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All Journal Jurnal Konseling dan Pendidikan Jurnal Pendidikan Indonesia JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Tadris: Jurnal keguruan dan Ilmu Tarbiyah Conciencia Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Hijri JIEM (Journal of Islamic Education Management) Jurnal Manajemen & Supervisi Pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Briliant: Jurnal Riset dan Konseptual Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Emerging Science Journal Tadbir : Jurnal Studi Manajemen Pendidikan MANAJERIAL Jurnal Penelitian Pendidikan IPA (JPPIPA) SOSIOHUMANIKA Jurnal Administrasi Pendidikan Indonesia Jurnal ADPEND JURNAL PENDIDIKAN GLASSER Jurnal Administrasi dan Manajemen Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) Edukasi Islami: Jurnal Pendidikan Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Jurnal Basicedu Journal of Educational Research and Evaluation AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara JAMP : Jurnal Administrasi dan Manajemen Pendidikan EARR Jurnal Pengabdian Masyarakat Multidisiplin Jurnal Pengabdian Nasional (JPN) Indonesia International Journal of Educational Management and Innovation (IJEMI) Didaktika: Jurnal Kependidikan Rambideun : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan PKn Jurnal Pengabdian kepada Masyarakat Jurnal Tata Kelola Pendidikan (JTKP) Indonesian Journal of Educational Development (IJED) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Basicedu Mamangan Social Science Journal Jurnal Pendidikan Islam Kelola: Jurnal Manajemen Pendidikan Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Jurnal Pengabdian Nasional (JPN) Indonesia Afkarina : Jurnal Pendidikan Agama Islam International Journal of Educational Qualitative Quantitative Research Edukasi Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Abmas Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Inovasi Kurikulum
Diding Nurdin, Diding
Universitas Pendidikan Indonesia
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Strengths and Weaknesses in Applying Servant Leadership in Schools in the Age of Independence Learning: A Literature Review Ramdini, Henri; Nurdin, Diding; Suryana, Asep; Kadarsah, Deni
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 16 No 1 (2024): Advancing Education through Innovation and Technology
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v16i1.2085

Abstract

This research aims to conduct an analysis of the strengths and weaknesses that arise in implementing servant leadership in schools in the era of Kurikulum Merdeka (KM). Using a qualitative approach, literature study is the method used in this research. The data source in this research is peer-reviewed journal articles that have been published by accredited journal publishers from the Scopus and Google Scholar databases. The article search process begins with exploring articles from the Scopus and Google Scholar portals. We visit official article pages to strictly select trusted sources from the start. By establishing exclusion and inclusion criteria, we selected 79 articles and determined 11 articles as primary data sources. The results of this research show that the application of servant leadership in schools can provide 12 positive impacts that are beneficial for teachers, education staff, students, and the performance of school organizations which can be accepted as an element of strength in efforts to achieve school goals. However, there is a threat of chaos in the school organization when the implementation of servant leadership is not supported by adequate detailed guidelines. We recommend that education policymakers design and establish detailed guidelines regarding servant leadership in schools.
Digital Leadership Influencing the Capabilities of Early Childhood Education Organizations in School Mover I Bandung Mulyaniapi, Tepi; Permana, Johar; Soemarto, Soemarto; Nurdin, Diding
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.63875

Abstract

The study aims to investigate the challenges and issues arising from the impact of digital leadership and organizational capabilities on Early Childhood Education (ECE) School Mover in Bandung City. This includes understanding how these factors may hinder or enhance the educational environment in such institutions. This research examines the influence of digital leadership and organizational capabilities in Early Childhood Education (ECE) School Mover in Bandung City. The author used the Structure Equation Model (SEM) in conjunction with quantitative methods on a sample of 238 participants. Results indicate that all indicators on both variables effectively reflect the latent variables, and show a strong level of validity. These findings underscore the significance of digital leadership in enhancing educational organizational capabilities. Even though ECE is part of School Mover, with the vision "Freedom to Learn, Freedom to Play," this research reveals that there is still a gap between the need for digitalization in education and the ability of ECE organizations to adopt digital technology. Efforts to overcome this inequality must include technology training for teaching staff, support from the government, adequate budget allocation, and a leadership model that can lead ECE organizations in adopting digital technology. The demonstrated strong correlation between digital leadership and organizational capabilities underscores the need for targeted interventions to bridge the digital leadership implementation gap in ECE.
Peran Kepala Sekolah dalam Implementasi Supervisi Pembelajaran untuk Mengingkatkan Kualitas Guru di Abad 21 Sahirah, Nahdah Nasya; Suryana, Asep; Sutarsih, Cicih; Nurdin, Diding
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 1 (2024): Volume 7 No 1 Maret 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i12024p89

