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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Civics: Media Kajian Kewarganegaraan Masalah-Masalah Hukum SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Visi Ilmu Pendidikan Jurnal Konseling dan Pendidikan JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Toleransi: Media Ilmiah komunikasi Umat Beragama Jurnal Pendidikan Ilmu Sosial JSPH (Jurnal Sosiologi Pendidikan Humanis) Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Moral Kemasyarakatan FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Jurnal Global Citizen : Jurnal Ilmiah Kajian Pendidikan Kewarganegaraan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Cetta: Jurnal Ilmu Pendidikan Edukasi Islami: Jurnal Pendidikan Islam Journal of Moral and Civic Education Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Satwika : Kajian Ilmu Budaya dan Perubahan Sosial PrimaryEdu - Journal of Primary Education Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Syntax Idea Jurnal Socius: Journal of Sociology Research and Education CERMIN: Jurnal Penelitian Jurnal Praksis dan Dedikasi Sosial Journal of Social Studies (JSS) Dinasti International Journal of Digital Business Management SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Jurnal Adat dan Budaya Indonesia Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Penelitian Agama Hindu Jurnal Pendidikan PKn Sosietas: Jurnal Pendidikan Sosiologi Indonesian Journal of Innovation Studies Jurnal Wanita dan Keluarga Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Journal of Pedagogy and Education Science Action Research Journal Indonesia (ARJI) Riwayat: Educational Journal of History and Humanities Jurnal Elementaria Edukasia PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Madania: Jurnal Kajian Keislaman Jurnal Kajian Bimbingan dan Konseling Jurnal Abmas International Journal of Educational Narratives Inovasi Kurikulum
Yadi Ruyadi
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Peran Guru dalam Pencegahan dan Penanganan Bullying: Tinjauan Pendidikan Karakter Intan Indah Permatasari; Bunyamin Maftuh; Yadi Ruyadi; Ganjar Muhammad Ganeswara; Abih Gumelar
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.652

Abstract

Fenomena bullying di lingkungan sekolah masih menjadi persoalan serius yang berdampak pada perkembangan moral, psikologis, dan sosial peserta didik. Meningkatnya kasus perundungan menunjukkan bahwa sekolah belum sepenuhnya berfungsi sebagai ruang aman bagi siswa. Dalam konteks tersebut, peran guru menjadi sangat krusial, khususnya melalui penguatan pendidikan karakter sebagai strategi pencegahan dan penanganan bullying. Penelitian ini bertujuan untuk menganalisis secara sistematis peran guru dalam pencegahan dan penanganan bullying di sekolah ditinjau dari perspektif pendidikan karakter, serta mengidentifikasi nilai-nilai karakter dominan yang berkontribusi dalam membangun budaya sekolah anti-bullying.  Penelitian ini menggunakan metode Systematic Literature Review (SLR). Data penelitian berupa data sekunder yang diperoleh dari artikel ilmiah yang dipublikasikan pada tahun 2023–2025 dan diakses melalui database Google Scholar. Proses seleksi artikel dilakukan secara sistematis melalui tahapan identifikasi, penyaringan, penilaian kelayakan, dan penentuan artikel akhir dengan menggunakan parameter PICO (Population, Intervention, Comparator, Outcome). Dari 1.248 artikel awal, sebanyak 21 artikel dinyatakan memenuhi kriteria inklusi dan dianalisis lebih lanjut. Analisis data menggunakan sintesis tematik dan komparatif terhadap temuan penelitian.  Hasil penelitian menunjukkan bahwa guru memiliki peran multidimensional dalam pencegahan dan penanganan bullying, meliputi peran sebagai pembimbing moral, teladan perilaku, konselor, mediator, serta penggerak budaya sekolah yang positif. Penerapan pendidikan karakter melalui penanaman nilai empati, toleransi, tanggung jawab, religiusitas, dan kepedulian sosial berkontribusi dalam menciptakan lingkungan sekolah yang aman dan inklusif. Penelitian ini menegaskan bahwa integrasi pendidikan karakter yang konsisten dan kolaboratif merupakan strategi kunci dalam membangun budaya sekolah anti-bullying yang berkelanjutan.
Efektivitas Cooperative Academic Education Program (Co-op) dalam menumbuhkembangkan jiwa kewirausahaan bagi mahasiswa Universitas Pendidikan Indonesia Yadi Ruyadi
Jurnal Abmas Vol. 4 No. 1 (2004): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v4i1.65

