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All Journal JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Harmoni Sosial: Jurnal Pendidikan IPS GEA, Jurnal Pendidikan Geografi Jurnal Pendidikan Ilmu Sosial INVOTEC Briliant: Jurnal Riset dan Konseptual AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Sumatra Journal of Disaster, Geography and Geography Education Jurnal Geografi Georafflesia : Artikel Ilmiah Pendidikan Geografi Penelitian Pendidikan Geografi Journal of Education Technology JETL (Journal Of Education, Teaching and Learning) GERVASI: Jurnal Pengabdian kepada Masyarakat Spatial : Wahana Komunikasi dan Informasi Geografi Metahumaniora Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Parameter Edunesia : jurnal Ilmiah Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Adat dan Budaya Indonesia ASANKA: Journal of Social Science And Education Jambura Geo Education Journal Jurnal Samudra Geografi International Journal of Social Learning (IJSL) International Journal of Social Service and Research Sosio-Didaktika: Social Science Education Journal Al-Hijr: Journal of Adulearn World Jurnal Pendidikan Geosfer Electronic Journal of Education, Social Economics and Technology Midang QOSIM: Jurnal Pendidikan, Sosial & Humaniora Bogor Hospitality Journal Jurnal Kajian Budaya dan Humaniora (JKBH) Kabuyutan: Jurnal Kajian Iilmu Sosial dan Humaniora Berbasis Kearifan Lokal MANUSKRIPTA Geosfera Indonesia Reskilling : Jurnal Ilmu Pendidikan
Mamat Ruhimat, Mamat
Department Of Geography Education, Indonesia University Of Education, Bandung, Indonesia
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Tradition of Nyadran: As A Material for the Development of the Teaching Material of Social Sciences Education in the Secondary School Wibowo, Guntur Arie; Karim, Aim Abdul; Hasan, Said Hamid; Ruhimat, Mamat
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 14 No 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3637

Abstract

This study aims to provide an overview of the existing Nyadran tradition literature as material for social studies development in junior high schools. In addition, it is also intended to create a conceptual model related to the use of the Nyadran tradition. This article is a conceptual article that covers the basics, basic competencies, and curriculum. This research is qualitative research with case study methods. The data collection technique is derived from interviews with the main data source of the Klumutan village community, while the other data is from the documentation of the profile of the Klumutan town and the photographs of the implementation of traditional Clumutan. Sampling techniques using purposive sampling. Data validity testing using source triangulation and methods Analysis techniques using interactive data analysis models: data collection, data reduction, data presentation, and conclusion drawings. The results of this research consist of three conclusions. First, the Nyadran tradition can be used as a source of social studies development in junior high schools. This is because this tradition contains moral teachings and local wisdom relevant to the vision of social science, namely civics education. Moreover, the oral tradition, which is part of anthropology and history, has the same characteristics as social studies material, which combines social science disciplines. The two high social values of the Nyadran tradition can be used as a source of social science learning. These values mean moral, social, cultural, spiritual, and environmental. Third, the development of oral traditions as teaching materials can be carried out through three stages, namely: (a) the analysis stage (defining the oral traditions and their relevance to the curriculum); (b) the design and development stage (determining the form and structure of the learning materials needed); and (c) implementation stage.
PENGARUH FAKTOR SOSIO-DEMOGRAFIS TERHADAP PERSEPSI MASYARAKAT TENTANG DAMPAK PENGEMBANGAN PARIWISATA DI KABUPATEN PURWAKARTA: THE INFLUENCE OF SOCIO-DEMOGRAPHIC FACTORS ON COMMUNITY PERCEPTION OF TOURISM DEVELOPMENT IMPACTS IN PURWAKARTA REGENCY Fidelitasari, Qurrota'ayun; Kusumah, Ahmad Hudaiby Galih; Ruhimat, Mamat
Bogor Hospitality Journal Vol 8 No 2 (2024): Desember 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Pariwisata Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55882/bhj.v8i2.143

Abstract

Tourism has emerged as a significant economic driver in many regions, yet its impacts on local communities remain a topic of debate. This study delves into the perceptions of residents in Purwakarta Regency, Indonesia, regarding the effects of tourism development. By employing a quantitative approach with a questionnaire distributed to 252 respondents, the research aims to uncover the underlying factor structure of these perceptions and investigate the influence of socio-demographic characteristics. The findings reveal that one key variable, “Working in the Tourism Industry”, has a significant bearing on how locals perceive tourism impacts. Despite concerns about potential negative consequences, the community generally supports the growth of the tourism sector. This research contributes to a deeper understanding of the complex interplay between socio-demographic factors and community perceptions. The insights gained can guide stakeholders in formulating effective and sustainable tourism development strategies that actively involve and benefit the local population.
KOMUNITAS MUDA PENCINTA SENI KOROMONG DI DUSUN CIKUBANG, DESA SUKAHAYU, RANCAKALONG, SUMEDANG, JAWA BARAT Sopian, Rahmat; Meganova Lyra, Hera; Ruhimat, Mamat
Midang Vol 2, No 3 (2024): Midang: Jurnal Pengabdian Kepada Masyarakat, Oktober 2024
Publisher : Unpad Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/midang.v2i3.58696

