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All Journal Jurnal Prima Edukasia Pedagogi : Jurnal Penelitian Pendidikan Jurnal Daya Matematis PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan dan Teknologi Jurnal Analisa PRISMA IndoMath: Indonesia Mathematics Education Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Pedagogik Journal of Islamic Elementary School Journal of Education and Instruction (JOEAI) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Sains Sosio Humaniora Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Instructional Development Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Jurnal Abdi Insani Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat JURNAL MANAJEMEN PENDIDIKAN Edunesia : jurnal Ilmiah Pendidikan Range : Jurnal Pendidikan Matematika BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal of Innovation in Educational and Cultural Research Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Didaktika: Jurnal Kependidikan Jurnal PEKA (Pendidikan Matematika) Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Cokroaminoto Journal of Primary Education SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Inovasi Kurikulum INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Indonesian Journal of Educational Development (IJED) Journal of Advanced Sciences and Mathematics Education JURNAL MUARA PENDIDIKAN Journal of Learning and Technology Eduvest - Journal of Universal Studies Indonesian Journal of Humanities and Social Sciences
Sendi Ramdhani
Universitas Terbuka
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DARI KEBIJAKAN KE PRAKTIK: MEMPERKUAT KAPASITAS GURU SEKOLAH DASAR UNTUK PEMBELAJARAN MENDALAM MELALUI PENGABDIAN MASYARAKAT Bachtiar, Bachtiar; Ramdhani, Sendi; Sylvia, Sylvia
Jurnal Abdi Insani Vol 12 No 11 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i11.3040

Abstract

Contemporary perspectives on 21st-century education emphasize that primary schooling must cultivate transferable competencies that extend beyond content mastery. In Indonesia, the implementation of the 2023 Curriculum and the Merdeka Belajar framework foregrounds Deep Learning (Pembelajaran Mendalam) as a means to achieve the 6Cs (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking) from the earliest grades. This study reports a community service (Pengabdian Kepada Masyarakat, PKM) intervention designed to strengthen primary teachers’ capacity to understand and implement this policy in their classrooms. The program involved 28 teachers from SD Negeri Pondok Cabe Ilir 02, Tangerang Selatan, and adopted a four-stage model: observation, socialization, workshop and mentoring, and evaluation. A mixed-methods approach was employed, incorporating teacher surveys on knowledge and self-efficacy, classroom observations aligned with the 6Cs, analysis of lesson plans and student artifacts, and focus group discussions. Data were analyzed using descriptive statistics, inferential tests, and thematic analysis. The findings reveal significant improvements in teachers’ knowledge, understanding, and awareness of Deep Learning, which fostered a collective commitment to redesign lessons and adopt more active, student-centered pedagogies. Teachers applied differentiated strategies across grade levels: story- and play-based learning in lower grades, and guided inquiry in both middle and upper grades. The program also encouraged professional collaboration and mentoring, although barriers such as limited preparation time, insufficient resources, and varied levels of teacher readiness persisted. These results suggest that the implementation of Deep Learning in primary schools requires sustained and context-sensitive professional development, supportive school leadership, adequate resources, and longitudinal research to link changes in teacher practice with long-term improvements in student learning outcomes.
PENGEMBANGAN GAME DIVISION ADVENTURE BERBASIS ANDROID UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN MOTIVASI BELAJAR SISWA PADA MATERI OPERASI PEMBAGIAN Widyyatun Ni'amah, Ika; Ramdhani, Sendi; Andri Nurcahyono, Novi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40412