Abstract

Abstract: This research aims to describe and analyze the role of the principal in the implementation of learning supervision to improve the quality of teachers in the 21st century at SD Mutiara Bunda, Bandung City. The method used in this research is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study show that the principal plays a role in the implementation of learning supervision at SD Mutiara, assisted by the school’s academic team by integrating formal and informal approaches. The techniques used by the principal in learning supervision are direct and indirect observation. The principal plays a role in 4 cycles of learning supervision implementation, namely planning, implementation, evaluation, and follow-up. In the implementation cycle, it is carried out in 4 stages, namely learning planning, learning implementation, learning evaluation, and learning follow-up. The follow-up carried out by the principal is by holding workshops and individual coaching for teachers. The implementation of learning supervision carried out by the principal is by 21st-century supervision, which emphasizes guidance for teachers to improve teacher quality.Keyword: Supervision, learning supervision, 21st century. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran kepala sekolah dalam implementasi supervisi pembelajaran untuk meningkatkan kualitas guru abad 21 di SD Mutiara Bunda Kota Bandung. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah berperan dalam implementasi supervisi pembelajaran di SD Mutiara dibantu oleh tim akademik sekolah dengan mengintegrasikan pendekatan formal dan informal, teknik yang digunakan kepala sekolah dalam supervisi pembelajaran adalah observasi secara langsung dan tidak langsung. Kepala sekolah berperan dalam 4 siklus implementasi supervisi pembelajaran yaitu perencanaan, pelaksanaan, evaluasi dan tindak lanjut. Dalam siklus pelaksanaan dilakukan dalam 4 tahapan pula yaitu perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi pembelajaran, dan tindak lanjut pembelajaran. Tindak lanjut yang dilakukan oleh kepala sekolah yaitu dengan mengadakan workshop dan coacing individual kepada guru. Implementasi supervisi pembelajaran yang dilakukan oleh kepala sekolah telah sesuai dengan supervisi abad 21 yaitu dengan menekankan pembinaan kepada guru untuk meningkatkan kualitas guru.Kata kunci: Supervisi, supervisi pembelajaran, abad 21
Analisis Implementasi Gaya Kepemimpinan Visioner dan Gaya Kepemimpinan Transformasional di SMP Annihayah Karawang Sya’diyyah, Rina; Prihatin, Eka; Abubakar, Abubakar; Nurdin, Diding
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 2 (2024): Volume 7 No 2 Juni 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i22024p232

