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All Journal Publikasi Pendidikan PSYMPATHIC Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta JOIV : International Journal on Informatics Visualization Jurnal SOLMA Jurnal Pendidikan Terbuka Dan Jarak Jauh JOURNAL OF SCIENCE AND SOCIAL RESEARCH Surya Abdimas Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Jurnal Ilmiah Psikologi Mind Set Kumawula: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdi Masyarakat (JAM) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Media dan Teknologi Pendidikan Jurnal Psikologi : Media Ilmiah Psikologi International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Dinika: Academic Journal of Islamic Studies. Jurnal Pendidikan Progresif
Risnawati, Erna
Universitas Terbuka
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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The Greater Father Involvement in Parenting, The Better Self-Esteem Develops Syahputri, Wenny Hikmah; Azahra, Adisa; Risnawati, Erna
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 1 (2025): VOL. 9 NO. 1 APRIL 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i1.26306

Abstract

This research investigates the impact of father involvement on the self-esteem of individuals in early adulthood. Employing a quantitative approach, the study utilized a father involvement scale adapted from Risnawati et al. grounded in the theoretical framework of Gancy and Van Dulman, alongside a modified version of Rosenberg’s Self-Esteem Scale as adapted by Maroqi. The sample consisted of 188 male and female participants aged 18 to 25 who currently reside with their fathers. Participants were selected through an accidental sampling technique. Data analysis using simple linear regression revealed a statistically significant relationship between father involvement and self-esteem. These findings indicate a positive and meaningful contribution of father involvement to the development of self-esteem during early adulthood.
Development of Augmented Reality Media for Local Wisdom Learning Sapta, Andy; Risnawati, Erna; Panjaitan, Dedy Juliandri; Marisa, -; Nisa, Uliya Khoirun
JOIV : International Journal on Informatics Visualization Vol 9, No 4 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.4.4359

Abstract

Indonesia, as an archipelago, has much local wisdom. Teaching local wisdom materials in Indonesia so far tends to use images or videos that are not interactive. This medium has limitations in terms of student involvement. Therefore, it is necessary to develop learning media that can effectively display local wisdom from various cultures. This research uses the Research and Development method to develop Augmented Reality applications. Augmented Reality Local Wisdom: This research developed local wisdom in Indonesia, including the Batak, Javanese, Sundanese, and Betawi tribes. Material culture encompasses traditional clothing, vernacular architecture, indigenous weapons, and regional motifs. The research population comes from the provinces of North Sumatra, Jakarta, West Java, and Yogyakarta. This study's research product involves developing a project-based learning model grounded in local wisdom and supported by Augmented Reality. The development results show that using Augmented Reality in learning, particularly through the project-based learning model, is beneficial because it helps students describe material culture more effectively. This study suggests that students can become more engaged and interactive in their learning. Additionally, using Augmented Reality, students can explore culture more contextually, enhance their problem-solving skills, and reduce the time and costs associated with learning about local culture. The use of AR in local wisdom-based learning could be an innovative solution to enhance the quality of education and cultural preservation in the digital age.
Psikoedukasi Interaktif untuk Meningkatkan Pemahaman Siswa terhadap Perundungan di SMPN 1 Cinangka Kabupaten Serang Wathi, Ayu Fahimah Diniyah; Risnawati, Erna; Wulandari, Nisa A’rafiyah Tri; Gusti, Valeria Yekti Kwasaning; Ningrum, Siti Utami Dewi; Aryaty, Unny
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.75739

