan Nawang Sulistyani Nizam Firdaus Ramadhani Novi Qurrata A'yunin Nur Arima Nuro, Falistya Risatul Maratin Nurul Arifah Prabawati, Rizky Nadya Prajayana, Marfita Ike Pratiwi, Alcheca Dinari Pujo Setyo Aji Putri Dwi Yuliana Putrining Aji, Galuh Rafiqah Renandra, Irninda Ria Arista Asih Rianaya, Adelia Loli Ridho Covinda Wahyu Firmansyah Rifkian Kurniawan Rifkian Kurniawan Rina Dwi Astuti Rismayanti Ristiana, Yayan Riza Ummaroch Rizky Nadya Prabawati Rohmanuddin Ahmad Rokhmawati, Isnaini Romadhon S. Mujianto Sahrul Saidah, Nur Santi Prastiyowati Sari, Loulyta Sari, Yulia Lisa Sholehah Yuliati Sinta Devi Prastika Putri Siti Fatimah Soenaryo Siti Hamidah Siti Hamidah Siti Yulianti Siti Yuliyanti, Siti SRI ASTUTIK Sri Wahyuni Sudiran Sudiran Sugiharto, Akip Sunardin Sunardin Sunarti Suprianto, Arik Suryadi, Tri Sutrisno Condro Apriyanto Sutrisno Sutrisno Suwandayani, Beti Istanti Tinus, Agus Tri Marya Endarwati Triaji, Choirudin Lutfi Tyas Deviana Ummi Zakiyah Darojat Uswatun Chasanah Uswatun Hasanah Widiastutik, Erna Widjaja, Jani Rima Wijayanti, Asti Worowirastri E., Dyah Worowirastri E., Dyah Yayak Khatijah, Windarti Yeni Rahmawati Yeni Rahmawati Yudha Alfian Haqqi Yuhanita Ulziya Yustiadi, Fani Zain, Rahayu Alfatu Zaitun, Iin