Abstract

Abstract: The aim of this research is to examine the school's visionary leadership style and the school's transformational leadership style on teacher performance at Annihayah Karawang Middle School. This research uses a qualitative descriptive method to collect data. The principal, two teachers, and one administrative staff served as participants in this research. Data collection techniques include interviews, observation, and document analysis. Researchers show that the Principal of Annihayah Middle School successfully implemented a visionary and transformational leadership style resulting in a well-functioning educational environment. The effectiveness of a school principal's leadership style can be seen through the clarity of his vision and mission which can be a role model for teachers and staff. Both visionary leadership and transformational leadership play an important role in improving teacher performance. This research provides valuable insights that can guide school principals in determining the leadership style that is best suited for their school.Keywords: Visionary Leadership, Transformational Leadership, Principals, Teacher performance Abstrak: Tujuan penelitian ini adalah untuk menganalisis gaya kepemimpinan visioner dan gaya kepemimpinan transformasional sekolah terhadap kinerja guru di SMP Annihayah Karawang. Penelitian ini menggunakan metode deskriptif kualitatif untuk mengumpulkan data. Kepala sekolah, dua guru, dan satu staf administrasi berperan sebagai partisipan dalam penelitian ini. Teknik pengumpulan data meliputi wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa kepala sekolah SMP Annihayah berhasil menerapkan gaya kepemimpinan visioner dan transformasional sehingga menghasilkan lingkungan pendidikan yang berfungsi dengan baik. Efektivitas gaya kepemimpinan kepala sekolah dapat dilihat melalui kejelasan visi dan misinya yang dapat menjadi teladan bagi guru dan staf. Baik kepemimpinan visioner maupun kepemimpinan transformasional memainkan peran penting dalam meningkatkan kinerja guru. Penelitian ini memberikan wawasan berharga yang dapat memandu kepala sekolah dalam menentukan gaya kepemimpinan yang paling cocok untuk sekolahnya.Kata kunci: Kepemimpinan Visioner, Kepemimpinan Transformasional, Kepala Sekolah, Kinerja guru
Kesiapan Guru Di Abad 21 Dengan Pendekatan Empat Dimensi Kepemimpinan Situasional Kepala Sekolah Aziz, Cut Nurhalizah; Nurdin, Diding
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 6, No 3 (2023): Volume 6 No 3 September 2023
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v6i32023p198

Abstract

Abstract: The purpose of this study was to identify the four dimensions of situational leadership that are used by school principals to improve teacher readiness in the 21st century. A qualitative approach with case studies is the method used in this study. Data and information were obtained from the results of observations and interviews that have been conducted. The results of the study show that the principle in implementing situational leadership styles tends to be delegative, namely this last group of leadership styles for employees with very high readiness, skills, and desires. This leadership style pays little attention to relationships and tasks. This style observes and supervises employees, leaders see progress and results, assign authority and obligation to employees, and ensure employees achieve appropriate results.Keywords: Situational Leadership; teacher readiness; 21st centuryAbstrak: Tujuan penelitian ini adalah untuk mengidentifikasi empat dimensi kepemimpinan situasional yang digunakan kepala sekolah dalam meningkatkan kesiapan guru di abad 21. Pendekatan kualitatif dengan jenis studi kasus menjadi metode dalam penelitian ini. Data dan informasi didapatkan dari hasil observasi dan wawancara yang telah dilakukan. Hasil penelitian menunjukkan kepala sekolah tersebut dalam pengimplementasian gaya kepemimpinan situasional cenderung delegatif yaitu kelompok gaya kepemimpinan terakhir ini untuk karyawan yang kesiapan, keterampilan serta keinginan yang sangat tinggi. Gaya kepemimpinan ini tidak terlalu memperdulikan hubungan dan tugas. Gaya ini mengamati dan mengawasi karyawan, pemimpin melihat kemajuan dan hasil, memberikan wewenang dan kewajiban kepada karyawan, dan memastikan karyawan mencapai hasil yang sesuai.Kata kunci: Kepemimpinan Situasional; kesiapan guru; abad 21
Mengembangkan Kepemimpinan Pendidikan Unggul Di Era Revolusi Industri 4.0 dan Era Society 5.0 Purba, Dreitsohn Franklyn; Nurdin, Diding; Diturun, Abubakar; Irawan, Bambang; Darmawan, Dani
Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 3 No. 1 (2023): Februari
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/educare.v3i1.1401

