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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmiah Psikologi Terapan Jurnal Ilmu Pendidikan Cakrawala Pendidikan Jurnal Psikologi Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Humanitas: Indonesian Psychological Journal Journal of Education and Learning (EduLearn) Journal of Educational, Health and Community Psychology Lingua Cultura Mimbar Sekolah Dasar PSYMPATHIC Indigenous: Jurnal Ilmiah Psikologi Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Psikologi Teori dan Terapan Journal of Psychological Science and Profession Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Humaniora Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology Psikostudia : Jurnal Psikologi Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set Psibernetika ANIMA Indonesian Psychological Journal Provitae: Jurnal Psikologi Pendidikan Jurnal Paedagogy Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Penelitian dan Pengukuran Psikologi: JPPP Psychological Research on Urban Society Jurnal Penelitian Pendidikan Indonesia Seurune : Jurnal Psikologi Unsyiah Jurnal Pendidikan Progresif Jurnal Kajian Bimbingan dan Konseling
Rose Mini Agoes Salim
Fakultas Psikologi Universitas Indonesia
Arts Humanities Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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Navigating Career Challenges in Gen Z: The Path from Parental Support to Career Adaptability through Future Work-Self Pratiwi, Anggun; Salim, Rose Mini Agoes
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.86250

Abstract

One of the external factors that contribute to increasing career adaptability is parental support. However, previous studies have shown mixed results regarding the relationship between parental support and career adaptability, indicating the existence of internal factors that can act as mediators, namely future work-self. Therefore, this study aims to examine the role of future work-self as a mediator in the relationship between parental support and career adaptability in Gen Z students. This study uses a quantitative approach with a mediation analysis design. The research sample consisted of 159 undergraduate and diploma students aged 19–25 years (M=21.2), who were selected using convenience sampling techniques. Data collection was carried out online using the Career Adaptability Scale-5 (CAS-5), Career-Related Parent Support Scale (CRPSS), and Future Work Self Scale (FWSS), which have been tested for validity and reliability. Data analysis was carried out using mediation analysis techniques with Jamovi software. The results showed that future work-self acts as a partial mediator in the relationship between parental support and career adaptability. Parental support has a significant direct effect on career adaptability as well as an indirect effect through the mediation of future work-self. This study confirms that parental support plays an important role in increasing the career adaptability of Gen Z students, both directly and through future work. The implication is that universities can develop career guidance programs that involve parents, while students need to build a clearer career vision.
The Impact of CoRong Ajar on Teachers’ Understanding to Enhance Self-Control in Children Exposed to Violence Lalita, Maya Nirmala Tyas; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1342-1353

Abstract

The Impact of CoRong Ajar on Teachers’ Understanding to Enhance Self-Control in Children Exposed to Violence. Objectives: The purpose of this study was to examine the effectiveness of the CoRong Ajar program (Model, Encourage, and Teach) in enhancing teachers' understanding of how to improve self-control in children aged 4 to 8 who have been exposed to violence. Methods: A quasi-experimental design using a one-group pretest and posttest method was applied. A total of 11 teachers participated in the study. They all worked directly with children who had experienced different forms of violence. Participants were chosen based on their roles in both education and psychosocial support. The objective test was used to evaluate participants' understanding of the program. This instrument was developed to align with the content and objectives of the CoRong Ajar program. Data were analyzed using the Friedman Test to examine overall changes and the Wilcoxon Signed-Rank Test to compare differences between specific time points. Findings: The results showed a significant improvement in participants' understanding. The mean scores increased from pretest (8.78) to posttest (10.9) and further to the follow-up test (13.1). The Friedman Test also revealed a statistically significant difference across the three time points (p < 0.05). It indicated an effect of the overall intervention. Additionally, the Wilcoxon Signed-Rank Test confirmed significant pairwise differences between the pretest and posttest, the posttest and follow-up test, and the pretest and follow-up test. Conclusion: CoRong Ajar program revealed effectiveness in enhancing teachers' understanding of how to teach self-control in children aged 4 to 8 who have been exposed to violence. The findings of this study provide a valuable reference for handling low self-control in children exposed to violence that is applicable within school environments. Keywords: children abused, CoRong Ajar, early childhood, moral development, self-control.
Effectiveness of MOPS-F Training to Enhance Parental Understanding of Analytical Thinking Stimulation in Children Aged 3-6 Years Maula, Maizan Rahmah; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1236-1249