Abstract

Tingginya kasus bullying di sekolah menjadi perhatian serius, termasuk di SMPN 1 Cinangka Kabupaten Serang, yang menjadi mitra dalam kegiatan pengabdian ini. Minimnya pemahaman siswa dan kurangnya intervensi efektif dari sekolah menjadi akar masalah yang perlu ditangani. Sebagai solusi, tim pengabdian melaksanakan psikoedukasi antibullying dengan pendekatan partisipatif dan media interaktif. Kegiatan ini menggunakan metode Training Program Development Model, dimulai dengan analisis kebutuhan dan koordinasi dengan guru BK, kemudian dilanjutkan dengan ceramah interaktif, diskusi kelompok menggunakan permainan edukatif Tanggul Bullying, simulasi roleplay, serta refleksi bersama. Efektivitas kegiatan diukur melalui desain one group pretest-posttest yang menunjukkan peningkatan signifikan pemahaman siswa terhadap isu bullying, terutama terkait istilah baru seperti morphing dan doxing. Rata-rata skor meningkat dari 4,75 menjadi 6,25. Refleksi siswa menunjukkan bahwa kegiatan ini menyenangkan, relevan, dan mendorong keberanian untuk bertindak. Program ini terbukti efektif meningkatkan kesadaran dan kepekaan siswa dalam menciptakan lingkungan sekolah yang lebih aman dan bebas dari perundungan.
Early childhood financial literacy: A systematic literature review Pramitasari, Muktia; Siti Syarah, Erie; Risnawati, Erna; Shofiyah Tanjung, Khoiriyah
Atfaluna Journal of Islamic Early Childhood Education Vol 6 No 1 (2023): January-June 2023
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v6i1.5724

Abstract

Financial literacy is important for individuals, society as a whole and contributes to economic growth and development. This systematic literature review aims to provide information regarding the importance of financial literacy for early childhood, financial literacy that early childhood can learn and good practices that have been implemented in stimulating early childhood financial literacy. This research reviews 14 journals from 143 various international journals and proceedings. Research has found that introducing the concept of financial literacy from an early age will encourage healthy financial habits in the future, financial education provides knowledge, skills and confidence, and various media and methods have been developed to stimulate early childhood financial literacy.
Unlocking Imagination through Living Books: A Case Study on Deep Literacy Engagement in Early Childhood within a Charlotte Mason Community in Indonesia Mustapa, Noviana; Syarah, Erie Siti; Risnawati, Erna; Pramitasari, Muktia; Kassim, Siti Kholijah
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.11136

Abstract

This study examines the perceptions of parents adhering to the Charlotte Mason educational philosophy regarding the use of living books in fostering literacy engagement among children. A total of 119 parents participated in this study, selected through purposive sampling based on specific inclusion criteria: their active practice of the Charlotte Mason method and experience in reading living books aloud to their children. The participants predominantly comprised mothers (79.8%), aged between 21 and 50 years, and were predominantly residing in urban areas throughout Indonesia. Employing a quantitative descriptive research design, data were collected through a self-constructed questionnaire consisting of 38 items categorized into four dimensions: perceptions of the benefits of reading living books aloud, reasons for encouraging children to retell stories, rationale for selecting living books, and methods of reading living books. The questionnaire was distributed via Google Forms, and the collected data were analyzed using descriptive statistics with SPSS version 26. The results indicated that respondents possessed highly positive perceptions regarding the cognitive, emotional, and social benefits of reading living books aloud to children. Additionally, parents perceived the practice of asking children to retell stories as beneficial for enhancing language skills, self-confidence, and narrative abilities. The study revealed that living books play a significant role in fostering deep literacy engagement and socio-emotional development in early childhood. The findings provide significant insights for educators, parents, and policymakers in designing effective literacy programs that integrate living books as an essential pedagogical tool and resources.
Unlocking Students’ Success: Math Learning via Instagram Filter Innovations Gusti, Valeria Yekti Kwasaning; Risnawati, Erna; Tanjung, Khoriyah Shofiyah
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

