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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN TAMBUSAI JOURNAL OF SCIENCE AND SOCIAL RESEARCH JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Jurnal Abdi Insani Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Science and Science Education (JoSSEd) JS (Jurnal Sekolah) JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Akuntansi Hukum dan Edukasi Jurnal Pendidikan MIPA Insight: Indonesian Journal of Social, Humanity, and Education Jurnal Abdimas Ilmiah Citra Bakti
Dewi Syafriani, Dewi
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DEVELOPMENT OF E-MODULES BASED ON PROJECT BASED LEARNING (PjBL) TO INCREASE STUDENT’S INTEREST IN LEARNING AND LEARNING OUTCOMES ON REACTION RATE MATERIAL Siregar, Nurhidayah; Syafriani, Dewi
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 9 No. 2 (2024): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v9i2.11156

Abstract

This research aims to: (1) determine the validity of e-modules based on project based learning, (2) determine the practicality of e-modules based on project based learning, (3) determine the effectiveness of e-modules based on project based learning, and (4) determine whether there is a significant correlation between interest and learning outcomes. This research was conducted at SMA Negeri 10 Medan with the sample studied was class XI IPA 2. The data analysis technique is carried out by: e-module feasibility test according to BSNP, learning interest test, and correlation test between learning interest and learning outcomes. The results obtained in this research are: (1) E-modules based on project based learning are considered "valid" after being validated by 1 chemistry lecturer with an average material assessment of 89% and an average media assessment of 92% which can be categorized as “very feasible”; (2) e-modules based on project based learning can be considered "practical" after receiving chemistry teacher responses with an average percentage of 94% which can be categorized as "very feasible" and student responses with a grade of "very feasible". average grade of 98%; (3) e-module based on project based learning is considered "effective" with a posttest score of 93, an increase from 58, resulting in an N-Gain score of 0.83 (83%), which means it is in the high criteria; (4) There is a positive and significant relationship between interest in learning and student learning outcomes where “rhitung” is 0.6471 and “rtabel” is 0.361. Article History     
The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes Telaumbanua, Debi M N; Syafriani, Dewi
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 9 No. 2 (2024): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v9i2.11184

Abstract

This research was conducted to determine whether or not there are differences in the value of collaboration skills and student learning outcomes taught using various learning models and student learning activities with the help of Macromedia Flash media on chemical bonding material, as well as to see the interaction between learning models and student learning activities on collaboration skills and student learning outcomes. Experimental class I (X-6) applied the Discovery Learning model and experimental class II (X-10) applied the Guided Inquiry model. The instrument used is a test instrument, a non-test instrument. Hypothesis testing was carried out using two-way ANOVA with multivariate General Linear Model (GLM). The research results obtained a price of sig. 0.000 for collaboration skill value and sig price. 0.001 for learning outcomes. Price sig. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning models. Obtained sig value. 0.000 on collaboration skills and learning outcomes. Sig price value. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning activities. The interaction between the learning model and learning activities obtained a sig value. 0.045 for collaboration skills and sig. 0.014 for learning outcomes. From the two sig values. < 𝛼 (0.05) so that Ha is accepted and Ho is rejected, there is an interaction between the learning model and student learning activities on the value of collaboration skills and student learning outcomes in the Chemical Bond material.
The Influence of the Implementation of the Discovery Learning Model Assisted by Powtoon Animated Video Media on Student Learning Outcomes in Buffer Solution Material Br Bangun, Devrinawati; Syafriani, Dewi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 3 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

The quality of education can be improved through teaching methods that actively engage students, such as Discovery Learning. However, at SMAN 15 Medan, students still struggle to understand the topic of buffer solutions, resulting in exam scores that do not meet the Minimum Mastery Criteria (KKM). The use of Powtoon animation media in the Discovery Learning model is expected to help students understand abstract concepts and improve their learning outcomes. This study aims to evaluate the effect of the Discovery Learning model supported by Powtoon animation videos on students' learning outcomes in the topic of buffer solutions. The research population includes all 11th-grade students at SMAN 15 Medan, with a sample of class XI IPA 4 selected through the Simple Random Sampling method. The instrument used is a learning outcome test consisting of 20 multiple-choice questions. The hypothesis test using a one-sample t-test shows a significance value of 0.043, which is lower than α (0.05), thus accepting the alternative hypothesis (Ha) and rejecting the null hypothesis (Ho). This indicates that students who learn using the Discovery Learning model assisted by Powtoon animation videos successfully achieve the Minimum Mastery Criteria of 78 or KKM (78). Additionally, the N-gain analysis shows an average score of 0.72, with a percentage of 71.68% falling into the high category. These results indicate that the implemented learning model is quite effective in improving students' learning outcomes on the topic of buffer solutions. The learning outcomes of students taught using the Discovery Learning model assisted by Powtoon animation videos in the 11th-grade science class (MIPA) exceed the Minimum Mastery Criteria of 78 or KKM (78). There is an influence of the Discovery Learning model assisted by Powtoon animation media on students' learning outcomes.Keywords: Discovery Learning Model, Learning Outcomes, Powtoon Animated Video Media, Buffer Solution.DOI: 10.23960/jppk.v13.i3.30478
Pengaruh Model Pembelajaran dan Minat Belajar Terhadap Hasil Belajar Siswa di SMA Swasta Dharma Pancasila Medan Lubis, Destiyati Yulrima; Syafriani, Dewi
JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 4, No 2 (2018)
Publisher : Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpms.v9i1.4072