Abstract

Effectiveness of MOPS-F Training to Enhance Parental Understanding of Analytical Thinking Stimulation in Children Aged 3-6 Years. The ability to think analytically is one of the important abilities for early childhood. Early childhood who is not yet independent, has not been able to solve their daily problems, and frequent tantrums are examples of children who have not been stimulated their analytical thinking skills. Parents, who are the closest environment, are the most influential factor in early childhood development. Objective: This study aims to test the effectiveness of MOPS-F training to improve parents' understanding of the stimulation of analytical thinking skills of children aged 3-6 years. Methods: The intervention carried out in this study was in the form of experiential learning training consisting of 4 stages. In the concrete experience stage, parents are invited to experience new experiences, then in the reflective observation stage, parents are invited to reflect and discuss, in the abstract conceptualization stage, the researcher provides material to form concepts, and finally at the active experimentation stage, parents apply new knowledge to real action. The study was conducted on 50 parents of early childhood. The material provided included understanding the importance of stimulating analytical thinking and how to stimulate children with the MOPS-F method. The measurement instrument used in this study was 10 questions related to the MOPS-F training module prepared by the researcher. This study was analyzed using the Wilcoxon Signed-Rank test. Findings: The results showed that MOPS-F training was able to improve parents' understanding of children's stimulation of analytical thinking (W=1275, p-value<.001). Conclusion: Experiential learning training is a method that is suitable for adult learning processes. Parents are the most influential environment in early childhood development, therefore, training carried out on early childhood parents is very important to support children's development, especially in stimulating their analytical thinking skills. This research can be useful to be a foundation in the preparation of the next intervention in parents of early childhood. Keywords: stimulation, early childhood, analytical thinking, stimulation methods, parental training.
The Role Of Future Work Self As Moderator Between Career Anxiety And Career Decision Making Difficulty Raditya, Dewa Gede Nata; Salim, Rose Mini Agoes
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.86892

Abstract

The characteristics of Gen Z, who are prone to anxiety, will potentially cause them to have difficulty in determining their first career. Anxiety has a strong reciprocal relationship with difficulty in decision-making. This study aims to understand the role of having a Future Work Self or a clear career self-image in the relationship between career anxiety and difficulty in career decision-making. The study used a quantitative approach with moderation analysis. The participant sampling used random sampling on the population of Generation Z students in Indonesia. A total of 157 participants took part in this study. The data collection method employed a questionnaire, which was analysed using moderation analysis to determine the interaction between variables. The results showed that Future Work Self correlated negatively with the level of difficulty in career decision-making; however, the moderation analysis revealed that Future Work Self did not play a significant role as a moderator. The research findings indicate that Gen Z students can experience anxiety and struggle with decision-making despite having a clear career self-image. This study concludes that future work self plays a significant moderator in the relationship between career anxiety and difficulty in career decision-making. The stronger an individual's image of themselves in the future in the context of work, the lower the negative impact of career anxiety on their ability to make effective career decisions. This research offers implications for campus policymakers, particularly career centres, to provide training on managing career anxiety.
“Seri Cerita Empatiku”: Dialogic Reading Method to Develop Empathy in 5-7 Years Old Children Nadia, Yasmin; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp575-590

