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Vismania S. Damaianti, Vismania S.

Indonesia University Of Education

Author-ID : 635350

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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PEREMPUAN BERLITERASI KRITIS: OPTIMALISASI PERAN IBU DALAM LITERASI KELUARGA Aisiyah Aztry; Vismaia S. Damaianti; Yeti Mulyati; Andoyo Sastromiharjo
MABASAN Vol. 18 No. 1 (2024): Mabasan
Publisher : Balai Bahasa Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62107/mab.v18i1.782

Penelitian ini bertujuan untuk memaparkan kemampuan literasi kritis ibu serta mengoptimalisasikan peran ibu dalam literasi keluarga. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Data dalam penelitian ini, yaitu profil ibu dan anak, profil literasi keluarga, dan kemampuan literasi kritis ibu. Hasil penelitian ini menunjukkan bahwa sebagian besar responden telah berusaha untuk membudayakan literasi keluarga di rumah masing-masing. Dalam hal menyediakan bahan bacaan, 75% responden memilih untuk membeli, 20% responden memilih untuk mengunduh, dan 5% responden memilih untuk meminjam dari perpustakaan. Dalam hal strategi literasi keluarga, 20% responden telah menyusun program literasi keluarga, sedangkan 80% responden belum menyusun program literasi keluarga. Program literasi keluarga yang telah disusun oleh 20% responden memiliki perbedaan karena disesuaikan dengan karakteristik keluarga masing-masing. Setelah dilakukan penyuluhan untuk mengoptimalisasikan peran ibu dalam literasi keluarga, dapat diketahui kemampuan berpikir kritis ibu berada dalam kategori sangat baik dan baik. Dengan demikian, ibu dapat memahami bahwa dalam berliterasi, yaitu mencari, menerima, mengelola, memproses, dan menyebarkan informasi dibutuhkan daya berpikir kritis.

PERAN PEDAGOGI DIGITAL DALAM PEMBELAJARAN MEMBACA KREATIF PADA SISWA SEKOLAH MENENGAH ATAS Alfa Mitri Suhara; Vismaia S. Damayanti; Yeti Mulyati; Andoyo Sastromiharjo
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 21 No 2 (2025)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/0c61j838

ABSTRAK: Keterampilan membaca pada pendidikan abad 21 tidak terbatas hanya pada pemahaman literal namun menuntut peserta didik memiliki kemampuan berpikir kritis, imajinatif, dan kreatif dalam menafsirkan serta merespons teks. Pendekatan pedagogi digital sebagai inovasi pembelajaran yang mengintergrasikan teknologi dalam proses pembelajaran, memungkinkan peserta didik untuk mengeksplorasi media digital dalam mengekspresikan pemahamannya terhadap teks bacaan secara kreatif. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan peran pedagogi digital dalam pembelajaran membaca kreatif pada peserta didik Sekolah Menengah Atas (SMA). Metode penelitian menggunakan deskriptif kualitatif dengan subjek guru dan peserta didik pada SMAN 2 Padalarang dengan instrumen penelitian berupa lembar observasi, angket, dan wawancara. Adapun hasil penelitian yang diperoleh menunjukan penggunaan media digital seperti video, platform kolaboratif (canva, google classroom), dan aplikasi kreatif lainnya mampu memberikan motivasi, meningkatkan keaktifan siswa dalam membaca serta memberikan ruang yang cukup fleksibel bagi guru dalam melakukan proses pembelajaran membaca kreatif. Dengan demikian, pedagogi digital berperan dalam menciptakan pembelajaran yang interaktif, kontekstual, dan adaptif terhadap pembelajaran membaca kreatif peserta didik di SMA. Selain itu, pedagogi digital dapat menjadi inovasi pembejaran khususnya dalam kegiatan literasi di sekolah menengah atas. KATA KUNCI: pedagogi digital; membaca kreatif; bahasa indonesia. THE ROLE OF DIGITAL PEDAGOGY IN CREATIVE READING LEARNING FOR HIGH SCHOOL STUDENTS ABSTRACT: Reading skills in 21st-century education are no longer confined to literal comprehension but require learners to think critically, imaginatively, and creatively in interpreting and responding to texts. The digital pedagogy approach, as an instructional innovation that integrates technology into the learning process, enables students to explore digital media as a means of creatively expressing their understanding of reading materials. Therefore, this study aims to describe the role of digital pedagogy in creative reading instruction for senior high school students. This research employs a qualitative descriptive method, with teachers and students from SMAN 2 Padalarang as the subjects. The data were collected through observation sheets, questionnaires, and interviews. The findings indicate that the use of digital media such as videos, collaborative platforms (Canva, Google Classroom), and other creative applications can enhance students’ motivation and engagement in reading activities while also providing teachers with flexible space for facilitating creative reading instruction. In conclusion, digital pedagogy plays a significant role in fostering interactive, contextual, and adaptive learning environments for the development of students’ creative reading skills in senior high schools. Moreover, digital pedagogy presents a promising innovation, particularly in enhancing literacy practices at the secondary education level. KEYWORDS: digital pedagogiy; creative reading; indonesian language. Diterima: 12 September 2025 Direvisi: 2 Oktober 2025 Disetujui: 2 Oktober 2025 Dipublikasi: 30 Oktober 2025 Pustaka : Suhara, A. M., Damayanti, V. S., Mulyati, Y., & Sastromiharjo, A. (2025). Peran pedagogi digital dalam pembelajaran membaca kreatif pada siswa sekolah menengah atas. Jurnal Fon Pendidikan Bahasa dan Sastra Indonesia, 21(2), 540-553. Artikel ini berlisensi Creative Commons Attribution-ShareAlike 4.0 International License.