Abstract

Co-op merupakan Work Based Learning (Work Integrated Learning) yang berbeda dengan praktik kerja lapangan atau magang yang sifatnya wajib dan terikat oleh suatu mata kuliah (practice-based learning / subject-based learning). Co-op mengharuskan mahasiswa bekerja secara penuh waktu; mahasiswa tidak menerima gaji, tetapi kompensasi baik berupa uang maupun fasilitas lainnya. Pelaksanaan Co-op di UKM telah memberikan manfaat bagi mahasiswa Universitas Pendidikan Indonesia (UPI) dan UKM. Bagi mahasiswa, kegiatan ini memberikan pengalaman sebagai pekerja, pemahaman tentang dunia UKM yang meningkat, serta kemampuan menyusun Business Plan yang feasible dan realistis. Bagi UKM, program ini memberikan efisiensi, peningkatan, dan pemecahan masalah yang selama ini dihadapi, serta merupakan akses yang dapat mengembangkan UKM dan terjalinnya kemitraan dengan UPI dan mahasiswa. Serta bagi UPI, adanya feedback bagi perbaikan dan peningkatan kualitas Tri Dharma Perguruan Tinggi dan terbukanya kerja sama dengan UKM.  
Pengelolaan sampah melalui manajemen berbasis bank sampah untuk meningkatkan pendapatan masyarakat Yadi Ruyadi; Katiah Katiah; Sri Subekti; Supriyono Supriyono
Jurnal Abmas Vol. 16 No. 1 (2016): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v16i1.38705

Abstract

Kegiatan Pengabdian Kepada Masyarakat bertolak dari kerisauan terhadap fenomena permasalahan kurangnya pengetahuan tentang pengelolaan sampah, perlunya peningkatan keterampilan dalam pengelolaan sampah, belum berdayanya kelompok keluarga miskin, belum adanya kepengurusan dalam pengelolaan sampah dan belum adanya tempat pembuangan sampah. Targetan luaran dalam jangka pendek dari kegiatan Pengabdian Kepada Masyarakat ini yaitu terdapatnya model pengelolaan sampah secara produktif, terdapatnya kepengurusan pengelolaan sampah, terdapatnya mitra kerja dan kader pengelolaan sampah, berdayanya kelompok keluarga miskin dan terdapatnya tempat pembuangan sampah. Targetan luaran dalam jangka panjang yaitu terdapatnya desa percontohan dalam pengelolaan sampah dan terdapatnya kerjasama yang baik antara masyarakat, stakeholders dan pemerintah daerah dalam pengelolaan sampah. Hasil dalam kegiatan Pengabdian Kepada Masyarakat adalah dilaksanakannya pelatihan tentang pengelolaan Bank Sampah yang diikuti oleh sejumlah 40 peserta/kader perwakilan dari Posdaya dan menghasilkan model pengelolaan sampah yang produktif melalui Bank Sampah di 12 RW desa Citalem kecamatan Cipongkor sebagai upaya penanganan masalah sampah dan pendapatan masyarakat.
The Effectiveness of the RADEC Learning Model in Strengthening Religious Character and Critical Thinking among Elementary School Students Nana Suryana; Wahyu Sopandi; Yadi Ruyadi
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.14251