Unlocking Students’ Success: Math Learning via Instagram Filter Innovations Objectives: This study investigates the impact of Instagram-based filter learning media on junior high school students' learning outcomes in mathematics, focusing on relations and functions. Methods: Using a quantitative methodology, the study employed a one-group pretest-post-test design to measure learning outcomes before and after interventions. Data were analyzed using paired t-tests and Cohen’s d to assess both statistical and practical significance. Findings: The findings reveal that Instagram filters significantly improved students' mathematical understanding, with average scores increasing from 61,13 (pre-test) to 71,63 (post-test). The improvement was statistically significant (p < 0,05), with a large effect size (Cohen’s d = 1,02), indicating a substantial impact of the intervention. Furthermore, the use of Instagram filters enhanced engagement and motivation, helping students grasp abstract concepts more effectively. In terms of specific indicators, for Conceptual Understanding, the pretest score was 26,00, and the post-test score increased to 30,38. The N-Gain for this indicator was 31,25%, indicating a moderate improvement in students’ understanding of key concepts. For Procedural Knowledge, the pretest score was 24,00, and the post-test score increased to 27,75. The N-Gain for this indicator was 20,31%, showing low improvement in students’ ability to apply mathematical procedures. For Problem-Solving Skills, the pretest score was 10,25, and the post-test score increased to 13,50. The N-Gain for this indicator was 33.33%, reflecting moderate improvement in students’ ability to apply mathematical knowledge to solve real-world problems involving relations and functions. Conclusions: The results highlight Instagram's potential as an effective educational tool for mathematics. Instagram filters engage students while aligning with Indonesia's Merdeka Curriculum, promoting innovative, student-centered learning. This research offers valuable insights for educators looking to integrate interactive technologies into modern teaching methods. Keywords: instagram filter, mathematics learning media, relations and functions.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024128
Emotional Intelligence Roles for Successful Academic Self-Management of Distance Learning Risnawati, Erna; Pramitasari, Muktia; Mustapa, Noviana; Hanafi
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 2 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i2.7504.2024

Abstract

The advancement of distance learning in education is significant. Professionals and workers can study remotely without having to take time off from work to attend classes. Low academic self-management, on the other hand, is a common barrier faced by students enrolled in distance education programs. Therefore, Research on academic self-management and its determinants have been carried out. Respondents in this study were 180 (19-45 years old) early childhood department program students who were also teachers and lived in urban, suburban, and rural settings conducted by accidental sampling by online questionnaire. Mezzo's self-management scale and Schutte's brief emotional scale (BEIS) were used to measure academic self-management and emotional intelligence, respectively. Regression analysis was used to process the data. There are respondents from rural, suburban, and urban locations. The study's findings indicate that emotional intelligence has a 32.1% impact on academic self-management, with utilization dimension (38%) and emotional control dimensions (39,6%) having the largest effects. The findings of this study are expected to lead to new recommendations for managing emotional intelligence in the Open University student orientation program.
Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood Risnawati, Erna; Wardani, Laila Meiliyandrie Indah; Pramitasari, Muktia; Saputra, Alpin Herman
JURNAL PENDIDIKAN USIA DINI Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.172.01