PENILAIAN AUTENTIK PEMBELAJARAN BAHASA INDONESIA MENULIS KARYA ILMIAH: PENGGUNAAN DAN PENCAPAIAN KETERAMPILAN PESERTA DIDIK Ai Santi; Dena Silvia; Vismaia Sabariah Damaianti
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 19 No 2 (2023)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/5vpd9c55

ABSTRAK: Penilaian adalah unsur yang utama pada proses kegiatan pembelajaran. Pelaksanaan penilaian hasil dari proses pembelajaran yang tidak dapat dipisahkan dari kegiatan pembelajaran. Melalui kegiatan penilaian diperoleh informasi terkait ketercapaian peserta didik selama belajar yang menunjukkan keberhasilan guru dalam mengajar. Oleh karena itu, kegiatan pelaksanaan penilaian dapat sekaligus memberikan fungsi umpan balik kepada guru dan peserta didik dalam pembelajaran. Penilaian autentik adalah kegiatan penilaian peserta didik untuk mengerjakan tugas sebagai bentuk penerapan aspek pengetahuan dan aspek keterampilan. Penilaian autentik dilaksanakan dengan teknik penilaian kinerja atau proyek, penilaian portofolio, dan penilaian tertulis. Penilaian autentik pelaksanaannya dilakukan oleh guru harus berdasarkan instrumen yang telah disusun berdasarkan penilaian autentik. Selain itu, penilaian autentik dalam penerapannya harus sesuai prosedur yang akan ditempuh guru dalam mengevaluasi ketercapaian peserta didik selama proses kegiatan pembelajaran. Penelitian yang fokus kepada penilaian autentik dalam pembelajaran bahasa Indonesia menulis karya ilmiah menggunakan metode penelitian kualitatif deskriptif. Penelitian ini memiliki tujuan mendeskripsikan dan menganalisis mengenai penggunaan penilaian autentik dan langkah penerapan penilaian autentik dalam pembelajaran menulis karya ilmiah di SMA, SMK, MA, MAK kelas XI semester dua. Hasil penelitian memaparkan bahwa penilaian autentik yang dilaksanakan oleh guru bahasa Indonesia tingkat sekolah menengah atas dan kejuruan dalam mengevaluasi kompetensi dasar mengonstruksi karya ilmiah telah berjalan dengan baik dan mencapai perkembangan keterampilam peserta didik.