Abstract

This research is based on the persistently low critical thinking skills of students and the suboptimal internalization of religious character values in the learning process in elementary schools. Learning that is still oriented toward memorization and teacher-centered approaches results in students being less engaged in reflective, dialogical, and contextual activities. However, the demands of 21st-century education and the Pancasila Student Profile emphasize the importance of strengthening religious character and critical reasoning skills in an integrated manner starting from elementary school. This study aims to analyze the effectiveness of the RADEC learning model in strengthening religious character and critical thinking skills in elementary school students. This study used a quantitative approach with a one-group pretest-posttest design. The subjects were 125 elementary school students in Cluster IV, Pagerageung District, Tasikmalaya Regency. The RADEC learning model was implemented in the learning process using the syntax "Read, Answer, Discuss, Explain, and Create," which was designed to encourage literacy activities, critical discussions, value reflection, and actualization of student understanding. The research instruments were a religious character questionnaire and a critical thinking questionnaire, both of which have been tested for validity and reliability. Data were collected through measurements before and after the implementation of the RADEC learning model. Data analysis was conducted using descriptive statistics and the Wilcoxon Signed Rank Test to determine differences in students' religious character scores and critical thinking skills before and after the treatment. The results showed that the RADEC learning model was significantly effective in strengthening students' religious character with a significant value of p < 0.05. Furthermore, students' critical thinking skills also significantly improved after participating in the RADEC learning model. The findings of this study indicate that the RADEC learning model is effective as an alternative learning method in elementary schools to improve students' religious character and critical thinking skills. Practically, the RADEC model can support learning that is more meaningful and relevant to students' needs. Empirically, this study provides evidence that literacy-based learning, discussion, and reflection can simultaneously strengthen character education and higher-order thinking skills.
Institutionalizing a Culture of Student Mentoring within a Whole-School Approach: An Integrative Literature Review with a Systematic Search Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Juntika; Momod Abdul Samad
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.3561

Abstract

Schools are increasingly required to focus not only on academic achievement but also on supporting student development, character building, and psychological well-being. In this context, student mentoring needs to be understood as both a relational and institutional practice that takes place within the school ecosystem. This article aims to synthesize the literature on the institutionalization of a student mentoring culture within a holistic school approach, by examining relational mechanisms, school conditions, and implementation factors that support the sustainability of mentoring practices. This study employs an integrative literature review approach using systematic searches and thematic synthesis. The literature is analyzed through three dimensions. First, relational mechanisms include teacher–student relationships, mentoring, school connectedness, school belonging, and student engagement. Second, school conditions include school climate, school culture, character education, student well-being, and the whole-school approach. Third, institutional factors include implementation quality, sustainability, leadership, ownership, the balance between fidelity and adaptation, and organizational routines. The synthesis indicates that student mentoring is best understood as a relational, ecological, and institutional process that has the potential to support character and psychological well-being when supported by adequate school conditions and implementation. This article is not an evaluation of the effectiveness of a specific program, but rather a literature synthesis that examines the contextual relevance of Indonesian policies.
Multicultural Class Program as a Means of Strengthening Pancasila Character at Bakti Karya Vocational High School Galuh Ibrahim; Encep Syarief Nurdin; Mupid Mupid; Yadi Ruyadi
Jurnal Moral Kemasyarakatan Vol 10 No 2 (2025): Volume 10, Nomor 2 - Desember 2025
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jmk.v10i1.11457

Abstract

Multicultural education and the cultivation of Pancasila values are important elements in building an inclusive and tolerant national character in Indonesia. This study analyzes the implementation of Pancasila values in the multicultural class program at the Bakti Karya Parigi Vocational High School (SMK). This article aims to explore the cultivation of Pancasila values at SMK Bakti Karya Parigi through a multicultural class program. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The study's results show that the multicultural classroom program has successfully incorporated Pancasila values into students' daily lives. This has led to positive changes in how they behave toward cultural diversity, such as becoming more independent, working together, and tolerant. The study concludes that multicultural classroom programs have proven to be effective in introducing and practicing Pancasila values in students' lives, both in the school environment and in their social interactions. It's clear from this study that there needs to be a curriculum document to make sure that the multicultural classroom program works with the national goals of building character through Pancasila values in secondary schools.
Ethno-Learning and Character Formation: Values and Morals through Culture-Based Education in Cirebon Ade Cahyaningsih; Encep Syarief Nurdin; Dasim Budimansyah; Yadi Ruyadi; Jagad Aditya Dewantara
Jurnal Moral Kemasyarakatan Vol 10 No 2 (2025): Volume 10, Nomor 2 - Desember 2025
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jmk.v10i1.11999