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran dan minat belajar terhadap hasil belajar siswa dengan model pembelajaran bervariasi menggunakan media pembelajaran powtoon pada materi termokimia, serta melihat interaksi antara hasil belajar siswa terhadap minat belajar siswa kelas XI MIA SMA Swasta Dharma Pancasila Medan. Jenis penelitian yang digunakan adalah quasi eksperimen. Penentuan sampel penelitian dilakukan dengan teknik purposive sampling yaitu sebanyak 2 kelas, dimana kelas pertama diberi pembelajaran dengan model Problem Based Learning sedangkan kelas kedua diberi pembelajaran dengan model Learning Cycle 5E. Pembelajaran pada kedua kelas tersebut didukung dengan media Powtoon. Uji hipotesis  dilakukan dengan ANOVA dua jalur (ANOVA two-way) with General Linear Model (GLM) univariate dengan hasil penelitian pada model pembelajaran yang bervariasi diperoleh harga sig. 0,044 < 𝛼 (0,05) sehingga Ha diterima dan Ho ditolak, dapat disimpulkan bahwa terdapat perbedaan yang signifikan rata-rata nilai hasil belajar  siswa pada materi termokimia yang dibelajarkan dengan model pembelajaran bervariasi. Pada minat belajar yang bervariasi diperoleh sig. 0,004 < 𝛼 (0,05) sehingga Ha diterima dan Ho ditolak, dapat disimpulkan bahwa terdapat  perbedaan yang signifikan rata-rata nilai hasil belajar siswa pada materi termokimia yang dibelajarkan dengan minat belajar bervariasi. Selanjutnya  pada interaksi antara model pembelajaran dan minat belajar diperoleh harga sig. 0,049 < 𝛼 (0,05) sehingga Ha diterima dan Ho ditolak, dapat disimpulkan bahwa terdapat interaksi antara model pembelajaran dengan minat belajar terhadap nilai hasil belajar siswa pada materi termokimia.
PENDAMPINGAN PEMBUATAN SOAL KIMIA BERBASIS HIGH ORDER THINKING SKILL (HOTS) SESUAI TAKSONOMI BLOOM & ANBERSON-KRATHWOHL DI MAN BINJAI KOTA BINJAI Nasution, Mutiara Agustina; Sutiani, Ani; Dibyantini, Ratu Evina; Sari, Dwy Puspita; Syafriani, Dewi; Sianturi, Yonaria Agustina; Nasution, Irma Yuliani
Jurnal Abdi Insani Vol 11 No 3 (2024): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v11i3.1777

Abstract

High Order Thinking Skills (HOTS) is a thinking process at a higher cognitive level, including the ability to solve problems, think creatively, think critically, argue and make decisions. This ability is expected to be possessed by students in the era of modernization and globalization of the 21st century. This achievement can occur if learning and assessment have implemented HOTS. However, in practice, many teachers still do not use HOTS questions to evaluate students in schools because of their low understanding of how to analyze and create HOTS questions according to Bloom's Taxonomy. This PkM activity aims to: 1) help partner groups increase insight and understanding regarding HOTS and its implementation in learning; 2) Helping partner groups improve skills in creating HOTS questions; and 3) meet the partners' needs for creating HOTS-based questions according to Bloom & Anderson-Krathwohl's Taxonomy independently. The methods used in this PKM are socialization of PKM activities, program preparation, implementation, mentoring and program monitoring and evaluation. The results that have been achieved are increasing partners' understanding of HOTS by 37.75%. This PKM activity can increase the knowledge and skills of madrasa stakeholders, especially teachers and staff. With independence in creating questions, teachers will better understand how questions can be connected to objectives and indicators, and in accordance with Bloom & Anderson-Krathwohl's Taxonomy and can improve teachers' ability to create questions independently, which will ultimately improve their skills in answering and analyze the questions.
Application of STEM-PjBL Based Chemistry Module to Improve Science Literacy and Student Learning Motivation Dibyantini , Ratu Evina; Amdayani, Susilawati; Siregar, Muhammad Isa; Syafriani, Dewi
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.5872

