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All Journal Jurnal Ilmu Pendidikan Jurnal Sains dan Pendidikan Fisika Journal of Education and Learning (EduLearn) Jurnal Pendidikan Biologi Indonesia Pedagogia: Jurnal Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Scientiae Educatia: Jurnal Pendidikan Sains Script Journal: Journal of Linguistic and English Teaching SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal IPA Terpadu MODELING: Jurnal Program Studi PGMI JPM (Jurnal Pemberdayaan Masyarakat) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of Cultural and Community Development Studies in Learning and Teaching Eduproxima : Jurnal Ilmiah Pendidikan IPA JURNAL PENDIDIKAN DASAR FLOBAMORATA MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JURNAL PENGABDIAN KEPADA MASYARAKAT CAHAYA MANDALIKA (ABDIMANDALIKA) IJORER : International Journal of Recent Educational Research APPLICATION: Applied science in Learning Research Indonesian Journal of Education Methods Development Inovasi Pendidikan Fisika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Inquest Journal International Journal of Research and Community Empowerment International Conference on Education for All Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Academic Journal Research Jurnal Biologi Prosiding Seminar Nasional Unimus Journal of Social Science Jurnal Pendidikan Progresif Edu Komputika Journal Journal of Research and Educational Research Evaluation Proceeding of International Conference on Biology Education, Natural Science, and Technology Jurnal Pendidikan Fisika Indonesia IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Pengabdian Masyarakat Inovasi Indonesia Academia Open Proceeding UMSurabaya Scientiae Educatia: Jurnal Pendidikan Sains
Noly Shofiyah
Pendidikan IPA, Fakultas Psikologi Dan Ilmu Pendidikan, Universitas Muhammadiyah Sidoarjo, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Project Based Learning Improves Elementary Science Cognitive Achievement: Pembelajaran Berbasis Proyek Meningkatkan Prestasi Kognitif Ilmu Pengetahuan Alam pada Tingkat Sekolah Dasar Halimatus Sadafiyah Widiarto; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12309

Abstract

General Background: Cognitive learning outcomes in elementary science are a key indicator of educational success and students’ conceptual understanding. Specific Background: In many classrooms, science instruction still relies on conventional teacher-centered approaches, resulting in passive participation, low motivation, and superficial comprehension, particularly in abstract topics such as energy transformation. Knowledge Gap: Empirical evidence from controlled classroom implementation regarding how project-based approaches relate to measurable cognitive outcomes in elementary science contexts remains limited. Aims: This study aims to determine the effect of the Project Based Learning (PjBL) model on fourth-grade students’ cognitive learning outcomes in science. Results: Using a quantitative pre-experimental one-group pretest–posttest design with 27 students, the mean score increased from 78 to 88 after treatment, surpassing the minimum competency criterion of 75; paired t-test analysis showed statistical significance (p = 0.001; t = 8.832 > 2.045). Students also demonstrated high enthusiasm and active participation during project activities. Novelty: The study provides classroom-based empirical evidence linking PjBL implementation to measurable gains in cognitive achievement on the topic of energy transformation in an Indonesian elementary school setting. Implications: The findings support the use of project-centered inquiry as an instructional alternative to conventional methods for improving science learning outcomes and fostering meaningful learning experiences at the primary level. Highlights: Mean test performance rose from pre-instruction to post-instruction levels above the competency threshold. Statistical testing confirmed a significant difference between initial and final measurements. Learners displayed strong engagement and active involvement during project activities. Keywords: Project Based Learning; Cognitive Learning Outcomes; Elementary Science Education; Energy Transformation; Pre-Experimental Study
5E Learning Cycle Debate Model Improves Scientific Argumentation Skills: Model Debat Siklus Pembelajaran 5E Meningkatkan Keterampilan Berargumen Ilmiah Janatul Firdausi Nuzula; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12328