Abstract

Salah satu landasan pembangunan bangsa yang sangat vital adalah bidang pendidikan. Pendidikan nasional menghadapi tantangan yang semakin kompleks dan menuntut persaingan yang tinggi. Pengembangan kepemimpinan pendidikan merupakan upaya yang harus dilakukan karena terjadi perubahan yang sangat pesat pada konteks lingkungan pendidikan. Pengembangan kepemimpinan pendidikan unggul dapat mengacu kepada karakterisitik personal dan kriteria-kriteria kepemimpinan dari berbagai kajian empirik yang sesuai dengan konteks era revolusi industry 4.0 dan era society 5.0. Sejalan dengan pengertian kepemimpinan, maka kepemimpinan yang unggul dihasilkan melalui suatu proses yang melibatkan pembelajaran melalui pengalaman, pengetahuan, dan keterampilan yang dilakukan secara sengaja. Pengembangan kepemimpinan unggul juga dilakukan melalui pengalaman pribadi maupun pengalaman orang lain dan mengaplikasikannya melalui learning by doing; melalui pendidikan formal dan pelatihan, dan mentorship. Pengembangan kepemimpinan unggul juga dapat dilakukan melalui penerapan filosofi pendidikan nasional Ing ngarso sung tulodo, ing madyo mangun karso, Tut wuri handayani. Pengembangan dilakukan melalui pemberdayaan, memberi teladan, menginspirasi dan memotivasi, serta memberikan dukungan yang signifikan Menjadi pemimpin yang unggul juga dimulai dari menjadi pengikut yang baik.
Respons Dosen Pendidikan Guru Sekolah Dasar Terhadap Perkuliahan Daring Irawan, Bambang; Nurmalia, Laily; Purba, Dreitsohn Franklyn; Darmawan, Dani; Nurdin, Diding; Dituruna, Abubakar
Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Vol. 3 No. 1 (2023): Januari
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/mindset.v3i1.1405

Abstract

Salah satu landasan pembangunan bangsa yang sangat vital adalah bidang pendidikan. Pendidikan nasional menghadapi tantangan yang semakin kompleks dan menuntut persaingan yang tinggi. Pengembangan kepemimpinan pendidikan merupakan upaya yang harus dilakukan karena terjadi perubahan yang sangat pesat pada konteks lingkungan pendidikan. Pengembangan kepemimpinan pendidikan unggul dapat mengacu kepada karakterisitik personal dan kriteria-kriteria kepemimpinan dari berbagai kajian empirik yang sesuai dengan konteks era revolusi industry 4.0 dan era society 5.0. Sejalan dengan pengertian kepemimpinan, maka kepemimpinan yang unggul dihasilkan melalui suatu proses yang melibatkan pembelajaran melalui pengalaman, pengetahuan, dan keterampilan yang dilakukan secara sengaja. Pengembangan kepemimpinan unggul juga dilakukan melalui pengalaman pribadi maupun pengalaman orang lain dan mengaplikasikannya melalui learning by doing; melalui pendidikan formal dan pelatihan, dan mentorship. Pengembangan kepemimpinan unggul juga dapat dilakukan melalui penerapan filosofi pendidikan nasional Ing ngarso sung tulodo, ing madyo mangun karso, Tut wuri handayani. Pengembangan dilakukan melalui pemberdayaan, memberi teladan, menginspirasi dan memotivasi, serta memberikan dukungan yang signifikan Menjadi pemimpin yang unggul juga dimulai dari menjadi pengikut yang baik.
MAPPING THE USE OF DIGITAL LEARNING TOOLS AND METHODS FOR INCREASING TEACHERS’ DIGITAL COMPETENCE Arif, Mohamad Zaenuri; Nurdin, Diding; Sururi, Sururi
JURNAL PENDIDIKAN GLASSER Vol. 7 No. 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i2.2528