Abstract

The purpose of this study is to determine the application of the use of STEM-PjBl-based chemistry modules in improving science literacy and student learning motivation. The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds. There are 92 students divided into 3 classes. The research method uses a quantitative approach with a quasi-experimental design in the form of a one group pretest and posttest design. The instruments used in the study were science literacy test and learning motivation questionnaire. The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage. Based on the results of data analysis, the increase in student science literacy was 0.46 with moderate criteria. Science literacy skills that increased significantly were in the aspect of explaining scientific phenomena by 81%. The application of STEM-PjBL-based chemistry modules also increases student learning motivation with an average of 76% before learning to 87% after learning. It can be concluded that using STEM-PjBl-based chemistry modules can help students improve science literacy and learning motivation in organic compound materials.
EFEKTIVITAS BAHAN AJAR IBM SPSS BERBASIS PROJECT BASED LEARNING (PjBL) BERDASARKAN KURIKULUM OUTCOME BASED EDUCATION (OBE) PADA MATERI UJI BEDA Syafriani, Dewi; Darmana, Ayi; Syuhada, Feri Andi; Sari, Dwy Puspita; Amdayani, Susilawati
JS (JURNAL SEKOLAH) Vol. 8 No. 1 (2023): Desember 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/js.v8i1.53126

Abstract

Abstract: This research is based on the demands of 21st century education where students must have qualified skills to enter the world of work after completing their studies. This can be done through the learning process using the Outcome Based Education (OBE) curriculum, which in the process can be done by applying the Project Based Learning (PjBL) learning model. In supporting the learning process to be optimal, it is necessary to develop teaching materials that are in accordance with the demands of 21st century education. This study aims to see the effectiveness of IBM SPSS Statistics teaching materials based on Project Based Learning (PjBL) based on the Outcome-Based Education (OBE) curriculum on the topic of Differential Test. The study population was five classes, namely all chemistry education students at Medan State University in 2022 who were taking Statistics courses as many as 5 classes. The sample used in the study was 1 class selected by random sampling technique, which consisted of 25 students. The instrument used to measure the effectiveness of teaching materials developed is a test instrument in the form of 4 essay questions that have been valid and reliable. Testing effectiveness by comparing student learning outcomes in the state before and after using teaching materials. The effectiveness of teaching materials in this study was measured using the N-gain score. From the results of the analysis, it was found that the effectiveness of IBM SPSS Statistic-based Project Based Learning (PjBL) teaching materials based on the Outcome-Based Education (OBE) curriculum on different test material was declared quite effective with an N-Gain value of 68%.Keyword: Outcome Based Education, Project Based Learning (PjBL), T-test, IBM SPSS, StatisticsAbstrak: Penelitian ini latarbelakangi tuntutan pendidikan abad 21 dimana mahasiswa harus mempunyai kecakapan yang mumpuni untuk terjun dalam dunia kerja setelah menyelesaikan kuliahnya. Hal ini dapat dilakukan melalui proses pembelajaran dengan menggunakan kurikulum Outcome Based Education (OBE), dimana dalam prosesnya dapat dilakukan dengan menerapkan model pembelajaran Project Based Learning (PjBL). Dalam menunjang proses pembelajaran agar maksimal maka perlu dikembangkan bahan ajar yang sesuai dengan tuntutan pendidikan abad 21. Penelitian ini bertujuan untuk melihat keefektifan bahan ajar ajar IBM SPSS Statistics Berbasis Project Based Learning (PjBL) berdasarkan kurikulum Outcome-Based Education (OBE) pada materi Uji Beda. Populasi penelitian sebanyak lima kelas yakni seluruh mahasiswa pendidikan kimia Universitas Negeri Medan stambuk 2022 yang sedang mengambil mata kuliah Statistik sebanyak 5 kelas. Sampel yang digunakan dalam penelitian sebanyak 1 kelas yang dipilih dengan teknik random sampling, dimana terdiri dari 25 orang mahasiswa. Instrumen yang digunakan untuk mengukur efektivitas bahan ajar yang dikembangkan adalah instrumen tes berupa 4 soal essay yang telah valid dan reliabel. Pengujian efektivitas dengan membandingkan hasil belajar mahasiswa pada keadaan sebelum dan sesudah menggunakan bahan ajar. Efektivitas bahan ajar dalam penelitian ini diukur menggunakan N-gain score. Dari hasil analisis diperoleh bahwa efektivitas bahan ajar IBM SPSS Statistic Berbasis Project Based Learning (PjBL) berdasarkan kurikulum Outcome-Based Education (OBE) pada materi uji beda dinyatakan cukup efektif dengan nilai N-Gain sebesar 68%.Kata Kunci: Outcome Based Education (OBE), Project Based Learning (PjBL), Uji Beda, IBM SPSS, Statistik
PENGARUH MEDIA PEMBELAJARAN DAN AKTIVITAS BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATERI IKATAN KIMIA DI SMAN 1 PERCUT SEI TUAN Atika, Fitthriyah; Syafriani, Dewi
JURNAL HANDAYANI PGSD FIP UNIMED Vol. 14 No. 2: December 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jh.v14i2.48717