Abstract

This study aims to: (1) describe students' needs for the Division Adventure game to improving their problem-solving skills in division operations, (2) describe the development of the Division Adventure game in improving problem-solving skills in division operations. (3) develop a Division Adventure game that is feasible, practical, and effective in improving problem-solving skills in division operations, and (4) develop a Division Adventure game that is effective in increasing student’s learning motivation. This research is a developmental study consisting of preliminary study, development, and product testing stages. The results of this study are: (1) interactive media is needed that provides a more concrete display, can be used independently by students, improves understanding of story problems, division operations, and learning motivation, which underlies the development of Android-based educational games; (2) the development stage develop an Android-based game consist of four main menus, that are Materi, Latihan, Main, and Pengaturan, and two additional menus, which are Penghargaan and Tentang; (3) A Division Adventure game is feasible based on expert judgements, practical for use in learning based on user responses by students and teachers, and effective in improving problem-solving skills related to division operations that shown by the test results with a t-count = 16.335 > t table = 2.093, which means there is a significant difference in students' problem-solving skills before and after using the Division Adventure game; (4) At the product testing stage, the results obtained were |t count| = 18.007 > t table = 2.093, indicating a significant difference in student learning motivation before and after using the Division Adventure game.
Implementasi Kepemimpinan Digital Kepala Sekolah dan Dampaknya terhadap Pemanfaatan Teknologi di Sekolah Dasar Rosita, Tita; Suhandoko, Astri Dwi Jayanti; Belawati, Tian; Sembiring, Maximus Gorky; Purwanto, Agus Joko; Ramdhani, Sendi; Kurniasih, Mia
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jb.v7i2.17265

Abstract

Transformasi digital pada pendidikan dasar menuntut peran strategis kepala sekolah sebagai pemimpin perubahan dalam mengintegrasikan teknologi ke dalam pembelajaran dan pengelolaan sekolah. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk memperkuat kepemimpinan digital kepala sekolah dasar serta menganalisis dampaknya terhadap pemanfaatan teknologi di sekolah. Metode pelaksanaan kegiatan menggunakan pelatihan yang bersifat aplikatif dan partisipatif, disertai dengan pengumpulan data melalui kuesioner untuk mengukur implementasi kepemimpinan digital kepala sekolah. Data dianalisis menggunakan metode Weighted Means Score (WMS) guna memperoleh gambaran tingkat capaian setiap indikator kepemimpinan digital. Hasil kegiatan menunjukkan bahwa kepemimpinan digital kepala sekolah berada pada kategori sangat baik, khususnya pada aspek visi digital, dorongan penggunaan teknologi dalam pembelajaran, keterbukaan terhadap inovasi, serta peran keteladanan kepala sekolah. Pelatihan terbukti mampu meningkatkan kesadaran dan kapasitas kepala sekolah dalam memimpin transformasi digital secara lebih terarah. Namun demikian, beberapa aspek seperti penguatan jejaring eksternal, penganggaran teknologi, dan kerja sama antar sekolah masih memerlukan pendampingan lanjutan. Secara keseluruhan, kegiatan ini memberikan dampak positif terhadap penguatan kepemimpinan digital dan pemanfaatan teknologi di sekolah dasar serta menjadi dasar rekomendasi pengembangan program pendampingan berkelanjutan untuk mendukung transformasi digital yang berkelanjutan.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Mery Noviyanti; Sudirman Sudirman; Thesa Kandaga; Sendi Ramdhani; Muhamad Galang Isnawan
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
The effect of digital mathematics learning on students’ problem-solving and creative thinking abilities in statistics learning Subiyati, Rini; Siswono, Tatag Yuli Eko; Ramdhani, Sendi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3743

Abstract

Digital learning in mathematics has gained increasing attention as a way to support students’ higher-order thinking skills, particularly problem-solving and creative thinking. This study aimed to investigate the effect of digital mathematics learning on students’ problem-solving and creative thinking abilities in statistics. A quasi-experimental design was used involving 54 students who were divided equally into experimental and control groups. Data were collected through pretests and posttests and analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The results showed that the experimental group achieved higher posttest scores than the control group in problem-solving ability (72.41 vs. 63.78) and creative thinking ability (70.15 vs. 61.44). The experimental group also showed significant improvement from pretest to posttest in problem-solving ability (mean difference = 15.37, t = 8.21, p < 0.001) and creative thinking ability (mean difference = 14.81, t = 7.56, p < 0.001). In addition, students in the digital learning class performed better than those in the conventional class in fluency, flexibility, originality, and total creativity score. These findings indicate that digital mathematics learning can help students solve statistical problems more systematically and encourage creativity in exploring different solution strategies. This study highlights the importance of integrating digital media, such as interactive videos and Excel-based activities, into statistics learning to support more innovative mathematics instruction.
PENGARUH MODEL COOPERATIVE LEARNING TIPE TWO STAY TWO STRAY (TSTS) TERHADAP PEMAHAMAN MATEMATIS DAN KEMAMPUAN BERFIKIR KRITIS SISWA SDN Siregar, Khalida Ziah; Ramdhani, Sendi; Sumarni, Sumarni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10734

