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All Journal Jurnal Konseling dan Pendidikan ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Pedagogia: Jurnal Pendidikan Jurnal Dinamika Pendidikan International Journal of Science and Applied Science: Conference Series Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran EDUHUMANIORA: Jurnal Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Educatio JURNAL TARBIYAH Atthulab: Islamic Religion Teaching and Learning Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Aulad : Journal on Early Childhood Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN KOLOKIUM: Jurnal Pendidikan Luar Sekolah Al-Kharaj: Journal of Islamic Economic and Business Jurnal Kajian Gender dan Anak SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan PAKAR Pendidikan Ideguru: Jurnal Karya Ilmiah Guru Didaktika: Jurnal Kependidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indo-MathEdu Intellectuals Journal Jurnal Pedagogik Pendidikan Dasar Jurnal Abdi Panca Marga Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Cakrawala Pendas Jurnal Basicedu Journal of Innovation and Research in Primary Education Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Journal of Law, Education and Business Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial MULTIPLE: Journal of Global and Multidisciplinary Cendikia: Jurnal Pendidikan dan Pengajaran Cendikia Pendidikan Daya Nasional: Jurnal Pendidikan Ilmu-Ilmu Sosial dan Humaniora UPGRADE: Jurnal Pendidikan Teknologi Informasi Jurnal Elementaria Edukasia International Journal of Educational Qualitative Quantitative Research Jurnal Pendidikan Indonesia Jurnal Multidisiplin Indonesia Lensa Pendas Jurnal Pendidikan dan Sosial Humaniora Women, Education, and Social Welfare Journal of Future Education Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Ksatria: Jurnal Pengabdian Kepada Masyarakat Jurnal Pedagogik Indonesia: Yayasan Lembaga Pendidikan dan Pelatihan Ksatria Siliwangi Genta Mulia Curricula: Journal of Curriculum Development
Yusuf Tri Herlambang, Yusuf Tri
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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CHARACTER DEVELOPMENT IN ELEMENTARY SCHOOL LEARNING FROM A PHILOSOPHY OF SCIENCE PERSPECTIVE rohaetul; Yusuf Tri Herlambang; Ai Sutini
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7010

Abstract

Character development at the elementary school level has become an increasingly urgent issue due to growing moral challenges arising from social change and the expansion of digital technology. Empirical findings indicate that character education practices in elementary schools remain largely normative and have not yet fully supported deep value internalization among students. This study aims to examine character development in elementary school learning through a philosophy of science perspective, encompassing ontological, epistemological, and axiological dimensions. The research employed a Systematic Literature Review using PRISMA guidelines, analyzing 22 relevant scholarly articles published between 2021 and 2025. The findings reveal that integrating the philosophy of science into elementary learning provides a strong conceptual foundation for character education, where values are not merely introduced as rules but are understood, interpreted, and practiced through reflective and contextual learning experiences. In conclusion, the philosophy of science perspective can function as a comprehensive pedagogical framework for character development in elementary school students.
Progressivism Philosophy Synthesis for Character Education Reconstruction in Indonesian Curriculum: Sintesis Filsafat Progresivisme untuk Rekonstruksi Pendidikan Karakter dalam Kurikulum Indonesia Nurfauziah, Astri; Herlambang, Yusuf Tri; Mulyati, Tita
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2195

Abstract

General Background: Moral degradation among elementary school students in the era of globalization has raised concerns about the alignment between character education goals and curriculum practices. Specific Background: In Indonesia, character education has been formally integrated into the 2013 Curriculum and the Independent Curriculum as part of national educational reform. Knowledge Gap: However, the implementation of character education often remains administrative and symbolic, while classroom practices still emphasize cognitive assessment rather than experiential moral development. Aims: This study examines the philosophy of progressivism as an analytical framework for reconstructing character education within Indonesian curriculum policy. Results: Through qualitative literature analysis and comparative philosophical examination of Dewey, Neill, Lickona, and Freire, the study finds that progressive principles such as reflective learning, dialogical interaction, and experiential participation are partially reflected in national curriculum design. The Independent Curriculum shows a stronger progressive orientation than the 2013 Curriculum, yet its implementation remains constrained by teacher preparedness, institutional culture, and assessment systems. Novelty: This study proposes a synthesis of classical progressivism and critical pedagogy to construct a holistic–reflective model of character education. Implications: The proposed framework supports the development of reflective, experience-based, and socially aware character education within Indonesian curriculum reform. Highlights • Progressive principles appear in Indonesian curriculum policy but rarely shape classroom practice• Independent Curriculum introduces experiential and participatory moral learning structures• Dewey–Freire theoretical synthesis frames reflective and socially aware character formation Keywords Progressivism Philosophy; Character Education; Indonesian Curriculum Policy; Critical Pedagogy; Moral Education
Philosophy-Based Learning as The Foundation for Developing Critical Thinking Skills In Elementary Schools Islami, Raya Amanda Nur; Herlambang, Yusuf Tri
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

