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All Journal Jurnal Pendidikan Humaniora Pedagogi : Jurnal Penelitian Pendidikan PENA SAINS Briliant: Jurnal Riset dan Konseptual Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Muallimuna : Jurnal Madrasah Ibtidaiyah Journal of Teaching and Learning in Elementary Education Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan EDUPEDIA Wahana Sekolah Dasar SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Eduscience (JES) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pedagogi dan Pembelajaran Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Al-Bidayah: Jurnal Pendidikan Dasar Islam Didaktika: Jurnal Kependidikan jurnal dikdas bantara Jurnal Simki Pedagogia Journal of English Language and Education LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal for Lesson and Learning Studies JURNAL ILMIAH GLOBAL EDUCATION Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Innovation and Research in Primary Education Eduvest - Journal of Universal Studies Journal Innovation In Education Jurnal Inovasi dan Teknologi Pendidikan Al-Bidayah : jurnal pendidikan dasar Islam Media Pendidikan Matematika Jurnal Simki Pedagogia
Aynin Mashfufah
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Pengaruh Learning Cycle dengan Pendekatan Contextual Teaching Learning terhadap Keterampilan Berpikir Kritis pada Pembelajaran Sains Ekawati, Ratna; Widiasih, Widiasih; Mashfufah, Aynin; Rufiana, Intan Sari
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.568

Abstract

Science learning aims to study natural phenomena systematically, involving high-level manipulative thinking processes to give physical meaning to natural phenomena around us. The main problem in science learning is students memorize science concepts, they need to be trained to solve problems and interpret natural phenomena in everyday life. One learning approach to solving problems is the Contextual Teaching and Learning (CTL) approach with the Learning Cycle strategy. The research objective is to determine the effect of the Learning Cycle with the Contextual Teaching and Learning Approach on critical thinking skills in science learning. This research uses a quasi-research method with two experimental classes. The sampling technique is cluster random sampling. The research sample was two classes in a state school in Yogyakarta. Data analysis includes the data description stage, analysis prerequisite testing stage, and hypothesis testing stage. The research results show differences in the average critical thinking skills of the Learning Cycle strategy with the CTL approach and laboratory work..
Integrating Begibung Tradition Values in Elementary Education: An Ethnopedagogical Approach to Character Development Shalihat, Entin; Suciptaningsih, Oktaviani Adhi; Mashfufah, Aynin; Anggraini, Ade Eka
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2638

Abstract

Penelitian ini bertujuan mendeskripsikan proses internalisasi nilai kearifan lokal melalui tradisi Begibung dalam pembelajaran untuk mengembangkan karakter siswa sekolah dasar. Tradisi Begibung sebagai warisan budaya Sasak mengandung nilai kebersamaan, gotong royong, kejujuran, tanggung jawab, dan saling menghargai yang relevan dengan pendidikan karakter dan etika keilmuan. Dalam penelitian ini digunakan pendekatan kualitatif berjenis deskriptif. Informan penelitian mencakup seorang guru dan 17 murid kelas IV di SDN 50 Cakranegara. Data diperoleh melalui kegiatan observasi, wawancara, penyebaran angket, serta penelaahan dokumen. Tahapan analisis mengikuti alur reduksi data, penyajian informasi, dan penarikan kesimpulan. Berdasarkan temuan penelitian yaitu guru mengintegrasikan nilai Begibung melalui teks bacaan, gambar, video, diskusi kelompok, serta tugas proyek. Pada aspek moral knowing, siswa memahami makna Begibung dan mampu menghubungkan nilai-nilainya dengan situasi nyata di kelas. Pada aspek moral feeling, siswa menunjukkan sikap positif, rasa bangga terhadap budaya lokal, dan ketidaksetujuan terhadap perilaku yang bertentangan dengan nilai Begibung. Pada aspek moral action, terlihat perubahan perilaku berupa kerja sama, tanggung jawab, kejujuran, dan saling menghargai, meskipun belum merata pada seluruh siswa. Hasil angket menunjukkan skor 88,33% dengan kategori “Baik,” yang menegaskan bahwa sebagian besar siswa telah mampu memahami, menghayati, dan menerapkan nilai-nilai tersebut. Temuan ini membuktikan bahwa integrasi kearifan lokal Begibung berpotensi memperkuat pendidikan karakter dan etika keilmuan pada siswa sekolah dasar.
Penguatan Etika Keilmuan dalam Pembelajaran Matematika untuk Mendorong Berpikir Reflektif Siswa : A Systematic Literature Review Annisa, Selfiana; Suciptaningsih, Oktaviani Adhi; Anggraini, Ade Eka; Rufiana, Intan Sari; Mardhatillah, Mardhatillah; Mashfufah, Aynin; Arifin, Slamet
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18600