Abstract

This research is motivated by students' low mathematical understanding and critical thinking skills in mathematics learning in elementary schools. Initial observations at SDN 100900 Gunungtua showed that some students still had difficulty understanding the concept of plane figures and had not yet achieved the Minimum Completion Criteria (KKM). This study aims to determine the effect of the Two Stay Two Stray (TSTS) Cooperative Learning model on the mathematical understanding and critical thinking skills of fourth-grade students at SDN 100900 Gunungtua. This study used a quantitative approach with a quasi-experimental type and a Nonequivalent Control Group Design. The study population was all 40 fourth-grade students. The sampling technique used total sampling, with class IV-B as the experimental class and class IV-A as the control class. Data collection techniques were carried out through mathematical understanding tests and critical thinking skills tests. The research instrument was a descriptive test that had been tested for validity and reliability. Data analysis was carried out through normality tests, homogeneity tests, Independent Sample t-tests, and MANOVA. The results of the study showed that the TSTS learning model had a significant effect on students' mathematical understanding (t = 4.367; Sig. 0.000 < 0.05) and critical thinking skills (t = 3.835; Sig. 0.000 < 0.05). The MANOVA test results also showed a significant simultaneous effect (F = 10.025; Sig. 0.000 < 0.05). Thus, the TSTS learning model effectively improves students' mathematical understanding and critical thinking skills. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya pemahaman matematis dan kemampuan berpikir kritis siswa dalam pembelajaran matematika di sekolah dasar. Hasil observasi awal di SDN 100900 Gunungtua menunjukkan bahwa sebagian siswa masih mengalami kesulitan memahami konsep bangun datar dan belum mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Learning tipe Two Stay Two Stray (TSTS) terhadap pemahaman matematis dan kemampuan berpikir kritis siswa kelas IV SDN 100900 Gunungtua. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Nonequivalent Control Group Design. Populasi penelitian adalah seluruh siswa kelas IV yang berjumlah 40 siswa. Teknik pengambilan sampel menggunakan total sampling, yaitu kelas IV-B sebagai kelas eksperimen dan kelas IV-A sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes pemahaman matematis dan tes kemampuan berpikir kritis. Instrumen penelitian berupa tes uraian yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, uji Independent Sample t-test, dan MANOVA. Hasil penelitian menunjukkan bahwa model pembelajaran TSTS berpengaruh signifikan terhadap pemahaman matematis siswa (t = 4,367; Sig. 0,000 < 0,05) dan kemampuan berpikir kritis siswa (t = 3,835; Sig. 0,000 < 0,05). Hasil uji MANOVA juga menunjukkan pengaruh signifikan secara simultan (F = 10,025; Sig. 0,000 < 0,05). Dengan demikian, model pembelajaran TSTS efektif meningkatkan pemahaman matematis dan kemampuan berpikir kritis siswa.    
The Development of Ethnomathematics-Based Learning Tools in Ball Games to Improve Understanding of Permutation and Combination Concepts Kinasih, Dewi; Sugilar; Ramdhani, Sendi
Jurnal Sains Sosio Humaniora Vol. 9 No. 2 (2025): Volume 9, Nomor 2 Desember 2025
Publisher : LPPM Universitas Jambi