Abstract

General Background: Scientific argumentation skills are essential competencies in twenty-first-century science education, integrating communication and critical thinking abilities required for informed decision-making. Specific Background: However, junior high school students often struggle to construct evidence-based arguments, as many can state claims but fail to provide supporting data, warrants, or rebuttals. Knowledge Gap: Despite the recognized value of student-centered models, limited empirical evidence exists regarding the integration of the 5E Learning Cycle with structured classroom debate to address low argumentation performance. Aims: This study aims to analyze the application of the 5E Learning Cycle model integrated with the debate method on students’ scientific argumentation skills in junior high school science. Results: Using a quantitative one-group pretest-posttest design with 96 students, findings revealed substantial score increases across three classes, with N-Gain values of 0.83 and 0.80 (high) and 0.68 (moderate); paired t-tests showed significant pretest–posttest differences (p < 0.05), and one-way ANOVA indicated significant variation among classes (p = 0.039). Novelty: The study demonstrates that embedding structured debate within the explanation phase of the 5E cycle provides a systematic approach to fostering evidence-based reasoning and multidimensional argument construction. Implications: These findings suggest that science teachers can adopt this integrated model to promote active participation, confidence in expressing ideas, and stronger scientific reasoning in classroom learning. Highlights: Students demonstrated marked gains in constructing evidence-supported claims across all observed groups. Statistical testing confirmed meaningful differences between initial and final assessments. Performance patterns varied among classes despite consistently positive progress. Keywords: 5E Learning Cycle; Debate Method; Scientific Argumentation; Science Education; Junior High School
The Application of the Teams Games Tournament (TGT) Cooperative Learning Model Assisted by Blindbox Media on the Science Learning Outcomes of Junior High School Students: Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Berbantuan Media Blindbox terhadap Hasil Belajar IPA Siswa SMP Erlinda Ayu Indrastuti; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12353

Abstract

This study aims to determine the effect of applying the Teams Games Tournament (TGT) cooperative learning model assisted by blind box media on students' science learning outcomes. This quantitative research, using a nonequivalent control group design, involved 64 students from two classes: an experimental class using the TGT cooperative learning model with blind box media and a control class using a direct instruction model with quiz media. The research instruments consisted of a 20-item multiple-choice cognitive test (C1–C4) that was proven valid and reliable. The data were analyzed using N-gain tests, normality tests, homogeneity tests, and an Independent Samples T-Test. The results showed a significant increase in students' cognitive learning outcomes in the experimental class, with an N-gain score of 0.89 in class VIII-F, which was higher than class VIII-G's score of 0.57. The normality and homogeneity tests showed that the data were normally distributed and homogeneous. A T-test value of 0.022 proved that the application of the TGT cooperative learning model with blind box media significantly affected students' science learning outcomes. The implementation of the TGT model assisted by blind box media has a major impact. For students, this model makes them excited and more knowledgeable about science material because they are motivated to master it to improve their learning outcomes. The surprise element from the blind box makes learning fun and not boring. For teachers, this model provides an opportunity to be more creative in their teaching. Teachers can also feel satisfied seeing their students more enthusiastic and their science learning outcomes improve. For future research, this model opens up many new ideas. For example, researchers can find out if this model is suitable for other subjects like math, or if different types of surprises in the blind box yield better results. In short, this model makes the learning process more enjoyable and effective for everyone involved.
Pengembangan E-Modul Praktikum Untuk Meningkatkan Efisiensi Pembelajaran Jarak Jauh Pada Mata Kuliah Fisika Dasar Di Masa Pandemi Metatia Intan Mauliana; Noly Shofiyah; Yunianita R
PROCEEDING UMSURABAYA Prosiding “Ces” (Conference Of Elementary Studies)
Publisher : Universitas Muhammadiyah Surabaya