Abstract

The ability to regulate children's emotions is the basis for psychosocial development which is the key to future success, and they can quickly adapt to other people or situations that may not always be comfortable for them. Theory of mind (ToM) is a construct used to describe the ability to interpret other people's mental states, which then develops into the ability to empathize. This study examines how the theory of mind contributes to the development of emotion regulation in children aged 4, 5, and 6 years. This research used a quasi-experimental design to find the effect of ToM stimulation on children's emotional regulation. 109 respondents were selected using a purposive sampling technique. The scales used in this research are the PreBers scale to examine children's emotional regulation and the ToM scale. The research results showed that the influence of ToM development on children's emotional regulation was 52.4%. The results of this research highlight that the better the child acquires a Theory of Mind, the better the development of the child's emotional regulation. Furthermore, these findings are significant for early childhood education providers to develop programs to optimize ToM acquisition from childhood. Keywords: theory of mind, empathy, emotion regulation, children aged 4, 5, and 6 years References: Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14–20. https://doi.org/10.1016/j.learninstruc.2016.11.004 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diane E.Papalia; Gabriella Martorell. (2014). Experience Human Development (13th ed.). McGraw Hill-Education. Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075 Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73. Fitzpatrick, P., Frazier, J. A., Cochran, D., Mitchell, T., Coleman, C., & Schmidt, R. C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9(July), 1–13. https://doi.org/10.3389/fpsyg.2018.01337 Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37(2), 429–451. https://doi.org/10.1017/S0305000909009520 Graham, A., & Fitzgerald, R. (2011). Supporting children’s social and emotional well-being: Does “having a say” matter? Children and Society, 25(6), 447–457. https://doi.org/10.1111/j.1099-0860.2010.00295.x Hum, K., & Lewis, M. (2013). Emotion Regulation in Children. Handbook of Self-Regulatory Processes in …, 33(April), 102–112. http://books.google.com/books?hl=en&lr=&id=o9DG7crxtZoC&oi=fnd&pg=PA173&dq=Emotion+Regulation+in+Children+With&ots=Lh-WsDVhYR&sig=9M0LvXTiIxBAP85dfTvmEIvqJWA Imuta, K., Henry, J. D., Slaughter, V., & Ruffman, T. (2016). Supplemental Material for Theory of Mind and Prosocial Behavior in Childhood: A Meta-Analytic Review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140.supp Kuntoro, I. A., Risnawati, E., & Collier-Baker, E. (2019). The development of mental time travel in Indonesian children. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 91–98. https://doi.org/10.1201/9781315225302-12 Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotional understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056 Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology, 75(2), 139–145. https://doi.org/10.1037/cep0000228 Lei, Y., Wang, Y., Wang, C., Wang, J., Lou, Y., & Li, H. (2019). Taking familiar others’ perspectives to regulate our own emotion: An event-related potential study. Frontiers in Psychology, 10(JUN), 1–9. https://doi.org/10.3389/fpsyg.2019.01419 Lewis, A. (2019). Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research, 17(4), 294–308. https://doi.org/10.1177/1476718X19860553 Meyebovsky, M. M., Tabullo, Á. J., & García, C. S. (2021). Associations between Theory of Mind and Emotion Regulation in Argentinean Adults. Current Psychology, 40(12), 6118–6131. https://doi.org/10.1007/s12144-019-00539-9 Mizokawa, Ai; Koyasu, M., & Mizokawa, A. (1999). Children ’ understanding of hidden emotion , theory of mind , and peer relationship Method Participants. 2025–2030. Nyklíček, I., Zeelenberg, M., & Vingerhoets, A. (2011). Emotion regulation and well-being. In Emotion Regulation and Well-Being (Issue January 2011). https://doi.org/10.1007/978-1-4419-6953-8 Risnawati, E., Anggraika, I., & Collier-baker, E. (2015). Kontribusi Perolehan Theory of mind terhadap Perkembangan mental Time Travel pada Anak Usia 3-5 tahun. 4(1), 37–39. Shahaeian, A., Peterson, C. C., Slaughter, V., & Wellman, H. M. (2011). Culture and the Sequence of Steps in Theory of Mind Development. Developmental Psychology, 47(5), 1239–1247. https://doi.org/10.1037/a0023899 Shukla, P., & Rishi, P. (2014). A Corelational Study of Psychosocial & Spiritual Well Being and Death Anxiety among Advanced Stage Cancer Patients. American Journal of Applied Psychology, 2(3), 59–65. https://doi.org/10.12691/ajap-2-3-1 Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. https://doi.org/10.1348/026151002760390945 Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
More Than Mindfulness: Why Self-Efficacy Still Matters Most in Inclusive Teaching Stress Risnawati, Erna
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 2 (2025): VOL. 9 NO. 2 OCTOBER 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i2.36106