DESAIN PENGEMBANGAN MODEL CR2C (CONSTRUCTIVE RESPONSIVE READING COMPREHENSION) BERBASIS LITERASI DIGITAL DALAM MEMBACA PEMAHAMAN DI PERGURUAN TINGGI Ida Hamidah; Andoyo Sastromiharjo; Yeti Mulyati; Vismaia Sabariah Damaianti
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 20 No 1 (2024)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ssdg1043

ABSTRAK: Indonesia termasuk salah satu negara yang memiliki kemampuan membaca yang rendah. Keterampilan abad 21 berorientasi pada segala hal yang bersifat digital, begitupun dalam hal membaca di kalangan mahasiswa. Model CR2C (Constructive Responsive Reading Comprehension) merupakan suatu model membaca interaktif yang diselaraskan dengan strategi membaca pemahaman responsif konstruktif dalam teks digital. Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model pengembangan model 4D (Define, Design, Develop, dan Disseminate). Teknik analisis data yang digunakan adalah Model Miles dan Huberman dengan (collection, reduction, display, dan conclusion drawing/ veryfiying). Penelitian ini menghasilkan suatu analisis kebutuhan yaitu kebutuhan/keperluan (necessities), kekurangan (lacks), dan keinginan (Wants). Hasil yang diproleh dari penelitian ini adalah kemampuan memahami teks digital mahasiswa Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan yang berada pada kategori sangat rendah (5.48). Kompetensi pemahaman tertinggi terletak pada pemahaman literal pemahaman terendah terletak pada pemahaman apresiasi. Berdasarkan data yang diproleh, belum ada model yang mengarahkan mahasiswa untuk menjelajahi ruang informasi dan hyperlink di internet , begitupun dengan panduan menemukan dan menentukan suatu sumber yang relevan dan terpercaya. Dari hasil tersebut disusunlah suatu sintaks model beserta deskripsi langkah-langkahnya sebagai produk yang nanti bisa dikembangkan lagi oleh peneliti lain.

INTEGRASI LITERASI FINANSIAL DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH MENENGAH KEJURUAN Yani Andriyani Gustina; Yeti Mulyati; Vismaia S. Damaianti; Andoyo Sastromiharjo
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 22 No 1 (2026)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fon.v22i1.490