Abstract

Mathematics learning not only serves as a means of mastering concepts and procedures, but also as a space for shaping scientific attitudes that are reflected in scientific ethics. This study aims to systematically examine the integration of scientific ethics in mathematics learning and its contribution to the development of students' reflective thinking skills. The study uses the PRISMA-based Systematic Literature Review (SLR) based on PRISMA by examining Scopus-indexed articles published between 2020 and 2025. Inclusion criteria included empirical and conceptual articles discussing mathematics learning, scientific ethics, and students' reflective thinking, while exclusion criteria included irrelevant articles, duplicates, and non-Scopus publications. From the selection process, 11 final articles were obtained and analyzed using descriptive-qualitative techniques based on indicators of scientific ethics, mathematics learning strategies for reflective thinking, and trends in the development of students' reflective thinking. The results of the study show that the integration of scientific ethical values such as academic honesty, careful reasoning, the ability to justify, and openness to various problem-solving strategies contributes significantly to improving the quality of students' cognitive reflection. Learning that emphasizes discussion, critical dialogue, and analysis of the thinking process has proven effective in internalizing scientific values. Theoretically, this study enriches the conceptual framework of mathematics learning by placing scientific ethics as the foundation for the development of reflective thinking, while also providing direction for the development of learning designs that are oriented towards process and academic values.
Task-Centered Instruction With Hard and Soft Scaffolding to Empower Academic Self-Efficacy and Creativity Mashfufah, Aynin; Faizah, Siti; Rufiana, Intan Sari; Ekawati, Ratna; Mariani, Sijah; Wicaksono, Adyatma Nugrahsanto
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.8274

Abstract

This study aims to empower students' academic confidence and creativity through task-centered instruction. The research method used is ADDIE with a pre-experimental design (posttest-only design). The research subjects involved were 26 fourth-grade elementary school students in Blitar City. The instruments used were a questionnaire to measure academic self-efficacy, which had been developed from previous research, and a rubric for assessing student creativity. The data were analyzed descriptively and quantitatively and classified into five categories (excellent, good, fair, poor, and very poor). The results of the data analysis showed that the students' academic confidence was, on average, in the good category. Student creativity tended to vary from very good, good, fair, and poor. Classically, student creativity was quite good. This study shows that guidance needs to be provided appropriately to support student learning progress, especially to support confidence, so that students are motivated to learn. The results of this study still need to be followed up by researching a larger sample and using an experimental method by comparing the experimental class and the control class. Then, the relationship between academic self-efficacy and the level of student creativity and how it affects learning outcomes needs to be studied.
Digitalisasi Nilai Kearifan Lokal dalam Pembelajaran “Nyadran” Sebagai Landasan Pembentukan Karakter Anak Sekolah Dasar Nugraha, Dhike Softa Permata; Oktaviani Adhi Suciptaningsih; Aynin Mashfufah; Ade Eka Anggraini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38305

Abstract

Anak sekolah dasar kini hidup di lingkungan yang jauh berbeda dari generasi sebelumnya. Perkembangan teknologi membuat mereka mudah terpapar budaya asing, sehingga waktu untuk mengenal nilai budaya lokal semakin berkurang dan dapat melemahkan identitas serta karakter. Penelitian ini bertujuan mengetahui bagaimana digitalisasi nilai kearifan lokal mendukung pembentukan karakter siswa di era digital dan menganalisis peran guru dalam mengintegrasikan teknologi dan budaya dalam pembelajaran. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan desain etnografi. Data diperoleh melalui observasi, wawancara, dan dokumentasi dengan instrumen panduan observasi, wawancara, dan angket. Informan terdiri dari guru kelas IV dan 17 siswa kelas IV di salah satu SD negeri di Kabupaten Nganjuk yang mengikuti pembelajaran berbasis nilai Nyadran. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa digitalisasi nilai Nyadran melalui media sekolah seperti Smart TV mampu mengenalkan budaya lokal dengan lebih menarik dan mudah dipahami. Integrasi tradisi Nyadran mendorong siswa lebih aktif, menghargai kebersamaan, dan memahami gotong royong sebagai nilai karakter penting. Dengan demikian, digitalisasi kearifan lokal dapat menjadi strategi efektif dalam pembentukan karakter sekaligus bentuk pelestarian budaya daerah.
Peran Guru dalam Mengembangkan Higher Order Thingking Skills Siswa Sekolah Dasar: Pendekatan Epistemologi Fauziah, Nanda Nissa; Suciptaningsih, Oktaviani Adhi; Anggraini, Ade Eka; Rufiana, Intan Sari; Mardhatillah; Mashfufah, Aynin; Arifin, Slamet; Suyitno, Imam; Kusumaningrum, Shirly Rizki
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/49fx4r78