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan rata-rata nilai hasil belajar dengan menggunakan media pembelajaran dan aktivitas belajar yang bervariasi pada materi ikatan kimia serta mengetahui apakah ada interaksi antara media pembelajaran dengan aktivitas belajar terhadap hasil belajar siswa. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Percut Sei Tuan dan sampel yang digunakan adalah kelas X-5 (kelas ekserimen I) yang diberi perlakuan dengan menggunakan media pembelajaran Quizizz dan X-8 (kelas ekserimen II) yang diberi perlakuan dengan menggunakan media pembelajaran Nearpod. Dalam penelitian ini menggunakan 20 soal pilihan berganda sebagai instrument tes dan lembar observasi sebagai instrument non-tes. Uji hipotesis dalam penelitian ini dilakukan dengan ANOVA two way Univariate dengan hasil penelitian pada media pembelajaran diperoleh hasil sebesar 0,007 < α (0,005) sehingga Ha diterima dan Ho ditolak, yang artinya terdapat perbedaan rata-rata hasil belajar dengan menggunakan media pembelajaran. Pada aktivitas belajar yang bervariasi diperoleh hasil sebesar 0,003 < α (0,005) sehingga Ha diterima dan Ho ditolak, yang artinya terdapat perbedaan rata-rata hasil belajar dengan menggunakan aktivitas belajar yang bervariasi. Kemudian, pada interaksi antara media pembelajaran dengan aktivitas belajar diperoleh hasil sebesar 0,19 > α (0,005) sehingga Ha ditolak dan Ho diterima, yang artinya tidak ada interaksi antara media pembelajaran dengan aktivitas belajar terhadap hasil belajar siswa.
PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATERI STRUKTUR ATOM DI MAN 2 MODEL MEDAN Nasution, Nita Nazelina; Syafriani, Dewi
JURNAL HANDAYANI PGSD FIP UNIMED Vol. 14 No. 2: December 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jh.v14i2.48718

Abstract

Pengaruh Model Pembelajaran Dan Motivasi  Belajar Terhadap Hasil Belajar Siswa  Pada Materi Struktur Atom  Di Man 2 Model Medan. Penelitianginin bertujuan untuko mengetahuim perbedaan nilai rata-rata hasil belajar siswa yang dibelajarkan dengan model pembelajaran dan motivasi belajar yang bervariasi pada materi struktur atom, serta untuk mengetahui interaksi antara model pembelajaran dengan motivasi belajar terhadap nilai hasil belajar siswa.Populasi dalam penelitian ini adalah seluruh siswa kelas Xdi MAN 2 Model Medan yang berjumlah 22 kelas. Sampel yang digunakan dalam penelitian ini sebanyak dua kelas diambil dengan cara Purposive Sampling.  Sampel dalam penelitian ini yaitu kelas X P sebagai kelas eksperimen 1 dengan model Project Based Learning (PJBL) dan kelas X L sebagai kelas eksperimen 2 yang diberi perlakuan dengan model Learning Cycle 7E. Desain dalam penelitian ini menggunakan desain faktorial 2x3. Pengujian hipotesis dilakukan dengan menggunakan two way ANOVA Univariate dengan taraf signifikan 5% (0,05) apabila diperoleh hasil uji hipotesis < (0,05) maka Ha diterima. Berdasarkan hasil pada model pembelajaran bervariasi diperoleh sig 0,000 < (0,05), maka Ha diterima dan H0 ditolak artinya terdapat perbedaan nilai rata-rata hasil belajar siswa yang diajar dengan model pembelajaran bervariasi. Pada motivasi belajar bervariasi diperoleh sig 0,013 < α (0,05) sehingga Ha diterima dan H0 ditolak, yang berarti terdapat perbedaan rata-rata nilai hasil belajar siswa dengan motivasi belajar yang bervariasi.
PENGARUH MODEL PEMBELAJARAN DAN KECAKAPAN KOMUNIKASI TERHADAP HASIL BELAJAR SISWA PADA MATERI KESETIMBANGAN KIMIA DI SMA NEGERI 7 MEDAN Widyanti, Putri; Syafriani, Dewi
JURNAL HANDAYANI PGSD FIP UNIMED Vol. 14 No. 2: December 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jh.v14i2.48728