ABSTRAK: Literasi finansial merupakan keterampilan esensial abad ke-21 yang sangat penting bagi siswa Sekolah Menengah Kejuruan (SMK), mengingat mereka sedang dipersiapkan untuk memasuki dunia kerja dan berhadapan langsung dengan kondisi ekonomi. Namun, praktik pendidikan menunjukkan adanya kesenjangan antara pemahaman konseptual siswa tentang literasi finansial dan penerapannya dalam perilaku keuangan sehari-hari, serta keterbatasan integrasi literasi finansial dalam pembelajaran lintas mata pelajaran, khususnya Bahasa Indonesia. Tujuan penelitian ini adalah untuk mengevaluasi penerapan literasi finansial dalam pembelajaran Bahasa Indonesia di SMK dengan memperhatikan pandangan guru serta tingkat kesadaran finansial siswa. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, didukung oleh data kuantitatif deskriptif. Data dikumpulkan melalui angket kepada 35 siswa dan wawancara dengan guru Bahasa Indonesia di SMKN 1 Cipanas. Hasil penelitian menunjukkan bahwa siswa memiliki kesadaran konseptual yang cukup baik mengenai pentingnya pengelolaan keuangan, namun belum diikuti oleh kebiasaan finansial yang konsisten. Selain itu, penggabungan literasi finansial dalam proses pembelajaran Bahasa Indonesia masih sangat minim, meskipun para siswa menunjukkan ketertarikan yang besar terhadap pembelajaran yang langsung bersentuhan dengan kehidupan sehari-hari. Temuan ini menegaskan peran strategis guru Bahasa Indonesia dalam mengintegrasikan literasi finansial melalui pembelajaran berbasis teks dan pengalaman nyata. Disimpulkan bahwa integrasi literasi finansial dalam pembelajaran Bahasa Indonesia berpotensi meningkatkan kesadaran finansial siswa sekaligus memperkuat relevansi pembelajaran Bahasa Indonesia di SMK apabila didukung oleh strategi pedagogis yang tepat. KATA KUNCI: pembelajaran Bahasa Indonesia; literasi finansial; pembelajaran kontekstual; Sekolah Menengah Kejuruan INTEGRATION OF FINANCIAL LITERACY IN INDONESIAN LANGUAGE LEARNING IN VOCATIONAL HIGH SCHOOLS ABSTRACT: Financial literacy is an essential 21st-century skill that is very important for Vocational High School (SMK) students, considering that they are being prepared to enter the world of work and deal directly with economic conditions. However, educational practices show that there is a gap between students' conceptual understanding of financial literacy and its application in daily financial behavior, as well as the limitations of integrating financial literacy in cross-subject learning, especially Indonesian. The purpose of this study is to evaluate the application of financial literacy in Indonesian language learning in vocational schools by paying attention to the teacher's views and the level of students' financial awareness. The method used in this study is qualitative descriptive, supported by descriptive quantitative data. Data was collected through questionnaires to 35 students and interviews with Indonesian teachers at SMKN 1 Cipanas. The results showed that students had a fairly good conceptual awareness of the importance of financial management, but were not followed by consistent financial habits. In addition, the incorporation of financial literacy in the Indonesian learning process is still very minimal, although students show great interest in learning that is directly in contact with daily life. These findings affirm the strategic role of Indonesian teachers in integrating financial literacy through text-based learning and real-life experiences. It is concluded that the integration of financial literacy in Indonesian learning has the potential to increase students' financial awareness while strengthening the relevance of Indonesian learning in vocational schools if supported by the right pedagogical strategy. KEYWORDS: Indonesian Language learning; financial literacy; contextual learning; Vocational High School

Development of a Progressive Islam-Based Reading Literacy Training Model: An Analysis of Nasyiatul Aisyiyah Members’ Reading Competency Yulia Adiningsih; Vismaia S. Damaianti; Yeti Mulyati; Dadang S. Anshori
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.36461

The low reading literacy competency among Indonesian youth has raised concerns, highlighting the need for literacy development programs within organizations such as Nasyiatul Aisyiyah (NA), the female youth organisation of Muhammadiyah. This study aims to profile the reading literacy competency of NA members in Bogor Regency and explore ways to enhance their literacy practices. Using a mixed-method approach, both quantitative and qualitative data were gathered. A survey was distributed to NA members, covering demographic data, reading habits, reading proficiency, and access to reading resources. Additionally, in-depth interviews with organizational leaders were conducted. Quantitative data were analyzed using descriptive statistics, while qualitative data from interviews were examined through thematic analysis. The findings reveal that although many NA members have proficient reading skills, barriers such as inconsistent reading habits and limited access to quality materials persist. The study concludes that targeted literacy training programs aligned with the principles of Islam Berkemajuan (Progressive Islam) are essential to improving literacy skills while fostering religious values. These programs could enhance literacy outcomes for NA members and contribute to broader literacy efforts in Indonesia, forming the basis for a new training model tailored to NA’s needs.