Abstract

Kemampuan Higher Order Thinking Skills (HOTS) pada siswa sekolah dasar menjadi kompetensi krusial pada lingkup pendidikan. Hal ini dikarenakan sejumlah kegiatan pembelajaran pada tingkat sekolah dasar belum menyediakan wadah untuk siswa berpikir kritis, analitis, dan kreatif siswa. Kondisi tersebut membuktikan bahwa perkembangan HOTS tidak sebatas dipengaruhi oleh materi dan metode pembelajaran, namun turut didorong oleh kompetensi guru dalam memahami wawasan yang akan diajarkannya pada siswa di kelas. Penelitian ini ditujukan untuk mengkaji peran guru dalam membangun HOTS siswa sekolah dasar, implementasi pendekatan epistemologi dalam pendidikan dasar, dan integrasi epistemologi dalam pengembangan HOTS. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode Systematic Literature Review (SLR) yang merujuk pada kerangka Preferred Reporting Items for Systematic Reviewers and Meta Analyses (PRISMA). Terpilih sebanyak 8 artikel yang revelan dengan topik peran guru, epistemologi pembelajaran, dan HOTS. Kedelapan artikel tersebut dianalisis dengan mengidentifikasi tema berdasarkan pada indikator posisi siswa dalam proses belajar, orientasi guru terhadap sifat pengetahuan, serta bentuk interaksi pembelajaran yang menekankan dialog, refleksi, dan penalaran kritis.  Hasilnya, menunjukkan tiga tema utama yaitu: (1) guru berperan dalam membangun HOTS melalui strategi pembelajaran yang menekankan proses berpikir siswa; (2) implementasi pendekatan epistemologi sebagai dasar pengembangan HOTS di sekolah dasar melalui interpretasi  guru dalam memberikan pandangan terhadap pengetahuan sebagai sesuatu yang berhasil dibentuk dengan akal budi dan pengalaman belajar siswa; dan (3) integrasi epistemologi dalam variasi pendekatan pembelajaran melalui penerapan model inkuiri, diskusi pembelajaran yang dibantu oleh teknologi, serta interaksi belajar yang mendukung siswa untuk mempertanyakan, menilai, dan membentuk pengetahuan secara giat.
Pengaruh Learning Cycle dengan Pendekatan Contextual Teaching Learning terhadap Keterampilan Berpikir Kritis pada Pembelajaran Sains Ratna Ekawati; Widiasih Widiasih; Aynin Mashfufah; Intan Sari Rufiana
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.568

Abstract

Science learning aims to study natural phenomena systematically, involving high-level manipulative thinking processes to give physical meaning to natural phenomena around us. The main problem in science learning is students memorize science concepts, they need to be trained to solve problems and interpret natural phenomena in everyday life. One learning approach to solving problems is the Contextual Teaching and Learning (CTL) approach with the Learning Cycle strategy. The research objective is to determine the effect of the Learning Cycle with the Contextual Teaching and Learning Approach on critical thinking skills in science learning. This research uses a quasi-research method with two experimental classes. The sampling technique is cluster random sampling. The research sample was two classes in a state school in Yogyakarta. Data analysis includes the data description stage, analysis prerequisite testing stage, and hypothesis testing stage. The research results show differences in the average critical thinking skills of the Learning Cycle strategy with the CTL approach and laboratory work..
Nilai Etnopedagogi dalam Lirik Tembang Macapat Berdasarkan Tahapan Kehidupan dan Implikasinya bagi Pendidikan Dasar Amalia Putri Nabila; Oktaviani Adhi Suciptaningsih; Aynin Mashfufah
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3547