Abstract

Pengaruh Model Pembelajaran dan Kecakapan Komunikasi Terhadap Hasil Belajar Siswa Pada Materi Kesetimbangan Kimia di SMA Negeri 7 Medan. Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya perbedaan nilai rata-rata hasil belajar siswa yang diajar dengan model pembelajaran dan kemampuan komunikasi yang berbeda pada materi Kesetimbangan Kimia, serta ada tidaknya interaksi antara model pembelajaran dan kemampuan komunikasi terhadap hasil belajar siswa. Pengambilan sampel dilakukan secara purposive sampling, dengan kelas XI MIPA-3 sebagai kelas eksperimen pertama yang menggunakan model pembelajaran Project Based Learning dan kelas XI MIPA-4 sebagai kelas eksperimen kedua yang menggunakan model pembelajaran Discovery Learning. Desain faktorial 2x3 digunakan dalam penelitian ini. Pengujian hipotesis dilakukan dengan menggunakan ANOVA Univariate dua arah dengan taraf signifikansi 5% (0,05), dan Ha diterima jika hasil uji hipotesis yang dihasilkan < (0,05). Berdasarkan nilai sig yang diperoleh dari model pembelajaran yang berbeda sebesar 0,048 < (0,05), Ha diterima dan H0 ditolak, menunjukkan bahwa terdapat perbedaan nilai rata-rata hasil belajar siswa dengan model pembelajaran yang berbeda. Hasil sig sebesar 0,000 < (0,05) pada kecakapan komunikasi yang bervariasi, maka Ha diterima dan H0 ditolak, menunjukkan bahwa terdapat perbedaan nilai rata-rata hasil belajar siswa dengan kemampuan komunikasi yang bervariasi. Hasil sig dari interaksi model pembelajaran dan kemampuan komunikasi sebesar 0,093 > (0,05), maka H0 diterima dan Ha ditolak yang menunjukkan bahwa tidak terdapat interaksi antara model pembelajaran dan kemampuan komunikasi terhadap hasil belajar siswa pada materi Kesetimbangan Kimia.
Co-Authors Agustina, Husna Sari Alyanti, Davina Amdayani, Susilawati Ardila, Mutia Asyiah, Siti Atika, Fitthriyah Auliya, Nayla Milda Ayi Darmana, Ayi Bajoka Nainggolan Batubara, Nuraina Br Bangun, Devrinawati Butar Butar, Leli Andriani Dalimunthe, Makharany Damanik, Nova Dawolo, Berlinda Dwi Purnama Dibyantini , Ratu Evina Ginting, Elfrida Hany, Nadila Cempaka Ida Duma Riris Junifa Layla Sihombing, Junifa Layla Lubis, Destiyati Yulrima Marham Sitorus Mutiara Agustina Nst Nainggolan, Angel Natalia Marsaulina Nainggolan, Roma Agustina Uli Nasution, Irma Yuliani Nasution, Nita Nazelina Nasution, Zulfikri Munawir Ningsih, Asih Sukma Nst., Mutiara Agustina Panjaitan, Tiara Valentina Pardosi, Keken Tiur Puspita Sari, Dwy Putri Widyanti Ramadani, Dewi Suci Ratu Evina Dibyantini Retno Dwi Suyanti Rumahorbo, Nurli Yanti Sahputri, Ayumi Amalia Samosir, Rafidah Almira Sari, Dwy Puspita Sianturi, Yonaria Agustina Silalahi, Basaria Revalina Silitonga, Sriwindi Sinaga, Nazwa Atila Sipayung, Angela Inma Siregar, Muhammad Isa Siregar, Nurhidayah Sutiani, Ani Syuhada, Feri Andi Tampubolon, Cindy Claudin Tarigan, Regina Sicilia Telaumbanua, Debi M N Ulviah, Nabilah Hidayatun Uthaamih, Putri Dhiyaa