Abstract

This study explores how formal education preserves local culture through an ethno-learning approach in government-based schools in Cirebon, Indonesia. Using a multisite ethnographic method, the research was conducted over one year in four secondary schools known for integrating Cirebonese cultural values into teaching. The integration of local culture such as tari topeng (mask dance), gamelan, the Cirebonese language, and the Jelajah Budaya (Cultural Exploration) program helps strengthen students’ cultural identity, develop moral character, and foster positive social dispositions. Teachers act as cultural mediators, connecting tradition with contemporary education. Student engagement varies depending on family background and cultural exposure outside school. Challenges include limited resources, inconsistent student interest, and the need for more adaptive, student-centered pedagogies. The study highlights that culture-based education is not merely supplementary but foundational in forming character, reinforcing identity, and promoting cultural sustainability. It argues for a more contextual, humanistic model of education that aligns with local realities while addressing global educational demands.
Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
Strengthening Character Values with 'Unconditional Love' as the Energy of Eternal Happiness: The Perspective of Pancasila and Psychology Martina Sudibja; A. Juntika Nurihsan; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Yadi Ruyadi
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002035

Abstract

Unconditional love is increasingly recognized as a fundamental value that promotes psychological well-being, social harmony, and character development. However, limited research has examined its role as a psychosocial resource for sustaining happiness within the cultural and philosophical framework of Pancasila. This study explores how unconditional love functions as a character value and a source of enduring happiness from the perspectives of indigenous psychology and Pancasila values in Indonesia. A qualitative case study design was employed. Data were collected through semi-structured interviews with 20 families from diverse professional backgrounds in Bandung City and supported by longitudinal counselling case studies. Data were analyzed using thematic analysis with source triangulation and member checking to enhance trustworthiness. The findings identify three interconnected dimensions of unconditional love: acceptance, respect, and genuine care. These dimensions foster emotional resilience, psychological security, harmonious family relationships, and spiritual balance. Participants reported that practicing unconditional love reduced interpersonal conflict, strengthened empathy, and promoted sustainable happiness. The findings further indicate that unconditional love facilitates the internalization of core Pancasila values, particularly just and civilized humanity, national unity, and social solidarity. As a culturally embedded psychosocial resource, unconditional love supports both individual and family well-being while encouraging positive character development. This study contributes to indigenous psychology by demonstrating that unconditional love bridges psychological well-being and Pancasila-based moral development. Integrating unconditional love into character education and family-based interventions may strengthen personal flourishing, social cohesion, and sustainable well-being in contemporary Indonesian society.
Strategy for strengthening disciplined character through holistic guidance: a phenomenological study of clients Sudibja, Martina; Nurihsan, Juntika; Nurdin, Encep Syarief; Dahliyana, Asep; Ruyadi, Yadi; Hakam, Kama Abdul; Ganeswara, Ganjar Muhammad
Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) Vol. 7 No. 1 (2026): Juni 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppkn.v7i1.99880