Abstract

Seni Koromong adalah sejenis kesenian tradisional dengan alat musik utama gamelan Koromong. Kesenian ini telah ada sejak lama dan masih eksis sampai dengan hari ini. Dalam perkembangannnya, seni Koromong tidak hanya dimainkan oleh para pemain senior, namun dimainkan pula oleh para generasi muda. Sebagai bentuk dukungan untuk komunitas muda pencinta seni Koromong tim PPM FIB Unpad bekerjasama dengan tim Mahasiswa KKN-PPM 2024 Universitas Padjadjaran kelompok 19 membuat program dokumentasi dalam bentuk pembuatan artikel feature dan booklet mengenai seni Koromong.
PEMANFAATAN MEDIA SOSIAL UNTUK MEMPERKENALKAN SENI KOROMONG Sopian, Rahmat; Meganova Lyra, Hera; Ruhimat, Mamat
Midang Vol 3, No 1 (2025): Midang: Jurnal Pengabdian Kepada Masyarakat, Februari 2025
Publisher : Unpad Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/midang.v3i1.61549

Abstract

Seni Koromong adalah sebuah seni pertunjukkan yang ada di Dusun Cikubang, Desa Sukahayu, Kecamatan Rancakalong Kabupaten Sumedang. Seni ini merupakan warisan budaya yang syarat dengan nilai-nilai luhung. Kesenian ini muncul dan tumbuh bersama masyarakat sebagai bentuk rasa syukur atas anugerah yang telah diberikan oleh Sang Maha Pencipta khususnya kepada warga Dusun Cikubang. Sebagai upaya edukasi kepada masyarakat luas dan pelestarian seni Koromong, tim PPM FIB Unpad bekerjasama dengan tim Mahasiswa KKN-PPM 2024 Universitas Padjadjaran kelompok 19 membuat program pemanfaatan media sosial untuk memperkenalkan seni Koromong. Media sosial yang digunakan adalah Instagram dan TikTok yang menampilkan video-video pendek dan poster terkait seni Koromong. Dalam waktu satu bulan, konten-konten yang ditampilkan telah ditayangkan lebih dari sembilan ribu tayangan.
INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL Nuansa Bayu Segara; Enok Maryani; Nana Supriatna; Mamat Ruhimat
Geosfera Indonesia Vol. 3 No. 2 (2018): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v3i2.7808

Abstract

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230 Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121 Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University. Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember Copyright Notice This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
Social Literacy in Social Studies Learning for Junior High School Students in Lahat City Nawalinsi, Nawalinsi; Abdulkarim, Aim; Ruhimat, Mamat; Winarti, Murdiyah
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Volume 9 Number 1 March 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.4855

Abstract

Social literacy is a competency that every person needs to master. Social literacy can be developed in social studies subjects in junior high schools so that it can equip students with knowledge, attitudes, and skills to interact with and contribute to their environment. This research aims to describe the level of social literacy achievement of students in social studies. The data collection method was carried out using a questionnaire instrument on Google Forms related to social literacy, totaling 21 items. Data analysis uses descriptive analysis. This research involved the research subjects of junior high school students in the city of Lahat. The number of samples taken was 206. The results of the research show that the social literacy level of junior high school students in Lahat City obtained different percentages: the intellectual skills indicator was 28.94, social skills was 16.33, cooperation skills were obtained on average 11.97, and attitudes and social values were obtained on average. became the indicator that obtained the highest percentage of 30.86. The conclusions of this research show that the social literacy abilities of junior high school students in Lahat City are the lowest on the cooperation skills indicator. The implication of the results of this research is that teachers can find out the social literacy level of their students, so they can design appropriate learning models and increase students' curiosity, so that students' social literacy levels become better.
Pengembangan Instrumen Four - Tier Diagnostic Test untuk Mengidentifikasi Miskonsepsi Pada Materi Dinamika Litosfer di SMA Kabupaten Cianjur Setianisa, Talita Rizki; Ruhimat, Mamat; Waluya, Bagja
Sosio-Didaktika: Social Science Education Journal Vol 12, No 1 (2025)
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i1.45613