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

Abstract

Abstrak: Pandemi Covid-19 memberi dampak luas pada semua sektor, termasuk dalam sektor pendidikan. Hampir seluruh pembelajaran mulai tingkat dasar hingga perguruan tinggi (universitas) yang semula tatap muka berubah menjadi pembelajaran jarak jauh (PJJ) atau daring. Penelitian ini bertujuan untuk melihat efektifitas pembelajaran daring terutama pada mata kuliah eksak. Sebagai contoh pada pembelajaran Fisika Dasar yang memiliki aspek praktikum, terdapat beberapa permasalahan selama pandemi yakni, 1) keterbatasan pelaksanaan praktikum Fisika Dasar secara tatap muka dimasa pandemi, 2) keterbatasan dan ketidaksesuaian modul konvensional yang dipakai dalam pelaksanaan praktikum pada pendidikan jarak jauh, dan 3) pemanfaatan Content Management System (CMS) dalam e-lerning yang belum maksimal menjadi kendala yang memerlukan penanganan segera. Oleh karena itu, peneliti mencoba mengembangkan e-Modul Praktikum mengunakan metode penelitian Research & Development dengan model pengembangan Rowntree yang dikolaborasikan dengan model evaluasi Tessmer. Hasil yang diperoleh pada penelitian menunjukkan adanya peningkatan motivasi positif mahasiswa dalam melakukan praktikum mandiri dengan bantuan e-modul. Pengembangan E-modul yang dihasilkan dapat dikatakan telah memenuhi kriteria praktis, ditunjukkan dari rekapitulasi hasil persentase penilaian lembar kuisioner pada tahap one-to-one sebesar 84,66 % dan dan tahap small group sebesar 78,22%. Kelayakan e-modul yang telah dibuat juga cukup baik dilihat dari hasil validasi oleh validator pada aspek materi, media, desain dan aksesbilitas rata-rata berada pada >80%. Kata Kunci: : e-Modul, Praktikum, PJJ, Fisika Dasar 
The Readiness of Natural Science Secondary School Teachers in Distance Learning during the Covid-19 Pandemic Nur Efendi; Septi Budi Sartika; Noly Shofiyah
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 9 No. 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7385

Abstract

The purpose of the research is to describe the readiness of secondary school teachers in East Java in distance learning during the covid-19 pandemic and the teachers' efforts in East Java in learning during the covid-19 pandemic. The research method was survey research with a sample of 70 secondary schools of natural science teachers in East Java. The data was collected by distributing questionnaires with a Likert scale. The collected data was then analyzed using descriptive statistics with Aydin & Tasci model. The results showed that secondary school science teachers in East Java were ready for distance learning, with a score of 3.45 and performing distance learning using the Google Classroom app with a percentage of 71.8% during the covid-19 pandemic. To face distance learning obstacles, the teachers can create modules for all topics of natural science at secondary school. The created module can be uploaded on an e-learning platform or WhatsApp Group. Besides, to minimize internet network use and the lack of communication tools, offline learning can be conducted, especially for natural science learning through a practicum. Furthermore, these results can be used as the basis for developing teacher resources through the enrichment of teaching models and strategies that can be applied under any circumstances in the event of a pandemic.
Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses Yuli Astutik; Fika Megawati; Noly Shofiyah; Vidya Mandarani; Saltanat Meiramova; Pasya Rahma Tamara
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2170

Abstract

Background: Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course.   Methodology: This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context.   Findings: Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87).   Conclusion: These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives.   Originality: This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era.
Penerapan Teknologi Vertikultur melalui Pendampingan Kelompok dalam Mendukung Kemandirian Pangan Rumah Tangga di Desa Rejoso Pinggir, Jombang, Jawa Timur Suci Prihatiningtyas; Noly Shofiyah; Budi Jatmiko; Anggun Wulandari; Fitri Umardiyah; Mucharommah Sartika Ami; Siti Hamidah
Jurnal Pengabdian Masyarakat Inovasi Indonesia Vol 4 No 2 (2026): JPMII - April 2026
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jpmii.1124