Philosophy is often viewed as a subject for adults, yet the acts of thinking and questioning are natural instincts in children. In primary education, philosophy especially through the Philosophy for Children approach has great potential to build critical, reflective, and ethical thinking from an early age. This study explores the application of philosophy in elementary education and its relevance to character development and critical thinking skills. A qualitative literature review method was used by examining various national and international studies on philosophy for children. Thematic analysis was applied to identify patterns, main concepts, and practical implications of philosophy in schools. The findings show that philosophy-based learning through dialogic discussion and the Socratic method improves students’ critical thinking, empathy, communication, and moral awareness. Teachers serve as philosophical facilitators who guide students to ask questions, reason, and reflect logically. However, implementing philosophy for children still faces challenges such as limited teacher training, lack of time, and the need for cultural adaptation of topics. In conclusion, philosophy education in primary schools develops not only intellectual capacity but also moral wisdom and reflective character. Thus, integrating philosophy for children into curricula and teacher training is a strategic step toward humanistic and context-based education.
Pendidikan Karakrter Berbasis Nilai Profetik dalam Membangun Karakter Generasi Alpha: Sebuah Tinjauan Filsafat Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
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: 10.58230/27454312.3807

Abstract

Perkembangan teknologi digital membawa dampak signifikan terhadap pola pikir, perilaku, dan karakter generasi alpha. Kemudahan akses informasi di satu sisi memberikan peluang pengembangan potensi intelektual, namun disisi lain menimbulkan tantangan serius berupa degradasi nilai moral dan spiritual. Penelitian ini bertujuan untuk menganalisis urgensi pendidikan karakter berbasis nilai profetik dalam membangun karakter generasi alpha melalui perspektif filsafat ilmu. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan pendekatan PRISMA terhadap sepuluh artikel ilmiah nasional dan internasional yang terbit rentang tahun 2022–2025 dengan bantuan perangkat lunak Publish or Perish. Kerangka analisis menggunakan pendekatan PICOS untuk menjaga konsistensi pemetaan literatur. Hasil kajian menunjukkan bahwa pendidikan karakter berbasis nilai profetik yang berlandaskan nilai kenabian, yaitu shiddiq, amanah, tabligh, dan fathonah, serta prinsip humanisasi, liberasi, dan transendensi, memiliki relevansi yang kuat dalam membentuk karakter Generasi Alpha secara holistik. Implementasi nilai profetik melalui keteladanan, pembiasaan, dan dialog terbukti mampu mengintegrasikan dimensi moral, spiritual, dan intelektual peserta didik. Penelitian ini menegaskan bahwa pendidikan karakter bebasis nilai profetik merupakan pendekatan strategis dan kontekstual dalam menghadapi tantangan pendidikan karakter di era digital.
A Humanistic Approach in Thematic Learning of The Merdeka Curriculum Nursya'bani, Kinkin Karimah; Herlambang, Yusuf Tri
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

This study aims to examine the implementation and theoretical foundation of the humanistic approach in thematic learning under the Curriculum Merdeka at Mutiara Bunda Elementary School in Bandung. A qualitative case study method was employed, gathering in-depth data through participatory observation, interviews, and documentation (Creswell, 2016; Yin, 2019). The findings indicate that the implementation is comprehensive and consistently grounded in Carl Rogers' Three Facilitative Conditions (Empathy, Congruence, and Unconditional Positive Regard), effectively creating a psychologically safe classroom environment necessary for student growth (Rogers, 1969; Maslow, 1970). Teachers prioritize open and authentic interactions, transforming their role into that of an empathetic facilitator (Dinata, 2020; Holisah, 2022). Learning evaluation is performed holistically and formatively through personal reflection and learning journals, placing emphasis on the student's internal frame of reference and self-concept development (Rogers, 1969). The main challenge is the systemic conflict between the personalized demands of humanistic pedagogy and the heavy administrative and time pressures within the current educational structure. This study provides a significant empirical contribution by positioning the humanistic approach as the essential philosophical foundation required for achieving the holistic goals and character development outlined in the Profil Pelajar Pancasila (Mulyanto, Arfanti, & Damiati, 2024).
Reconceptualizing Cultural Character Education: Integrating Futuristic Pedagogy for Generation Alpha's Local Cultural Preservation Yunita Yasmin Istiqomah; Yusuf Tri Herlambang; Yeni Yuniarti
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.v5i1.2703