Abstract

Misconceptions refer to understandings that do not align with scientifically accurate concepts. Identifying misconceptions is essential for enhancing learning effectiveness. This study aims to develop a Four-tier Diagnostic Test instrument to identify students' misconceptions regarding lithosphere dynamics in senior high schools in Cianjur Regency. The research employs the 4D development model with the Rasch Model, consisting of four stages: define, design, develop, and disseminate. However, this study is limited to the identification stage. The sampling technique used random sampling, with a total sample of 440 students from five senior high schools. The Four-tier Diagnostic Test instrument was validated using the Rasch Model, with Outfit MNSQ values ranging from 0.66 to 1.37 and Outfit ZSTD values from -2.90 to 2.90. The instrument’s reliability, measured by Cronbach’s Alpha, was 0.74. The level of students’ misconceptions varied, with School P having the highest misconception rate at 32.4%, while School N had the lowest at 17.1%. Among subtopics, exogenous forces had the highest misconception rate at 29%, whereas tectonic processes had the lowest at 6.3%. In conclusion, the Four-tier Diagnostic Test is an effective instrument for identifying students' misconceptions regarding lithosphere dynamics.
Pengaruh sikap ekoliterasi, dan pembelajaran berbasis proyek terhadap kemampuan berpikir kreatif Rudiana, Yosep; Ruhimat, Mamat; Sundawa, Dadang
JIPSINDO Vol. 9 No. 2 (2022): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v9i2.52305

Abstract

Penelitian bertujuan untuk menguji secara empiris pengaruh sikap ekoliterasi terhadap kemampuan berpikir kreatif peserta didik, pengaruh pembelajaran berbasis proyek terhadap kemampuan berpikir kreatif peserta didik, dan pengaruh sikap ekoliterasi pada interaksi antara pembelajaran berbasis proyek terhadap kemampuan berpikir kreatif peserta didik. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Teknik pengumpulan data yang digunakan adalah tes tertulis dan kusioner yang diberikan secara langsung kepada 29 peserta didik SMP Negeri 1 Rajapolah yang sebelumnya telah ditentukan melalui metode purposive sampling. Metode statistik yang digunakan adalah analisis regresi linier, dengan uji hipotesis statistik t-test. Data yang telah diperoleh kemudian dianalisis dengan menggunakan statistik imperesial dan perhitungnnya menggunakan aplikasi SPSS.  Analisis data tersebut meliputi: uji normalitas, uji-t atau Analisys Compare Means Independent T-Sample Test, skala sikap, uji linieritas, uji koefisien regresi, uji determinasi, dan pengujian hipotesis. Hasil penelitian tersebut menunjukkan bahwa sikap ekoliterasi dapat meningkatkan pengaruh pembelajaran berbasis proyek terhadap kemampuan berpikir kreatif peserta didik.  The effect of ecoliteracy and project-based learning on creative thinking skillsThis study intends to objectively analyse the influence between ecoliteracy, project-based learning, and students' creative thinking skills. It also studies the connection between ecoliteracy attitudes and the interaction between project-based learning and students' creative thinking skills. This study was conducted using a quasi-experimental research design. A written test and a questionnaire were administered directly to 29 students of SMP Negeri 1 Rajapolah. Utilizing a t-test for statistical hypothesis testing, linear regression analysis is the statistical method used. The collected data is then examined by computations in the SPSS program and imperial statistics. The following tests are included in the analysis of the data: the normality test, the t-test or Analysis Compare Means Independent T-Sample Test, the attitude scale, the linearity test, the regression coefficient test, the determination test, and the testing of hypotheses. The findings of this study suggest that a project-based learning approach can enhance students' capacity for creative thought.
ANALISIS SOAL PILIHAN MAJEMUK MITIGASI BENCANA KELAS XI: TINGKAT KESULITAN, PEMBEDA, DAN EFEKTIVITAS MELALUI PLATFORM DIGITAL Anisa Nurhidayati; Aswaly Dinove Chandra; Muhammad Rizki Parhan; Muhamad Rizky Setiawan; Rafi Mahesa Akbar Sisnawar; Mamat Ruhimat; Rahayuni Tyas Pratiwi; Dina Siti Logayah
Jurnal Samudra Geografi Vol 8 No 2 (2025)
Publisher : Program Studi Pendidikan Geografi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jsg.v8i2.11951