Abstract

Keterbatasan lahan pekarangan dan rendahnya pemanfaatan ruang produktif menjadi kendala dalam mendukung kemandirian pangan rumah tangga di Desa Rejoso Pinggir, Kabupaten Jombang. Sebanyak 65% rumah tangga memiliki pekarangan sempit (<50 m²) yang belum dimanfaatkan optimal, serta 70% masyarakat belum memiliki keterampilan vertikultur. Kegiatan ini bertujuan meningkatkan kapasitas masyarakat dan kemandirian pangan melalui penerapan vertikultur berbasis pendampingan kelompok. Metode yang digunakan adalah pendekatan partisipatif selama ±3 bulan dengan tahapan utama pelatihan, praktik, dan pendampingan, serta evaluasi berbasis kuesioner, observasi, dan wawancara. Hasil menunjukkan peningkatan pengetahuan sebesar ±72%, keterampilan teknis dengan rata-rata skor 3,33 (kategori baik), serta perubahan perilaku dalam pemanfaatan pekarangan. Keberlanjutan program tergolong tinggi, dengan 85% peserta masih aktif merawat tanaman dan 75% instalasi tetap berfungsi. Pendampingan kelompok terbukti memperkuat interaksi sosial, pembelajaran kolektif, dan konsistensi praktik peserta. Temuan ini menegaskan bahwa vertikultur berbasis pendampingan kelompok efektif dalam mendorong adopsi inovasi dan meningkatkan kemandirian pangan rumah tangga. Selain itu, program ini memberikan manfaat nyata berupa pengurangan pengeluaran pangan dan peningkatan pemanfaatan pekarangan secara produktif, sehingga berpotensi menjadi model pemberdayaan masyarakat yang berkelanjutan.
VALIDATION OF E-BOOK LEARNING MEDIA BASED ON SEXUAL VIOLENCE EDUCATION ON STUDENTS' UNDERSTANDING OF SEXUAL VIOLENCE IN THE REPRODUCTIVE SYSTEM Fitria Eka Wulandari; Atira Diyah Pangesti; Noly Shofiyah; Hidayatulloh
Academic Journal Research Vol. 4 No. 2 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i2.554

Abstract

Objective: This research was conducted to develop and test the feasibility of learning media for Sexual Violence Education-Based Reproductive System E-Book. Method: Therefore, this research was carried out using research and development methods to produce interesting, valid, and appropriate media, namely an e-book on reproductive systems based on sexual violence education which aims to improve the understanding of sexual violence in junior high school students. This learning media is validated by three validators. Results: The results show that this learning media is very feasible and valid to use with a feasibility percentage of 100% for the material score and 98.6% for the e-book visual media score. Suggestions and inputs from the three validators are the basis for improving this learning media. Novelty: Based on initial observations, problems were encountered that education about sexual violence was only an interlude during the learning time, not packaged directly in the learning process as outlined in the textbook or written in the learning steps.
Pengaruh Project-Based Learning Berbantuan Media Virtual terhadap Penguasaan Konsep Mahasiswa pada Materi Perpindahan Panas Aliran Steady Satu Dimensi Mutrofin Rozaq; Rizkika Zakka Agustin; Muhammad Sahrul Hamid; Suci Prihatiningtyas; Noly Shofiyah
JURNAL PENDIDIKAN MIPA Vol. 16 No. 4 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i4.4940

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Virtual Media-Assisted Project-Based Learning terhadap penguasaan konsep mahasiswa pada materi perpindahan panas aliran steady satu dimensi. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest yang melibatkan 20 mahasiswa. Data dikumpulkan melalui tes penguasaan konsep sebelum (pretest) dan sesudah (posttest). Analisis data meliputi statistik deskriptif, uji normalitas Shapiro-Wilk, uji paired sample t-test, perhitungan N-Gain, dan effect size (Cohen’s d). Hasil penelitian menunjukkan bahwa rata-rata nilai mahasiswa meningkat dari 73,17 menjadi 77,67 dengan nilai N-Gain sebesar 0,17 (kategori rendah). Data berdistribusi normal (p = 0,262 > 0,05) dan hasil uji paired sample t-test menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest (p < 0,05). Selain itu, nilai effect size (Cohen’s d) sebesar 2,64 menunjukkan bahwa pengaruh pembelajaran berada pada kategori sangat besar, sehingga peningkatan yang terjadi tidak hanya signifikan secara statistik tetapi juga kuat secara praktis. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan Virtual Media-Assisted Project-Based Learning memberikan pengaruh signifikan dengan kekuatan efek yang tinggi terhadap penguasaan konsep mahasiswa. Temuan ini menunjukkan bahwa model pembelajaran tersebut berpotensi digunakan sebagai alternatif strategi pembelajaran pada materi yang kompleks.
Pelatihan Daring Penulisan Artikel Ilmiah Bagi Guru Sekolah Menengah Kejuruan Negeri 1 Sidoarjo Fitria Nur Hasanah; Fika Megawati; Noly Shofiyah; Miftahul Jannah; Rindiani Rindiani
Jurnal Pemberdayaan Masyarakat Vol 5 No 2 (2020): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v5i2.4414