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

Abstract

This research aims to describe the development process, the quality of the development results, and the enhancement of students' conceptual understanding through the development of mathematics learning tools based on ethnomathematics using the bola bekel (a traditional ball game) activity. This study employs a Research and Development (R&D) design utilizing the ADDIE development model. The population of this study was students at SMAN 3, with the research sample consisting of eleventh-grade students. The resulting learning products from this R&D study include Lesson Plans (RPP) and Student Worksheets (LKPD). The findings of this development research are: 1) A detailed description of the systematic development of the learning product using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). 2) The quality of the developed product is categorized as good to very good, indicated by the results of validity, practicality, and effectiveness testing, which showed categories of very valid, practical-to-very practical, and effective, demonstrated by the increase in students' conceptual understanding. This increase is projected by the student passing rate on the Minimum Mastery Criteria (KKM) score, which rose significantly from a mere 9.09% to 78.8%. Based on the Wilcoxon test conducted, there is a significant influence from the use of ethnomathematics-based learning materials derived from the bola bekel game on students’ conceptual understanding of the Permutation and Combination subject matter. Referring to these research findings, it can be concluded that the development of ethnomathematics-based learning products utilizing the bola bekel game is proven valid, effective, and practical in enhancing students' conceptual understanding of Permutation and Combination.
Perbandingan Penerapan Model Pembelajaran Jigsaw dan Konvensional Ditinjau dari Keaktifan Belajar Siswa Zai, Derlina; Yumiati, Yumiati; Ramdhani, Sendi
JOEAI (Journal of Education and Instruction) Vol. 8 No. 2 (2025): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v8i2.14511

Abstract

Tujuan penelitian ini untuk 1) Menganalisis perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran Jigsaw ditinjau dari keaktifan belajar siswa pada mata Pelajaran Matematika, 2) Menganalisis perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran Konvensional ditinjau dari keaktifan belajar siswa pada mata Pelajaran Matematika Penelitian ini merupakan penelitian kuantitatif menggunakan desain komparatif ex post facto. Penelitian ini dilaksanakan pada kelas IV SDN di Gunungsitoli Idanoi. Sampel penelitian berjumlah 97 siswa. Metode pengumpulan data yang digunakan dalam penelitian ini yaitu observasi dan posttest. Teknik analisis data menggunakan analisis Two Way Anova. Hasil penelitian menunjukan bahwa hasil belajar siswa yang dibelajarkan dengan model pembelajaran Jigsaw menunjukkan bahwa kategori Sangat Aktif terutama pada Kelas IVb dari SDN 071062 Umbuhumene menunjukkan nilai tertinggi dengan mean 83.64, sedangkan hasil belajar siswa yang diajarkan dengan model pembelajaran konvensional menunjukkan bahwa kategori Sangat Aktif terutama pada Kelas IVa SDN 071061 Tetehosi Idanoi dengan mean 80.00. Simpulan dari penelitian adalah model pembelajaran Jigsaw lebih unggul dibandingkan model konvensional dalam meningkatkan hasil belajar siswa di kelas IV pada mata pelajaran matematika. Oleh karena itu, pengimplementasian model pembelajaran ini dapat menjadi alternatif yang efektif dalam meningkatkan keaktifan belajar siswa. Kata Kunci: Model Pembelajaran Jigsaw, Konvensional, Keaktifan Belajar
The Impact of Differentiated Problem-Based Learning on Elementary Mathematical Thinking and Problem-Solving Dyah Kusumasari; Sendi Ramdhani; Novi Andri Nurchayono
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82220

Abstract

This study examines the effect of differentiated Problem-Based Learning (PBL) on critical thinking and mathematical problem-solving abilities among sixth-grade elementary students. These competencies are essential in today's global world yet remain inadequately taught in basic education. Using a quasi-experimental pretest-posttest control group design with cluster random sampling, the research was conducted at SDN Kutisari I/268 Surabaya for the 2025/2026 school year. The study involved 31 students in Class 6A (experimental group receiving differentiated PBL) and 31 students in Class 6C (control group receiving expository learning). Primary data came from pre-tests, post-tests on critical thinking and mathematical problem-solving, and observation sheets; secondary data from official documents. Research instruments underwent validity testing using Pearson's Product-Moment correlation, reliability testing using Cronbach's Alpha, difficulty level testing, and discriminating power index testing, analyzed via SPSS version 29. Data analysis employed the Shapiro-Wilk, Levene test, initial ability equivalence test, Mann-Whitney test, and Spearman’s Rank correlation. Findings reveal the experimental group achieved higher average post-test scores in critical thinking (80) and mathematical problem-solving (79), surpassing the control group’s scores of 74.9 and 73.3, respectively. The study concludes that differentiated PBL is more effective than expository teaching in enhancing these abilities. Results also indicate a positive relationship between critical thinking and problem-solving skills, suggesting mutual developmental support.
PENGEMBANGAN GAME EDUKASI PETUALANGAN SI WUNDA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KOMPUTASIONAL (COMPUTATIONAL THINKING) SISWA KELAS IV SD Ahmad Irfan; Gusti Yarmi; Sendi Ramdhani
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.3756