Abstract

Pendidikan dasar memiliki peran fundamental dalam membentuk karakter, nilai moral, dan identitas budaya peserta didik. Namun, praktik pembelajaran di sekolah dasar masih cenderung menekankan aspek kognitif, sementara pemanfaatan budaya lokal sebagai sumber nilai pendidikan belum dioptimalkan. Penelitian ini bertujuan untuk menganalisis nilai-nilai etnopedagogi yang terkandung dalam lirik tembang macapat serta relevansinya dalam konteks pendidikan dasar sebagai penguatan karakter. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode analisis isi (content analysis) terhadap lirik sebelas tembang macapat sebagai data utama, yang diperoleh dari sumber teks resmi Badan Pengembangan dan Pembinaan Bahasa. Data pendukung diperoleh melalui observasi terbatas dan wawancara informal dengan guru dan siswa SDN Tlogomas 1 Kota Malang untuk memperkuat konteks temuan. Hasil penelitian menunjukkan bahwa tembang macapat merepresentasikan tahapan kehidupan manusia secara bertahap, mulai dari pra-kelahiran hingga akhir kehidupan, yang mengandung nilai etnopedagogi berupa moral, sosial, spiritual, kebijaksanaan hidup, dan pengendalian diri. Nilai-nilai tersebut memiliki kesesuaian dengan karakteristik perkembangan siswa sekolah dasar serta sejalan dengan teori belajar humanistik, konstruktivistik, dan sosial, serta dapat dipahami sebagai bentuk cultural scaffolding yang mendukung proses pembelajaran bermakna (deep learning). Selain itu, nilai-nilai dalam tembang macapat relevan dengan penguatan Dimensi Profil Lulusan dalam Kurikulum Merdeka, khususnya pada aspek beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, mandiri, gotong royong, dan bernalar kritis. Temuan ini menunjukkan bahwa tembang macapat tidak hanya berfungsi sebagai warisan budaya, tetapi juga sebagai teks pendidikan karakter yang bersifat kontekstual dan reflektif bagi pembelajaran sekolah dasar berbasis budaya. Nilai-nilai tersebut berpotensi diimplementasikan dalam pembelajaran berbasis Kurikulum Merdeka sebagai penguatan pendidikan karakter berbasis budaya lokal.
Designing Adaptive Multimodal Literacy in LMS: Empowering Pre-Service Teachers through Asynchronous Learning Innovation Shirly Rizki Kusumaningrum; Radeni Sukma Indra Dewi; Aynin Mashfufah
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1689

Abstract

This study explores the development and implementation of an adaptive multimodal literacy module within a Learning Management System (LMS) to enhance literacy instruction in teacher education. Grounded in evidence-based literacy instruction, multimodal literacy theory, and adaptive learning pedagogy, the module was designed following the ADDIE model and implemented among 60 pre-service English teachers enrolled in a literacy course. Using a research and development design, data were collected through literacy pre- and post-tests, engagement questionnaires, LMS analytics, and reflective discussions. Results revealed a statistically significant improvement in literacy competence (t(59) = 9.67, p .001, d = 0.92), with notable gains in reading comprehension, vocabulary acquisition, and multimodal text interpretation. LMS data indicated increased engagement, reflected in a 92% completion rate and high mean engagement score (4.36). Qualitative findings further showed enhanced metacognitive awareness and professional reflection, as participants began to conceptualize literacy teaching through multimodal and adaptive perspectives. Despite these achievements, challenges included technical constraints and initial confusion navigating adaptive branches. Overall, the study demonstrates that adaptive multimodal literacy instruction can effectively integrate cognitive, affective, and reflective dimensions of learning in asynchronous environments. The approach not only promotes literacy mastery but also models digital pedagogy for future teachers. Findings provide valuable insights for higher education institutions seeking to design scalable, learner-centered innovations that connect adaptive technology with transformative literacy practices.
Ethnopedagogy as an Integrative Framework for Developing Scientific Ethics and Character Integrity in Elementary Education: A Systematic Literature Review Juwanti Juwanti; Oktaviani Adhi Suciptaningsih; Aynin Mashfufah; Ade Eka Anggraini
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3111