Abstract

This research was conducted to analyze the Geography subject matter questions for 11th-grade students. The population and sample are the 11th-grade students of SMA Negeri 3 Cimahi, based on the students' understanding of disaster mitigation material in the Geography subject according to the current curriculum. Technique Data collection in this study was conducted through a digital questionnaire method designed interactively and gamified using the Quizizz platform, and the analysis was carried out using Microsoft Excel. The results and discussion of this article are presented in several subsections to facilitate the understanding of the content and research findings. The analysis includes five aspects, namely the Validity Test to ensure that the questions used truly measure what they are supposed to measure, so that the measurement results are more accurate and reliable.
Framework, Development, and Evaluation of Geography Literacy-Based Learning Model for Enhancing Students' Life Skills in Indonesian Senior High School Mulyadi, Muhammad Arif Yudia; Maryani, Enok; Ruhimat, Mamat; Setiawan, Iwan
JAMBURA GEO EDUCATION JOURNAL Volume 6, Issue 2 (2025): Jambura Geo Education Journal (JGEJ)
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jgej.v6i2.33416

Abstract

This study developed a geography instruction framework based on geographic literacy to enhance high school students' life skills. This study was motivated by the limited relevance of conventional geography education to students’ real-life needs, particularly for those who do not pursue higher education. The model was designed using the ASSURE framework, which includes learner analysis, objective formulation, selection and utilization of media, student engagement, systematic evaluation, and revision. The participants consisted of 37 11th-grade students from SMA Negeri 7 Tasikmalaya.. Data were collected using questionnaires constructed based on indicators of geographic literacy and essential life skills questionnaires. The results from the limited trial indicated significant improvements in both hard skills (spatial data analysis and decision-making) and soft skills (communication and collaboration). The model systematically integrates geographic content, geospatial skills, and spatial perspectives into contextual and cooperative learning activities. These findings demonstrate that geographic literacy can serve as an effective pedagogical approach to equip students with essential 21st-century life skills. The model offers practical guidance for geography teachers in designing learning experiences that are more relevant, applicable, and meaningful.
Co-Authors - Sapriya Abdullah, Cep Ubad Acep Supriadi Aditya Pradana, Aditya Agus Mulyana Ahmad Hudaiby Galih Kusumah ahmad yani Aim Abdul Karim, Aim Abdul Aim Abdulkarim Anisa Nurhidayati Aris Munandar Aris Munandar Arrasyid, Riko Asep Mulyadi Asnimawati, Asnimawati Aswaly Dinove Chandra Ati, Amniar Aulia Nailatu Az-zakia Rahmani Aulia, Nazwa Azis, Muhamad Abdul bagja waluya, bagja Barona, Cucut Satria Dadang Sundawa, Dadang Dede Rohmat Dede Rohmat Dede Sugandi Deni Sutisna Dina Siti Logayah Dina Siti Logayah Disman Disman Disman Eldi Mulyana, Eldi Elly Malihah Enok Maryani Erlina Wiyanarti Fidelitasari, Qurrota'ayun Fitri, Siti Hawa Intan Diani Furqan, M. Hafizul Garusu, Ema Hermawati Guntur Arie Wibowo, Guntur Arie Hairil Adzulyatno Hadini Hera Meganova Lyra Hernawati, Ade Hery Widijanto Igna Juli Triana Indah Kustina Indi Nur Afifah Irsan, Laode Muhamad Ismaul Fitroh Iwan Setiawan Jati, Pramestyawati Juli, Igna Kokom Komalasari Kokom Komalasari koswara, mara bira Kristiyani, Firda Lili Somantri Maryani, Enok None Moh. Dede Muhamad Rizky Setiawan Muhammad Ridwan Pauji, Muhammad Muhammad Rizki Parhan Mulyadi, Muhammad Arif Yudia Nana Supriatna Nana Supriatna Nawalinsi, Nawalinsi Nuansa Bayu Segara Nugraha, Much Luthfi Fauzan Nur Hasanah Parlina, Ade Apin Prasetia, Muhamad Faiz Pristine Adi, Depict putri, imelda triana Rafi Mahesa Akbar Sisnawar Rahayuni Tyas Pratiwi Rahma Musyawarah, Rahma Rahmat Sopian Raifadilah, Qiden Binta Ramadhani, Amalia Renata, Windya Rizka Rahmalia Rudiana, Yosep Said Hamid Hasan Saripudin, Didin Saudi, Fitriyani Septian, Yoga Ganteng Setianisa, Talita Rizki Siti, Dina Sugito, Nanin Trianawati Suhendro Suhendro tisani, salwa dhia Triana, Igna Juli Wahyuni, Lies Winarti, Murdiyah Windy Ariyanti Wini Mustikarani, Wini Wulung, Shandra Rama Panji Yakub Malik, Yakub