Abstract

“Seri Cerita Empatiku”: Dialogic Reading Method to Develop Empathy in 5-7 Years Old Children. Objective: The prevalence of aggressive behaviors in early childhood children needs significant attention due to its potential negative impact on both the children themselves and those around them. Empathy, a crucial component of prosocial behavior, is an important factor that can be cultivated in early childhood to counteract aggressive tendencies. This study aims to foster empathy in children aged 5–7 years through the dialogic reading method. The intervention focuses on two primary aspects: enhancing children’s ability to recognize emotional expression (e.g., happiness, sadness, anger, and fear) and promoting empathy by developing cognitive and affective empathy. Methods: The research was conducted with 15 children using the Empathy Scale for Children to measure emotional understanding and the Empathy Continuum Scoring System to measure empathy. The Empathy Scale for Children and the Empathy Continuum Scoring System were translated into Indonesian and adapted for children aged 5-7 years. The book reading intervention using the dialogic reading method was carried out for 3 sessions. In the book reading session, children were divided into small groups of 5-7 children. There were 2 story books read in this study, namely "Aku Tahu Perasaanku" to develop emotional understanding skills and "Aku Tahu Perasaan Temanku" to develop empathy. Statistical tests were carried out using the Wilcoxon Signed Rank Test. Findings: Findings indicate that the intervention improves children’s understanding of emotional understanding and empathetic responses in specific situations. Conclusion: A new empathy measurement scale tailored to diverse emotional understanding in children could be developed for future research. A more elaborate dialogic reading intervention is needed to improve its effectiveness.  Keywords: empathy, dialogic reading, early childhood.
Dialogic Reading Method in Improving The Understanding of Emotion on Children 4-6 Years Old Nurvinkania, Ayu Aulia; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Dialogic Reading Method in Improving The Understanding of Emotion on Children 4-6 Years Old. Objectives: The purpose of this study was to examine how effectively the dialogic reading approach helped children aged 4 to 6 understand emotions. Methods: A sample of 25 participants was used in a pretest-posttest design. Pons and Harris (2004) evaluated emotional comprehension using the Test of Emotional Comprehension (TEC). Children's pretest, posttest, and one-week follow-up posttest findings were included in the research data. The data was analyzed using the Wilcoxon signed-rank test. Findings: after the dialogic reading intervention, there was a significant improvement in emotional understanding scores. Compared to the pretest, the average posttest score (5.68) was higher.   Additionally, the average score on the posttest after a week was 6.52. This study revealed a variety of remarkable conclusions about the dialogic reading intervention. Certain aspects of the CROWD reading strategies Complete questions, Repeat questions, Open-ended questions, WH questions, Distancing questions, and unique prompts showed greater levels of interest than others. For example, WH and open-ended questions were very engaging and encouraged children to elaborate on their experiences and provide answers. Children also gave thoughtful answers that differed from the set responses.   These answers point to a more nuanced comprehension of emotions and raise the possibility that the TEC is not fully capable of handling a range of responses. Social connections and interpersonal processes shape the children's experiences and statements. Conclusion: The dialogic reading intervention is effective in enhancing emotional understanding in 4- to 6-year-old children. The findings of this study can serve as a valuable reference for educators and parents in developing intervention programs to support children's emotional development. Keywords: dialogic reading, emotion comprehension, emotion understanding, early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024145
The Effectiveness of a Psychoeducation Intervention Program for Enhancing Self-Esteem and Empathy : A Study of Emerging Adult College Student Cathlin, Cintya Amelia; Salim, Rose Mini Agoes
Jurnal Paedagogy Vol. 11 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.11414

Abstract

This research examines the effectiveness of psychoeducation intervention programs among emerging adult college students. We used the quantitative method with single-subject designs—Kirkpatrick evaluation model conducted by targeting two measurement levels: reaction and learning. Quantitative data analysis used the Rosenberg Self-Esteem Scale (RSES) and the Basic Empathy Scale (BES). Qualitative data were measured through baseline, treatment, and follow-up assessments. The findings of this research demonstrated that enhancing self-esteem and empathy through this program was effective. Significant changes in the subjects' knowledge and attitudes were observed after the intervention. This research suggests that emerging adult college students can gain a deeper understanding of their potential and experience a positive mind and emotional states through increased self-esteem and empathy.
Indonesian Version of DREEM Short Form Construct Validity Test in Measuring Student Perception of Distance Learning Environment Lutfiana, Aviva; Salim, Rose Mini Agoes
Psikostudia : Jurnal Psikologi Vol 12, No 2 (2023): Psikostudia : Jurnal Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v12i2.11049