Abstract

Computational thinking is an essential 21st-century skill that remains low among elementary school students, particularly in Science and Social Studies (IPAS) learning on the topic of changes in the state of matter. This study aims to develop and evaluate the feasibility, practicality, and effectiveness of an educational game entitled The Adventure of Wunda as an interactive learning medium. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The instruments included expert validation sheets, student response questionnaires, and pre-test and post-test assessments of computational thinking skills. The results showed that the game was valid according to experts, received “practical–very practical” responses from students, and effectively improved computational thinking skills, as indicated by a high N-Gain score and a significant difference based on the Wilcoxon test. Therefore, The Adventure of Wunda is feasible and effective for IPAS learning in elementary schools.
Co-Authors Abdul Mujib Afriani Afriani Ahmad Irfan Amalia Sapriati Andri Nurcahyono, Novi Andriani, Farida Andriyani, Setiya Annisa Nurlaela Artanti, Yuli Astri Dwi Jayanti Suhandoko Bachtiar Bachtiar Baehaki, Imam Bahasa Indonesia, Bahasa Indonesia Budi Pratikno, Budi Candini Fatmawati Didi Suryadi Dyah Kusumasari Ela, Neng Fatmawati Hiola Firdaus, Fery Muhamad Fitria Amastini Gusti Yarmi Happy Karlina Marjo Harry Dwi Putra Harry Dwi Putra, Harry Dwi Hartingsih, Hartingsih Hartiningsih Hartiningsih Hasratuddin Hasratuddin Hedi Budiman Hery Widijanto Hidayat, Andi Reza I. Isfarudi Irfan, Ahmad Isfarudi Isfarudi Isnawan, Muhamad Galang Isti Rokhiyah Jalil, Jefri Nurdin Abdul Jalil, R Jefri Nurdin Abdul  Jodi, Sutriyana Karso Karso kiki ratnaning arimbi Kinasih, Dewi Krisnadi, Elang Kurniasih, Mia Kusumastuti, Mimin Nurjhani Laksmini, Margareta Diana Maharani, Arry Rekno Ulta Maman Rumanta Manalu, Meyanti Mery Noviyanti Muhammad Amin Fauzi Muhammad, Guntur Maulana Murip, Dorli Nita Rahayu Novi Andri Nurcahyono Novi Andri Nurchayono Nur Asih Nur Asih, Nur Paillin, Bongga Pannen, Paulina PUJI LESTARI Purwanto, Agus Joko Puryati Puryati Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Rani Sugiarni Razali, Fazilah binti Redo Andi Marta, Redo Andi Resti Haryanti Sidebang Riandi Marisa Rokhiyah, Isti Rovel Lufitos Sembiring, Maximus Gorky Siregar, Khalida Ziah Siti Julaeha, Siti Sri Dewi Nirmala Subiyati, Rini Sudarno Sudarno Sudirman Sufyani Prabawanto, Sufyani Sufyati HS Sugilar Suhandoko, Astri Dwi Jayanti Sumarni Sumarni Syafruddin Syafruddin Syahril Syahril Syaiful Huda Syifa'ana, Sri Wulan Sylvia Sylvia Tatag Yuli Eko Siswono Then, Yoana Merilla Kurniawan Thesa Kandaga Tian Belawati, Tian Tita Rosita Tri Dyah Prastiti Wakhudin Widyyatun Ni'amah, Ika Wisata, Widya Yarmi, Gusti Yumiati Yustiara, Dana YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH Zai, Derlina