Abstract

Generation Alpha, born entirely within the digital ecosystem, faces unprecedented challenges in maintaining connection to local cultural heritage while navigating technology-saturated learning environments. This study explores how futuristic pedagogy can effectively cultivate love for local culture among Generation Alpha students in elementary education. A systematic literature review analyzed 47 peer-reviewed publications from 2020-2025, employing purposive sampling and Miles and Huberman's analytical framework comprising data collection, presentation, reduction, and conclusion drawing. Three critical findings emerged: futuristic pedagogy encompasses six interconnected elements balancing technological competencies with character development; Generation Alpha exhibits seven distinctive characteristics including productive global-local cultural tension; and technology-enhanced strategies, particularly augmented reality applications, effectively bridge digital engagement with cultural authenticity. Analysis revealed that successful cultural character education requires intentional integration of immersive technologies, gamified learning, digital storytelling, and collaborative projects that position students as cultural co-creators.  The findings reconceptualize cultural character education as digitally mediated process requiring strategic integration of technological, cultural, and developmental dimensions. While technology contributes to cultural displacement, appropriately designed digital learning experiences can serve as powerful tools for cultural preservation. Future research should conduct longitudinal studies establishing causal relationships and investigate adaptations for diverse Indonesian contexts.
Contrastive Analysis of French and Indonesian: A Review of Phonology, Morphology, and Syntax Iim Siti Karimah; Yuliarti Murtiasih; Farida Amalia; Yoga Prima Putra; Yusuf Tri Herlambang; Iim Siti Karimah; Yuliarti Murtiasih; Farida Amalia; Yoga Prima Putra; Yusuf Tri Herlambang
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.5

Abstract

This study aims to analyze the similarities and differences between French language and Indonesian language through a contrastive analysis approach focusing on phonology, morphology, and syntax. At the phonological level, the main differences lie in the vowel and consonant systems, nasalization, stress patterns, and the pronunciation of final sounds. In terms of morphology, French exhibits a complex inflectional system, including verb conjugation and grammatical marking of gender and number, whereas Indonesian tends to be agglutinative, employing affixation without significant morphological changes based on gender or number. Syntactically, both languages generally follow a Subject–Predicate–Object (SPO) structure; however, they differ in noun phrase structure, article usage, agreement, and adjective placement. The findings indicate that these structural differences may cause linguistic interference in foreign language learning, particularly for Indonesian learners of French. This research is expected to contribute to the field of contrastive linguistics and foreign language teaching.
DEEP LEARNING EPISTEMOLOGY: A PHILOSOPHICAL PARADIGM OF SCIENTIFIC UNDERSTANDING IN THE ERA OF ARTIFICIAL INTELLIGENCE septiana munggarani; Yusuf Tri Herlambang; Yunus Abidin
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6563

Abstract

Rapid advances in artificial intelligence (AI) have transformed how humans understand, manage, and construct knowledge. In an era of digital technology and automation, it becomes essential to revisit the meaning of knowledge and human cognition, especially as machine learning systems begin to emulate and even surpass human analytical abilities. This study aims to explore how traditional epistemological concepts are transformed through the application of deep learning and its implications for scientific understanding and educational praxis. Using a Systematic Literature Review (SLR) method, this research analyzes recent scholarly works related to epistemology, deep learning, and the philosophy of knowledge within the context of AI. The findings indicate that deep learning not only signifies technological progress but also establishes a new paradigm for acquiring and validating knowledge. This paradigm emphasizes data-driven reasoning, continuous learning, and the construction of knowledge through inferential patterns similar to human thought. In conclusion, deep learning represents a holistic and dynamic model of scientific understanding, promoting synergy between artificial intelligence and human wisdom in developing meaningful and ethical knowledge in the digital era.
EDUCATIONAL PHILOSOPHY AS A FOUNDATIONAL FRAMEWORK FOR THE CHARACTER DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS Ajeng Tri Agustini; Yusuf Tri Herlambang; Yeni Yuniarti
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.7048