Abstract

As a professional teacher must have various abilities, one of the ability to write scientific papers in the form of scientific articles. By writing scientific papers, in addition to getting a promotion, position and class, will be used as a benchmark of success and to demonstrate professionalism. Departing from the problems at the partner school, the purpose of this training activity is to improve teachers' understanding and ability to write scientific articles that are in accordance with the journal template. The target of this activity is teachers at SMK N 1 Sidoarjo. The methods used in this training are lecture, question and answer, mentoring to write scientific articles, and citing references. Based on the results of the pre-test and post-test conducted during the training showed that there was an increase in knowledge about writing scientific articles. Increasing the percentage of knowledge about the article component by 46%, increasing the ethical knowledge of writing articles by 58%, and increasing knowledge about uploading articles in national journals by 54%.
Co-Authors ., BINAR AYU DEWANTI AA Sudharmawan, AA Abdullah Makhrus Adi Jufriansah Agustin, Lely Dwi Ahmad Fauzi Hendratmoko Ahmad Iqbal Hidayat Ainun Jariah Akbar Wiguna Akhtim Wahyuni Alfania Citra, Aulia Anggun Wulandari Anwari, Ihsan Atira Diyah Pangesti Baehaqi Budi Jatmiko Budi Jatmiko Budi Jatmiko Budi Jatmiko Cheng, Tsung-Hui Choirun Nisak Aulina Devi Laili Aulia Rizky Dinda Diansah Fatmawati Djauharoh, Ainin Dwi Prastyo Eka Lestari Enik Setiyawati Erlinda Ayu Indrastuti Faizah, Nova Auliyatul Faridhotul Khoiriroh Fika Megawati Fitri Eka Wulandari Fitri Umardiyah Fitria Eka Wulandari Fitria Eka Wulandari Fitria Febrianti Fitria Febrianti, Fitria Fitria Nur Hasanah Halimatus Sadafiyah Widiarto Handayani, Nuri Fitri Heny Ekawati Haryono Hidayatulloh Ihsan Anwari Indradewa, Rhian Indrakurniawan, Machful Ino Angga Putra Istiqomah Istiqomah istiqomah istiqomah Janatul Firdausi Nuzula Jannah, Sabrina Firdatul Khoirotin, Alvi KIKI SEPTARIA Kofifah Silfanah Lailatul Maghfiroh LAILATUL MAGHFIROH Lailya Ika Ardiya Larasati, Faninda Latif, Ahmad Adil Luluk Iffatur Rocmah Machful Indra Kurniawan Mahmud, Randy Saputra Maratus, Fitri Maulana, Mahesa Ma’arif, Iin Baroroh Mega Resida Metatia Intan Mauliana Miftahul Jannah Miluningtias, Siti Mucharommah Sartika Ami Muhammad Sahrul Hamid Mutrofin Rozaq Nadi Suprapto Nisa', Khoirun Nisa’, Khurotun Nisa’, Khoirun Nisful Laili Nurjanah Nur Efendi NUR EFENDI Nuzula, Janatul Firdausi Pasya Rahma Tamara Pravita Agustin, Sofyanora Puspitasari Putri Pambayun Puspitasari Putri Pambayun Rahmania Sri Untari Rahmawati Antinie Ramadhani, Mifta Aulia Ratih, Elin Salina Regina Atya Gading Balgis Solikha Ria Wulandari Ria Wulandari Rikhatul Jannah Rindiani Rindiani Rizkika Zakka Agustin Rizky Habibur Rohman Saltanat Meiramova Saputra, Yofanka Eko Ardian Sari, Mita Merinda Septi Budi Sartika Sholikhah, Ulfiyatus Siti Hamidah Siti Miluningtias Sitti Rahma Yunus Suci Prihatiningtyas Suci Prihatiningtyas Ummah, Munfiathul Vidya Mandarani Wachidah, Nafa Amalia Wijaya , M. Rizal Setia Yuli Astutik Yunianita R Yunita, Oktamira Yunus, Sitti Rahma Z. A. Imam Supardi Z. A. Imam Supardi