Critical Literacy in Literacy Studies as Global Research: Bibliometrics Analysis Nouval Rumaf; Dadang S. Anshori; Vismaia S. Damaianti; Andoyo Sastromiharjo; Siti Fatihaturrahmah Al Jumroh
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.39795

This study examines critical literacy as one of the important elements of literacy research in the global digital era using a bibliometric analysis approach. The background of this study shows that literacy development not only focuses on basic skills but also extends to important aspects needed to deal with the flood of information in the multimedia era. The purpose of this article is to analyse global research on the topic of critical literacy in the field of literacy studies. This study uses a qualitative method with data-based bibliometric analysis techniques from Dimensions and Publish or Perish, which are analysed using VOSviewer. The method used in analysing Preferred Reporting Items for Systematic Reviews and Meta-Analysis. The data collected are scientific articles with the keyword Critical Literacy, which were collected from the Dimensions database on June 29, 2023, with a publication year limit of 2019–2023. The data extraction results presented in the form of the number of publications, citations, research fields, journals, and authors. Furthermore, in the VOSviewer analysis, the presentation focuses on Network visualisation for co-occurrence, Overlay visualisation for co-occurrence, Density visualisation for co-occurrence, and Network visualisation for co-authorship. So that it results in the conclusion that the topic of critical literacy in the field of literacy studies which is global research still provides opportunities for other researchers to continue to develop this research trend through online publications, by linking critical literacy with other topics such as literacy education, digital technology, digital thinking skills, and covid.

Enhancing Elementary School Students' Reading Comprehension Skills Using the Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) Model based on Project-Based Learning (PjBL) Milah, Neneng Hayatul; Damaianti, Vismaia S.; Mardiah, Dede
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89165

Reading comprehension is a crucial language skill for elementary school students in the 21st century. However, the quality of reading instruction in Indonesian schools remains inadequate. An assessment of fourth-grade narrative text comprehension found that only 30% of students answered questions effectively, while 70% struggled. This study aimed to evaluate the effectiveness of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) model, integrated with Project-Based Learning (PjBL), in improving reading comprehension among fourth-grade students in Cimahi, Indonesia. Using a one-group pretest-posttest design with 30 students as participants, the intervention was conducted over four sessions. The teacher implemented ARIAS through Project-Based Learning. Students created an explosion box project based on 5W+1H questions (Who, What, Where, When, Why, and How), targeting skills such as identifying main ideas, locating details, interpreting vocabulary, making inferences, and evaluating text structure. The pretest mean score was 62.70, rising to 77.10 on the posttest. A paired sample t-test showed a t-value of -14.133 with a significance level of 0.001, indicating significant improvement. These findings suggest that integrating ARIAS with PjBL fosters student engagement and enhances reading comprehension. The study offers insights for educators on using structured motivational strategies and hands-on projects to improve literacy skills in elementary students.

Effective Sentence Writing in Story Problems on the Arithmetic Operations of Whole Numbers in Grade IV of State Elementary School Pelandakan 1 Jannah, Widia Nur; Herman, Tatang; Agustin, Mubiar; Damaianti, Vismaia S.; Mamat, Nordin Bin
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.78770

This study aims to evaluate the advantages and disadvantages of using effective sentences in writing story problems related to integer arithmetic operations. The research methodology used is descriptive analysis with a qualitative approach, and case study design to explore in depth a phenomenon or problem. Data were collected through a documentary study of story problems used in resources for arithmetic procedures involving integers. Furthermore, interviews were conducted with teachers to find out their perspectives on the formulation of the problems. The data analysis technique was carried out by categorizing sentences in narrative story problems and assessing their effectiveness based on linguistic criteria and clarity of information. The results of the study showed that most of the narrative story problems analyzed did not fully meet the criteria for effective sentences. There were vague, long, and imprecise sentences so that they did not convey the information needed. Certain questions also contained terminology that was less familiar to students. This study identified the need for improvements in sentence structure and vocabulary selection to be more appropriate to students' level of understanding. This study shows the need for teacher training in composing effective sentences for story problems in order to improve the quality of questions presented to students.