Abstract

Character formation among elementary school students has become a crucial necessity amid the challenges of the digital era. Schools, families, and communities play a significant role in shaping children’s morality; therefore, a clear philosophical foundation is required to guide the process of character education. This study aims to examine the role of educational philosophy as a basis for the development of moral and ethical values in elementary school students through a review of recent literature. The method employed was a Systematic Literature Review of national and international articles published between 2022 and 2025, selected through the PRISMA stages. The findings indicate that character education is effective when moral values are integrated into the curriculum, teachers act as moral exemplars, active learning is implemented, and families as well as the school environment provide consistent support. Educational philosophy offers a conceptual direction that assists teachers in adjusting learning strategies to the students’ contextual conditions. In conclusion, character education becomes more meaningful when it is grounded in philosophical principles that emphasize values, reflection, and authentic learning experiences.
ETHICS OF GADGET USE AMONG ELEMENTARY SCHOOL STUDENTS: A REVIEW FROM THE PERSPECTIVE OF MORAL PHILOSOPHY yayang karlina; Yusuf Tri Herlambang; Dede Margo Irianto
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7120

Abstract

The increase in gadget use among elementary school students is a phenomenon that is not only pedagogical and psychological in nature, but also has complex ethical implications. This article aims to examine the use of gadgets among elementary school children through a critical synthesis of various moral philosophy perspectives within the framework of technoethics, so that technology is not understood merely as a learning tool, but as an agent that shapes children's habits, social relationships, and value orientations. This study uses the Systematic Literature Review (SLR) method based on PRISMA standards on 22 scientific articles published in the last five years and sourced from Google Scholar, ScienceDirect, and SpringerLink databases. The analysis was conducted using a thematic approach to integrate empirical findings with the perspectives of deontological ethics, utilitarianism, virtue ethics, care ethics, discourse ethics, responsibility ethics, and family ethics. The results showed that unethical gadget use has the potential to reduce empathy, weaken social interaction, disrupt cognitive function, and hinder the formation of children's moral character. From a technological ethics perspective, these findings confirm that the effectiveness of educational technology cannot be separated from the moral responsibility of adults as technology controllers. This article concludes that the use of gadgets by elementary school students should be viewed as a moral practice that requires a normative and conceptual framework, not merely technical regulations, so that technology can contribute positively to the human and moral development of children.