Abstract

English: The learning environment is very important to support student achievement. During the COVID-19 pandemic until the new normal transition, students are faced with a changing learning environment, starting from online, hybrid, to full offline. Dundee Ready Education Environment Measure (DREEM) is an instrument that measures students' perceptions of their learning environment in medical institutions developed by Roff, et.al. (1997). DREEM initially consist of 50-item to measure five domains, it was later developed into a 12-item short version by Jeyashree, Shewade, and Kathrivel (2018). There is no adapted version of DREEM short-form for non-medical institutions in Indonesia. Therefore, this study aims to adapt and validate the DREEM short-form measurement tool for a wider range of institutions. The population of this instrument testing are students in Indonesia with a sample of 160 people. The results show that the instrument has good internal consistency (α= 0.896), able to distinguish individuals in groups based on discrimination items, and valid in measuring constructs (Model Fit CFI = 0.922; GFI = 0.901; SRMR = 0.055, and have a good factor loading). Thus, Indonesian version of DREEM short-form is a valid and reliable tool for use in research in the field of education in a wider range of institutions.Indonesian: Lingkungan pembelajaran sangatlah penting untuk mendukung prestasi mahasiswa. Pada masa pandemi COVID-19 hingga transisi new normal, mahasiswa dihadapkan dengan lingkungan pembelajaran yang berubah-ubah, dimulai dari daring, hybrid, hingga full luring. Dundee Ready Education Environment Measure (DREEM) merupakan instrumen yang mengukur persepsi mahasiswa terhadap lingkungan pembelajarannya dalam institusi medis yang dikembangkan oleh Roff, et.al. (1997). Awalnya DREEM berjumlah 50-item untuk mengukur lima domain, kemudian dikembangkan dalam versi singkat (short-form) 12-item oleh Jeyashree, Shewade, dan Kathrivel (2018). Selama ini belum ada alat ukur dalam Bahasa Indonesia untuk DREEM short version 12-item untuk institusi di luar medis. Maka penelitian ini bertujuan untuk membuat adaptasi dan validasi alat ukur DREEM Short-Form 12-item untuk institusi yang lebih luas. Populasi dari pengujian alat ukur ini adalah mahasiswa di Indonesia dengan sampel sebanyak 160 orang. Hasilnya menunjukkan bahwa alat ukur yang telah diadaptasi memiliki konsistensi internal yang baik (reliabilitas α= 0.896), mampu membedakan individu dalam kelompok berdasarkan item discrimination, dan valid dalam mengukur konstruk (Model Fit CFI = 0,922; GFI = 0,901; SRMR = 0,055, dan memiliki muatan faktor yang baik). Dengan begitu, DREEM-12 Bahasa Indonesia merupakan alat ukur yang valid dan reliabel untuk digunakan dalam penelitian di bidang pendidikan pada setting yang lebih luas.
Academic Motivation of Highschoolers During Distance Learning: The Contribution of Perceived Social Support and Grit: [Motivasi Akademik Siswa SMA yang Menjalani Pembelajaran Jarak Jauh: Sumbangan Persepsi Dukungan Sosial dan Grit] Salim, Rose Mini Agoes; Ginandra, Regia Lidwina; Rumalutur, Nur Aisyah
ANIMA Indonesian Psychological Journal Vol 38 No 2 (2023): ANIMA Indonesian Psychological Journal (Vol. 38, No. 2, 2023)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v38i2.5286

Abstract

The changing in learning activities from face-to-face classes to distance learning has brought a decrease in student’s enthusiasm and involvement. This change might also cause a decrease in academic motivation among high school students. Academic motivation could be increased by internal factors, namely perceptions of social support and grit. This study aimed to examine the contribution of perceived social support and grit on academic motivation. This study’s measurements utilized: (1) the Academic Motivation Scale (AMS) for academic motivation; (2) Social Provisions Scale (SPS) for perceived social support; and (3) Grit Short Scale (GRIT-S) for grit. Data was obtained using a series of questionnaire distributed online. This study involved total of 222 high school students undergoing distance learning. Based on a multiple linear regression analysis, it was found that perceived social support and grit had a significant contribution of 8.7% to academic motivation (F = 10.392; R² = .087; Adjusted R² = .078; p = .05). Therefore, related parties need to maintain and develop social support and grit for students so that academic motivation can remain good even when faced with distance learning conditions. Perubahan kegiatan belajar menjadi pembelajaran jarak jauh (PJJ) membawa berbagai perubahan yang dapat menyebabkan menurunnya semangat dan keterlibatan, karena menurunnya motivasi akademik pada siswa sekolah menengah atas (SMA). Motivasi akademik dapat ditingkatkan dengan faktor internal, yaitu persepsi terhadap dukungan sosial dan grit. Studi ini ingin melihat kontribusi dari persepsi terhadap dukungan sosial dan grit secara bersamaan pada motivasi akademik. Pengukuran variabel studi ini dilaksanakan menggunakan: (1) motivasi akademik dengan Academic Motivation Scale (AMS); (2) persepsi terhadap dukungan sosial dengan Social Provisions Scale (SPS); dan (3) grit dengan Grit Short Scale (GRIT-S). Data studi ini didapatkan dengan menggunakan kuesioner yang disebarkan secara daring. Sebanyak 222 partisipan yang sedang menjalani pembelajaran jarak jauh (PJJ) dilibatkan dalam studi ini, dan berdasarkan analisis multiple linear regression, didapatkan hasil bahwa persepsi terhadap dukungan sosial dan grit secara bersamaan memiliki kontribusi yang signifikan senilai 8,7% terhadap motivasi akademik (F = 10,3; R² = 0,087; Adjusted R² = 0,078; p < 0,05). Maka dari itu, penting bagi pihak terkait untuk menjaga dan mengembangkan dukungan sosial dan juga grit pada siswa agar motivasi akademik dapat tetap baik walaupun dihadapkan pada kondisi pembelajaran jarak jauh (PJJ).
The Mediating Role of Adversity Quotient in The Relationship Between Parental Support and Career Adaptability among Generation Z Vocational High School Students Hadi, Nia Priscilla Natasya; Salim, Rose Mini Agoes
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13499