Abstract

High levels of occupational stress among teachers in inclusive classrooms particularly those educating children with special needs (CWSN), remain a pressing concern in Indonesia. The lack of specialized training and increasing classroom demands exacerbate the psychological burden on inclusive educators. This study aims to examine the relationship between self-efficacy, mindfulness, and teacher stress, and to explore whether mindfulness moderates the relationship between self-efficacy and stress. Adopting a quantitative correlational design, this study involved 100 special education teachers from inclusive schools selected through purposive sampling. Instruments used include the Teacher Stress Inventory, all of which demonstrated strong validity and reliability. Correlation analyses revealed that self-efficacy was significantly and negatively associated with teacher stress, while mindfulness showed no direct association with stress. However, a positive correlation was found between social self-efficacy and mindfulness. Moderation analysis indicated that mindfulness did not significantly moderate the relationship between self-efficacy and stress. This study contributes to the literature by integrating mindfulness and self-efficacy in the context of Indonesian inclusive education, a population often underrepresented in existing research. The findings highlight the importance of institutional support and structured mindfulness programs to strengthen teachers’ self-efficacy and alleviate stress in inclusive educational settings.
Penguatan Kapasitas Guru Menuju Sekolah Inklusi Adaptif dan Berkelanjutan di SMAN 3 Tangerang Selatan Masbukhin, Faizal Akhmad Adi; Abidin, Achmad Anwar; Risnawati, Erna; Fauziah, Nurul Isra; Sausan, Inas
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20809

Abstract

Latar belakang: Pendidikan inklusi merupakan agenda global dan nasional untuk menjamin hak belajar semua anak tanpa diskriminasi. Kegiatan ini berangkat dari kebutuhan SMAN 3 Tangerang Selatan untuk meningkatkan kapasitas guru dalam memahami, menerima, dan mendukung keberagaman peserta didik, khususnya anak berkebutuhan khusus. Tujuan: Pemberdayaan guru SMAN 3 Tangerang Selatan melalui model Scaffolding-Oriented Pedagogical E-Media (SCOPE) agar mampu mewujudkan sekolah inklusi yang adaptif dan berkelanjutan. Metode: Kombinasi pendidikan masyarakat, pelatihan tatap muka, advokasi, dan difusi ipteks yang disertai pembelajaran asinkronus melalui platform MolecuLearn pada Juli–Agustus 2025. Hasil: Rata-rata nilai peserta meningkat dari 6,46 menjadi 8,62 (kenaikan 33,5%), 63% guru menyelesaikan kursus daring, 85% menuntaskan tugas analisis situasi peserta didik, dan 96% menyatakan MolecuLearn memudahkan akses materi. Observasi lapangan memperlihatkan perubahan perilaku guru dalam pengelolaan kelas inklusi dan modifikasi kurikulum. Kesimpulan: SCOPE efektif meningkatkan kompetensi guru dan mengubah budaya sekolah menuju inklusivitas. Program ini berpotensi direplikasi di sekolah lain dengan penguatan fitur teknologi.
Co-Authors Agnis Sombuling Alfida Arisandi Anwar Abidin, Achmad Aryaty, Unny Ayu Fahimah Diniyah Wathi Azahra, Adisa Dedy Juliandri Panjaitan Dian Novita Diniyah Wathi, Ayu Fahimah Dony Darma Sagita Fatma Nur Aqmarina Fatma Nuraqmarina Fauziah, Nurul Isra Gusti, Valeria Yekti Kwasaning Hanafi Hanifah Alriyanti HERMAINI, Budi Kartikawati , Etty Kartikawati, Etty Kassim, Siti Kholijah Khoiriyah Shoffiyah Tanjung Kurnia Putri, Prahastia Kwasaning Gusti, Valeria Yekti Laila Meiliyandrie Indah Wardani Mahamud, Samihah Marisa, - Masbukhin, Faizal Akhmad Adi Minak Cenggara Ramadhani Depati Mukti Amini Mustapa, Noviana Mutiara Magta Pramitasari , Muktia Pramitasari, Muktia Pratana, Muhammad Putri, Prahastia Kurnia Rahmanadia, Hyunisa Rahmawati, Orizka Desmi Ratri Kartiningtyas Rizki Dawanti Rochayu, Indriyani sa'diah, siti Sapta, Andy Saputri, Wenny Hikmah Shofiyah Tanjung, Khoiriyah Shofiyah, Khoiriyah Siti Utami Dewi Ningrum Sri Tatminingsih Suci Nurhayati Syarah, Erie Siti Tanjung, Khoriyah Shofiyah Thesa Kandaga Uliya Khoirun Nisa Valeria Yekti Kwasaning Gusti Wardhani, Indah Kususma Wenny Hikmah Syaputri Wulandari, Nisa A’rafiyah Tri