Co-Authors Abdul Holik Maulana Adriansyah, Muhammad Irfan Ahmad Solihin Ai Sutini Ai Sutini Aisha Nadia Ajeng Tri Agustini Al-Kansa, Bunga Bhagasasih Amaliyah, Sania Amelia Putri W Andriani Safitri Ani Hendrayani Ani Hendriani Ani Hendriyani Anti Mutmainnah Arif Sarifudin Ariyanti Ariyanti Asep Ahyar Asep Herry Hernawan Asep Rudi Nurjaman Auli Ihza Ahyati Aulia, Erlinda Risa Nur Awalia Marwah Suhandi Belva Saskia Permana Belva Saskia Permana Budi Hendrawan Cahyani, Karina Chaiirunissa Chica Awailiyah Citera Yusrina Dadan Setiawan Dede Margo Irianto Dede Margo Irianto Dede Margo Irianto, Dede Margo Dede Tri Kurniawan Desiana Natalina Deti Rostika, Deti Dewi, Dinie Anggraeni Dewi, Maharani Sartika Diki Somantri Diki Somantri Dinarti, Novi Suci Dinda Oktaviana Dinie Anggraeni Dewi Dipta Afrilia Putri Dwi Wulandari Dwi Wulandari Dwiputri, Fira Ayu Efendi, Pitri Maharani Egi Divya Tyara Bilkis Ekaprasetya, Sahma Nada Afifah Elly Rizeqia Fadilah Elza Amalia Salsya Bani Eri Yusron Ernalis Ernalis Ervina Anatasya Etty Rohayati, Etty Fajar, Rizka Putri Ayuning Lestari Fakhrudin, Alifia Mutsla Fani Widia Putri Farida Amalia Farida Amalia Farida Amalia, Farida Fauziah, Isna Nadifah Nur Fauziyah, Syifa Hasna Fazrul Prasetya Nur Fahrozy Febriyanti, Natasya Fitri Sholihah Fitria Rayani Rahman Fully Rakhmayanti Gantina Gantina Hakim, Aulia Nur Haliza, Vesha Nuriefer Hamdan Agustian Hamdani, Annisa Dwi Hana Yunansah Hana Yunansah Hani Risdiany Harahap, Annisa Adinda Putri Hasna Muthi Luthfiyah Heni Yuliani Herawan, Denisha Oktaviane Heryanti, Yan Yan Hidapenta, Detania Hikmah, Shofi Nurul Humaeroh, Siti Iim Siti Karimah Iim Siti Karimah Iim Siti Karimah, Iim Siti Imam Catur Pratomo imam catur pratomo Indah Dwi Lestari Intan Oktaviani Agustina Islami, Raya Amanda Nur Istiqomah, Yunita Yasmin Iswanda, Mila Lisnadiani Jihad Fadhilah Jihan Fadhilah Kadek Ashadi Putra Karai Handak, Indira Syifa Kinkin Karimah Nursyabani Lambok Hermanto Sihombing Lara Sati leli patimah Lia Hardiani Linda Cibya Rahmawati Listiana, Yhesa Rooselia Lutvia Ainun Hazizah Lutvia Ainun Hazizah M Nizan Solehudin Maola, Putri Sofiatul Mega Laeni Mei Nur Rusmiati Mila Andriani Nurcahya Minarti Sulistia Ningsih Mira Juliya Mira Juliya Mirawati Mirawati Moch Lucky Winandar MUH. HUSEN ARIFIN Muliasari, Desiani Natalina Mulyati, Sri Entang Nana Supriatna Nati Saripah Nayla Rizqiyah Neneng Rostika Ni Putu Laksmi Resti Putri Noviani Arum Sari Nur Hidayat Nunuy Nurjanah Nur Annisyah Nur Insani, Galuh Nurazizah, Tsani Shofiah Nurfauziah, Astri Nursya'bani, Kinkin Karimah Nurul Kamilah Permatasari, Nikie Ailsa Pitri Maharani Efendi Pupun Nuryani Pupun Nuryani Putri Pratama, Nabella Yaniariza Putri, Fani Widia Putri, Frysca Amanda Rachmi Nursifa Yahya Rahman Wahid Rahman Wahid Rahman Wahid Raisa Ayu Luthfia Ratih Novi Septian Regiani, Ega Rendiyawati, Rindi Resi Endang Rifansyah Kalimayatullah Rina Rohayati Riswati Ashifa Riyadi Rafiki Riyadi Rafiki rohaetul Rohmah, Hana Nurur Rosalina, Bunga Rostika, Raden Deti S, Annisa Anastasia Sabilla, Annisa Safitri, Andriani Salsabila, Shalwa Rizkya Salwa Cantika Khoirunnisa Santi Winangsih Saputri, Selly Ade Savitri, Aini Shifana septiana munggarani Setianingsih, Evi Setiawan, Dadan Sholih, Jamilla Agustin Ummu Silsi Nur Azizah Sindi Ladya Baharizqi Siti Rahmi Azkiah Sukaesih Sukaesih Sukawan, Intan Afiyah Supriyanto, Dede Susilo, Sigit Vebrianto Tatang Muhtar Tatang Muhtar Tatang Muhtar, Tatang Thesalonika, Nathasya Tin Rustini Tin Rustini, Tin Tita Mulyati, Tita Tono Sutanto Trifalah Nurhuda Ulfiah, Zakiah Wahdini Rohmah Jaelani Wardah Qonitah Waryanti Waryanti Wati Agustiani Yadi Suryadi Yadi Suryadi Yadi, Nofri yayang karlina Yayu Asih Marlina Yeni Yuniarti, Yeni Yoga Prima Putra Yoga Prima Putra Yoga Prima Putra Yulia, Leni Yuliarti Murtiasih Yuliarti Murtiasih Yunita Yasmin Istiqomah Yunita, Septi Yunus Abidin Yunus Abidin Yusuf Tri Herlambang Zaki Apriansyah