Abstract

Discipline is an important character trait that enables humans to control themselves. However, many individuals still find it difficult to maintain consistent self-control, even though they have tried to be disciplined. The purpose of this study is to determine how to strengthen the character trait of discipline through holistic mentoring: a phenomenological study of clients. This study uses a qualitative approach with a phenomenological method. Data were obtained through in-depth interviews conducted with four clients who participated in the mentoring program. The analysis was conducted thematically to determine the meaning and importance of the participants' experiences. The results showed that holistic mentoring can improve discipline in three main ways: (1) internalization of values through personal reflection and interactive discussion, (2) increasing intrinsic motivation through spiritual and emotional approaches, and (3) creating behavioral consistency through practice and social support. The results of the study show the characteristics of discipline (a) responsibility for oneself, (b) responsibility for the family, (c) consistency and determination in the process, and (d) the ability to make wise decisions amid pressure, distractions, and the desire to do unproductive things. The results indicate that cognitive, affective, and spiritual aspects must be included in comprehensive and contextual coaching through moral guidance.
Co-Authors *Zaitun Munirah A, Mona Yonatha Abdul Azis Abdul Hakam Abdul Salam Ace Suryadi Aceng Kosasih, Aceng Acep Supriadi Acep Supriadi Ade Cahyaningsih ADE SUTISNA, ADE Agung Dwi Putra Agus Setiawan Alek Andika Aminuddin Prahatama Putra anne Hafina, anne Annisa Fadillah, Annisa Ariputra, I Putu Suyasa Asep Dahliyana Azhar, Mohd. Azzahra, Nandita Rizkina Babang Robandi Bensar Aditya Nurfallah Bunyamin Maftuh Bunyamin Maftuh Cahyaningsih, Ade Dadan Wildan, Dadan Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dasim Budimasyah Devi Octavia Vijayanti Devina, Feri Dewantara, Jagad Aditya Deyanggi Bhinekaswathi Duha Khasanah Astari Edi Suresman Elly Malihah Elly Malihah Encep Syarief Nurdin Encep Syarief Nurdin Encep Syarief Nurdin, Encep Syarief Encep Syarif Encep Syarif Nurdin Encep Syarif, Encep Eni Supriati Faiz, Aiman Fata, Nahriyah Fitri Nur Milah, Fitri Nur Fitriya Wulansari Galuh Ibrahim Ganeswara, Ganjar Muhammad Ganjar Muhammad Ganeswara Gumelar, Abih Gunawan, Noeranisa Adhadianty Gunawan, Noeranisa Adhadianty Hadianto, Daris Hikmat Hikmat I Putu Suyasa Ariputra Imam Nawawi, Imam Intan Indah Permatasari Irwan Sofyan, Irwan Juntika Juntika Nurhihsan Kadek Aria Prima Dewi PF, Kadek Kadiriandi, Riestiani Kadiriandi, Riestiani Kama Abdulhakam katiah, katiah Lalu Parhanuddin Leni Anggraeni Marlyono, Yoga Nugraha Martina Sudibja Mawarti, Rista Ayu Mirna Nur Alia A., Mirna Nur Momod Abdul Samad Mubarok, Sahrul Mufid Hidayat Muhammad Nur imanulyaqin Muhammad Taufik Ramadhani Mulyadi, Dian Muhammad Johan Johor Mupid Hidayat Mupid Mupid N, Encep Syarief Nahriyah Fata Najib, Agus Mohammad Nana Suryana Nana Suryana Nandang Rusmana Nawwaf, Muhammad Faishal Neneng Euis Kartini Nindita Fajria Utami Nugraha, Dadi Mulyadi Nur, Lutfi Nurazizah Rahmi R Nurdin, Encep Syarif Nurfallah, Bensar Aditya Nurihsan, Achmad Juntika Nurul Fauziah Nurul Fauziah, Fitri Octavia, Devi Praja, Wina Nurhayati Prihatin, Endang Putra Asga Elevri Rahmawati, Citra Ayu Rahmi, Nurazizah Restu Adi Nugraha Riduwan, Muchamad Rika Purnamasari Rina Patriana Chairiyani Risda, Dianni Rista Ayu Mawarti S, Momod Abdul Salsyabila Ika Putri Aryaningrum Sa’adah, Farihatu Siti Komariah Sofyan Sauri Sofyan Sauri, Sofyan Somad, Momod Abdul Sri Mulyanti Sri Subekti Sri Subekti Sri Wahyuni Sri Wahyuni Sriharjo, Sadono Sudibja, Martina Suhartati, Tri SUPRIYONO . Supriyono Supriyono Supriyono Supriyono Surahno, Surahno Syarief Nurdin, Encep Syifa Khoirunnisa, Syifa Taniady, Vicky Thabrani, An Nisaa Atila Tri Suhartati Very Sukma Firmansyah Vina Aulia Wahyu Sopandi Warlim Warlim Wilodati Wilodati Wilodati Wilodati Wisti, Windri