Abstract

Elementary education requires innovative approaches that integrate character development with cultural values to address Society 5.0 challenges. This systematic literature review synthesizes empirical evidence on ethnopedagogy's contribution to developing scientific ethics and character integrity among elementary school students. Following PRISMA 2020 guidelines, we systematically searched seven databases (Scopus, ERIC, SAGE, DOAJ, Google Scholar, Garuda, Neliti) for peer-reviewed articles published between 2022-2025. Initial screening identified 280 articles, reduced to 30 high-quality studies through systematic selection using JBI and CASP quality appraisal tools. Thematic analysis synthesized findings across moral values, social competencies, academic integrity, pedagogical approaches, and community engagement dimensions. Ethnopedagogical approaches consistently cultivated moral values through culturally embedded learning experiences, enhanced social competencies via collaborative cultural practices, and developed academic integrity through rule-governed traditional activities. Discovery learning models based on local wisdom significantly increased students' curiosity, responsibility, and cultural understanding. Community involvement emerged as essential infrastructure, with active partnerships strengthening character development outcomes. However, urban-rural disparities and implementation variability indicate context-specific adaptation needs. Findings support ethnopedagogy as a comprehensive framework integrating affective dispositions and cognitive-behavioral competencies. The four-stage integrative model—cultural exploration, reflective internalization, contextual application, and character transformation—provides theoretically grounded guidance for culturally responsive character education. Future research should address methodological limitations through experimental designs, longitudinal investigations, and cross-cultural comparative studies to strengthen evidence-based implementation.
Co-Authors Achmad Noerkhaerin Putra Ade Eka Anggraini Adyatma Wicaksono Agustin, Septiana Alfikri Islami, Kaisra Almanik Dyan Permatasari Amalia Putri Nabila Amaliya, Fierda Nursitasari Anam, M. Saiful Anggraheni, Ika Anggraini, Dhea Ayu Anita Dewi Utami Annisa, Selfiana Ari Widodo Arif Hidayat ARIF HIDAYAT ARIN NURUL MAKRIFAH Ashirotun Ni'ma, Rosida Bahari, Priya Kusuma Bahari, Priya Kusuma Bahari Candra Utama Cholis Sa’dijah Dedi Kuswandi Dian Ratna Sari Dian Ratna Sari Dinenggi Wulanoventi Dwi Yani Eddy Sutadji Egithia Alfi Rosydiana Endang Purwaningsih Endang Susantini Enik Chairul Umah Erika Nur Hayati Erry Hidayanto Faizah, Siti Fajriyatuz, Nurul Fauziah, Nanda Nissa Firiyanti, Ilma Ghozy Alfarisy, Muhammad Giri Prasetyo, Giri Hamidah, Alisa Hardhita, Rizki Septa Haryanto, Henzi Hayuni Retno Widarti Herawati Susilo I Wayan Dasna Ika Lia Novenda Imam Suyitno Intan Sari Rufiana Istiqomah, Roshydatul Izzati, Aulia Al Tsani Jannah, Iftakhul Kalimatul Juwanti Juwanti khusnul khotimah Koeshandayanto , Supriyono Kusumajanti, Wahju LAILATUL MAGHFIROH Leba, Imanuel Herlimus Lia Nur Atiqoh Bela Dina Lilik Handayani Lingga, Leny Julia Luluk Nur Hamidah, Luluk Nur M. Anas Thohir M. Ramli M. Ridlwan Mahmud Mahmud Mahmud, Dini Rosyada Mardhatillah Mardhatillah, Mardhatillah Mariani, Sijah Maryanah, Maryanah Maulana, Abdur Rofik Mirayanti Mufida, Nurul Fajriyatuz Zahro Muhammad Aidi Noor Ihsan Muhanal, Susriyati Naila, Ishmatun Nibras Alhama Najwa Novitasari, Herawati Nugraha, Dhike Softa Permata Nur Laili Nursitasari Amaliya, Fierda Oktaviani Adhi Suciptaningsih Oktavianto, Deo Arief Pakaya, Widi Candika Pipit Pudji Astutik Punaji Setyosari Purnomo Putri Wahyuningtyas, Putri Radeni Sukma Indra Dewi Randy, Mohammad Yusuf Raras Setyo Retno Ratna Ekawati Ratna Ekawati Ratna Ekawati, Ratna Ekawati Ridlwan, Muhammad Riska Pristiani Ruciana Galunggung Rudi Prasetyo Salam, Haerul Salis Fariha Ramadhani Saputro, Uung Gondo Shalihat, Entin Shirly Rizki Kusumaningrum Sijah Mariani Siwi, Dwi Anggraeni Slamet Arifin SRI KENTJANANINGSIH Sri Rahayuningsih Sri Rahayuningsih Sri Wahyuni Sudirman Sudirman SUPRIYONO Supriyono Koes Handayanto Susanti, Nevi Susriyati Mahanal Titik Harsiati Toto Nusantara Ulfa, Agustina Miftachul Umi Nahdhiah Vinarahmah, Aula Rizqi Wicaksono, Adyatma Nugrahsanto Widiasih, Widiasih Yani, Dwi Yeni Yusella Yusella, Yeni Yusuf Hanafi Yusuf Randy, Mohammad Zainuddin Zuniga, Kristina