Abstract

This study aims to analyze the mediating role of adversity quotient in the relationship between parental support and career adaptability among Generation Z vocational high school students. This quantitative, non-experimental study involved 627 twelfth-grade students from five schools in Jakarta and Banten, aged 16-18 (M=17.2), with a majority of female students (65.6%). Data was collected using the Career Adaptability Scale-5 (CAS-5), Career Related-Parent Support Scale (CRPSS), and Adversity Response Profile-Quick Take (ARP). Data was analyzed using R studio. The results showed that the adversity quotient partially mediated the relationship between parental support and career adaptability. The adversity quotient possessed by Generation Z vocational high school students can help them overcome difficulties in achieving career goals and adapting to the ever-changing career context due to the development of Industry 4.0 and the use of technology in the workplace. Parental support perceived by Generation Z vocational high school students significantly contributes to increasing students' career adaptability. This implies that the role of parents is crucial because the higher the parental support, the more students will have the ability to adapt to changing career contexts, especially Generation Z vocational high school students who will experience career transitions into the workforce.
Co-Authors Afifah, Rifda Nabila Airin Y Saleh Airin Yustikarini Saleh Almira Rizki Pontania Amanda, Gianti Anggun Pratiwi Annisa Maulidya Chasanah Annisa Nurul Utami Ardianingsih, Wulansari Astri Setiamurti Astri Setiamurti Atikah Ainun Mufidah Atikah Ainun Mufidah Ayu Aulia Nurvinkania Azkya Milfa Laensadi Cathlin, Cintya Amelia Damar Prasetya Dara Suci Amini Dara Suci Amini, Dara Suci Dian Cahyani, Dian Dias Amartiwi Putri Gavinta Elizabeth Kristi Poerwandari, Elizabeth Kristi Felinsa Oktora Tanau Fitriani Yustikasari Lubis Frieda Maryam Mangunsong Frieda Maryam Mangunsong Siahaan Gianti Amanda Ginandra, Regia Lidwina Giyati Retnowati Hadi, Nia Priscilla Natasya Hartanto, Natassha Safira Abigail Hayuning Zaskya Nugrahani Indria Mayangsari Jamhari Jamhari Jesslin Jesslin Karina, Nungky Karina Korifanny Petrisia Kurniawati, Farida Kusumasari Kartika Hima Darmayanti kusumawati, Hazatriningrum Lalita, Maya Nirmala Tyas Lutfiana, Aviva Lydia Freyani Hawadi Maridha Normawati Maridha Normawati MARIDHA NORMAWATI Maula, Maizan Rahmah Mayangsari, Indria Melly Preston Melly Preston Mufidah, Atikah Ainun Nabila Syafira Audi Syahroel Nadia, Yasmin Nungky Karina Putri Nur Aisyah Rumalutur Nur Aisyah Rumalutur Nurfitriyanie Nurfitriyanie Nurnahdiyah Nurnahdiyah Nurvinkania, Ayu Aulia Petrisia, Korifanny Pontania, Almira Rizki Prasetya, Damar Pratiwi Widyasari Preston, Melly Puji Lestari Suharso Puji Lestari Suharso Putri, Shafira Oktaviani R. Urip Purwono Raditya, Dewa Gede Nata Rafika Rahmi, Rafika Rahmadini, Rizqika Ramdhan, Subhanallah Retnowati, Giyati Rini Hildayani Rumalutur, Nur Aisyah Safitri, Shahnaz Saleh, Airin Y Sarrah Hasyim Abdullah Savitri, Luh Surini Septiana, Eva Setiamurti, Astri Siahaan, Frieda Maryam Mangunsong Siti Khadijah Siti Khadijah Siti Shaliha Stella Bunga Parmawati Subhanallah Ramdhan Tiza Annisa Urip Purwono Utami, Annisa Nurul Wilinda, Noveni Winda Ria Sutjonong Wulansari Ardianingsih Wuri Prasetyawati Wuri Prasetyawati Yaumil Fadhilah Yunandar, Annisa Nabila Ramadhani