Abstract

Teachers are required to be able to apply digital tools and media to every aspect of their professional duties. Teachers’ digital competence become important for teachers to acquire. This research purpose is to mapping the use of digital technologies in teachers’ practice. Data was obtained through a survey and analized with descriptive statistics analysis from 93 samples of elementary, middle school, high school, and vocational school teachers. The results show 56.99% teachers use smartphones for learning tools while other 43.01% use PC/laptop device. As many as 48.39% teachers conduct digital learning through message app, 19.35% through LMS, and the rest through online meeting, social media, or all of the type simultaneously. The type of the content dominated by video and image, obtained through web content providers that are searched through search engine. Teachers also use text to give guidance for students, and quiz for formative and summative assessment. A total of 22 teachers carried out asynchronous learning, 35 synchronous learning, and 33 hybrid learning. In conclusion, teachers more often use smartphones, messaging app, and learning media that contain text, with additional video or image content for the learning process, guidance, and quizzes in assessments provided through synchronous and hybrid learning
EDUCATIONAL MANAGEMENT OF EDUCATIONAL CULTURE AND CHARACTER IN 3 PUBLIC ELEMENTARY SCHOOLS PILOTS BIREUEN Nova, Nova; Nurdin, Diding
EARR (Educational Administration Research and Review) Vol 6, No 2 (2022): December 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/earr.v6i1.47511

Abstract

Some of the problems of educational institutional management, especially in the out-of-school education path that are being faced today are: I) the high illiteracy rate in various age ranges, 2) there are still school-age children who are out of the school education system, 3) many elementary, junior high school, high school graduates who do not continue to a higher level, 4) the large number of the unemployed labor force population because they are unable to compete in the job market,  5) the heavy burden on families and communities in making ends meet due to poverty. The five main problems above, the Ministry of National Education has developed a countermeasure strategy that can be implemented in various pathways, types and levels of education, namely life skills-oriented education through a broad-based education approach. In the process of cultural education and the personality of the nation, learners actively develop pots. One of the latest national education policies in Indonesia is to implement education with the character of national values in Indonesian schools. In the process of cultural education and the personality of the nation, learners actively develop their potential, internalize and internalize the values of their personality by integrating into society, develop developing a more prosperous society life and developing a decent national life. Culture is a whole system of thoughts and feelings, actions and works produced by man in social life that are worthy of study. Through education that develops cultural values and national courage, students have similar values and personalities to themselves, able to apply these values in their lives as individuals, as members of society and as religious, ethnic, productive and creative citizens.Keywords: Education Management, Cultural, Educational Character
Transformational Leadership of Islamic Boarding School Leaders Into Modern Islamic context in diverse Discursive Aishah, Aishah; Nurdin, Diding
EARR (Educational Administration Research and Review) Vol 6, No 2 (2022): December 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/earr.v6i1.47535

Abstract

Leadership in an islamic educational school is one of the issue that keep moving towards modern concept. Thus, this study try to potrait the phenomena and to find the background and purpose of the transformation. The study conducted through library research in which the writer to collect various source and data and the data showed that the transformation occured within the islamic borading school is to adjust with the development of the era dan global. Therefor, to be exist and contribute the the islamic development, the transformatioan is viewed as one of steps taken by scholar. Key Words: Boarding school, Leadership, Transformational
Co-Authors Aan Komariah Aan Komariah Abdul Azis Wahab Abdul Azis Wahab Abu Bakar Abu Bakar Abubakar Abubakar Abubakar Abubakar Aceng Muhtaram Mirfani Adimiharja Kusumadipraja Adli Adli Aedi, Nur Affandi, Nurdin Afianti, Dini Agus Muji Santoso Ahmad Hafidh Alkaf Ahmad Raiza Zulfikar Aishah Aishah, Aishah Alifya Nurzehan Anggorowati, Rita Arfani, Insan Arif, Mohamad Zaenuri Arifin, M Bahri Arip Amin Arip Amin Arisandi, Diki Asep Dikdik Asep Rosidin Asep Suryana Aslam Aslam Aslam Aslam, Aslam Aulia Riski Ayhuan, Welhelmina Febriana Aziz, Cut Nurhalizah Bela Elqaweliya Cepi Triatna, Cepi Cicih Sutarsih Cut Nurhalizah Aziz Dadang Suhardan Dahlia Rineva Puspitasari Danny Meirawan Darmawan, Dani Darmawan, Prasetyo Agung Dea Pratami Dede Wiwif Furqoni Dedy Achmad Kurniady Deisye Supit Deni Kadarsah Devy Yulistiawati Dikdik, Asep Dini Afianti Diturun, Abubakar Dituruna, Abubakar Djaman Satori Djam’an Satori Dreitsohn Franklyn Purba Eka Prihatin Eka Prihatin Eka Prihatin Eka Prihatin Disas Endang Herawan Endang Herawan Fadhli Fadhli Gema Muhammad Shidiq Gevorg T. Malashenko Gorni, Richard Lionel Hartati, Seri Hartini, Nani Hasan, Ansari Helina Apriyani Herlina Permata Sari Hirawati Oemar Imam Sibaweh Inna N. Rykova Irawati Sabban Johan, Muhammad Johar Permana Juliah, Dedeh Juliani Musti Khofifah Kartini Nurhidayah Khairul Anwar Khofifah, Juliani Musti Kurniatun, Taufani C Laily Nurmalia Lili Abdullah Rozak Lili Indarti Lina Herlina Lucki Hersya Rachman Luthfi Audia Pribadi m rezeki muamar Marni Hartati Marnita Marnita Marwan Marwan Mikhail E. Kosov Mikhail E. Kosov Mirfani, Aceng Muhtaram Misnar Mohamad Zaenuri Arif Muhamad Taufik Bintang Kejora Muhammad Johan Murfiah, Uum Murtanti, Wilin Mustamiah, Riyadatul Nani Hartini Nia Kurnia Nova Nova Novianti, Herlin Nugraha Suharto Nuphanudin Nuphanudin, Nuphanudin Nur Aedi Nurbani, Destisari Nurdin Nurdin Nurdin Nurhidayah, Kartini Nurlaely Nurlaely Octavira, Ira Nadya Olesya V. Dudnik Olga A. Grishina Permana, Riyaldi Dithia Prajna Hewu Wau Pamalungan Prajuri, Mohamad Djodi Hardi Pribadi, Luthfi Audia Prihatin, Eka Qoribah, Siti Rahmat Fadhli Rahmawati . Ramdini, Henri Raskadi Raskadi Raskadi Raskadi Rd Furqon Regina Mega Pratiwi Richard Lionel Gorni Rieke Febrina Rifaatussalwa Hayati Rifqi Syauqi Hubby Rina Sya’diyyah Rino Rino Riski, Aulia Rita Hayati Riyadatul Mustamiah Rofahiyatul Aisy Roni Indra Rosidin, Asep Rozak, Lili Abdullah S Suryadi Sa’ud, Udin Syaefudin Sahirah, Nahdah Nasya Salsabil, Syifa Hanifa Satori, Djam'an Satori, Djam’an Sa’ud, Udin Syaefudin Seri Hartati Seri Hartati Sibaweh, Imam Silvi Listia Dewi Sodiqin, Hasan Soemarto Soemarto Soemarto Soemarto Soemarto Soemarto, Soemarto Sofyan Sauri Sonny Muhammad Ikhsan Mangkuwinata Sugardha, Irza Adya Sugardha, Irza Adya Suharjuddin Suharjuddin Sumarto Sumarto Sumarto Sumarto Sumarto Suparta Rasyid Suparta Rasyid Sururi Sururi . Sururi Sururi, Sururi Suryadi Suryadi Suryadi Suryadi Suryadi sutarsih, cicih Sya’diyyah, Rina Taufani C Kurniatun Taufani Chusnul Kurniatun Tengku Riza Zarzani N Tepi Mulyaniapi Tetrasari, Lusi Tjutju Yuniarsih, Tjutju Tyagita Ayuningtyas Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Udin Syaefudin Sa’ud Ummi Fathiyatussa’adah Uum Murfi'ah Uum Murfiah Vadim V. Ponkratov Wahid Muhsin Yadi Suryadi Yan Orgianus Yayah Huliatunisa Yayah Huliatunisa Yayah Rahyasih, Yayah Yohamintin Yohamintin yohamintin, yohamintin Zahrawanni Niza Gunarko Putri