CONTEXTUAL AND PHONOLOGICAL APPROACHES IN EARLY READING INSTRUCTION IN ELEMENTARY SCHOOLS Nurul Fatonah; Vismaia S Damaianti; Ernawulan Syaodih
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17841

Early reading is a fundamental skill that supports students’ cognitive and academic development in elementary education. However, many students still experience difficulties in recognizing letters, associating sounds with symbols, and understanding simple texts. These challenges indicate that early reading instruction has not optimally integrated phonological and contextual aspects of learning. This study aimed to develop a learning approach that integrates contextual and phonological aspects in early reading instruction. The research employed an Educational Design Research approach consisting of analysis, design, and evaluation stages. The participants included expert validators, elementary school teachers, and first-grade students. Data were collected through validation sheets, observation, questionnaires, and early reading tests. The results show that the developed learning approach is valid and feasible to be implemented in early reading instruction. The validation results indicate a high level of validity, and the learning process becomes more meaningful through the integration of contextual experiences and sound-symbol recognition. Students demonstrate better engagement and participation during the learning process. In conclusion, the integration of contextual and phonological approaches is appropriate for early reading instruction and has the potential to improve students’ early reading skills in elementary schools.

Co-Authors - Warsa Abdul Latif Abdul Latif Abdul Razak Abdul Razak ABDUL ROZAK Adiningsih, Yulia Adrias Adrias Afiati, Laksmita Nur Agus Salim Ai Santi Alamsyah, Zulfikar Alfa Mitri Suhara Ananda Putriani Ananda Siti Khoirunnisa Andoyo Sastromihardjo Andoyo Sastromihardjo Andoyo Sastromiharjo Andoyo Satromiharjo Andoyo Satromiharjo Anggraini, Gian Fitria Annisa Kharisma Apriliya, Seni Ari Kartini Ari Prayogi Astini, Meilani Puji Ayundha Nabilah Aztry, Aisiyah Bachrudin Musthafa Bachrudin Musthafa Barkatun Nisa Alfia Bunyamin Maftuh Chandra Chandra Chandra Chandra Dadang S Anshori Dadang S Anshori Dadang S. Anshori Dadang S. Anshori Dadang Sunendar Damaianti, Lira Fessia Danan Darajat Darmawan, Hana Mumtazia Nurhaq Dede Endang Mascita Dedi Saputra Dedi Saputra Dena Silvia Deri Wan Minto Desti Fatin Fauziyyah Destiani Destiani Destiani Dewi Kusuma Dewi, Lia Sylvia Dian Anggraini DIAN LESTARI Dian Sudaryuni Kurnia DWI ALIA, DWI Eka Nurul Mualimah Eneng Ros Siti Saroh, Eneng Ros Siti Ernawulan Syaodih Euis Nicky Marnianti Suhendar Faraditha Dwi Ramayani Fauziah, Muhardila Firman Aziz Fitra Youpika Frilia Shantika Regina Haerul Haerul Hakiki Elvionika Hakiki Elvionika Halimah Halimah, H. Harahap, Safinatul Hasanah Haris Santosa Nugraha Hera Wahdah Humaira Hermin MPd Hernawan Hernawan Ida Hamidah Indah Pujiastuti Irah Surlani Isah Cahyani Jasid, Adhara Juwita, Silvia Ratna Khaerudin Kurniawan Khairun Nisa Kharisma, Annisa Kristi Julianti Kustina, Rika Lelianasari Lelianasari Lilis Amaliah Rosdiana M. Ali Rajai, M. Ali M. Solehuddin Ma'mur Saadie Mamat, Nordin Bin Mardiah, Dede Marfu'i, Lucky Nindi Riandika Masduki Zakaria Masnun Masnun Maulani, Susan Mekar Ismayani Mekar Ismayani, Mekar Milah, Neneng Hayatul Minto, Deri Wan Mualimah, Eka Mualimah, Eka Nurul Mubiar Agustin Muhammad Rudy Muhammad Zulfadhli, Muhammad Muhardila Fauziah Mulyaningsih, Indrya Mulyati, Yeti Munggaran, Nita Anjung N. Yeffa Afnita Apriliyani Nabilah, Ayundha Nafri Yanti Nina Retnaningtyas Nofasari, Erlinda Nouval Rumaf Noviana Budianty Nugraha, Eggie Nugraha, Lukman Nugroho, Oktian Fajar Nugroho, Rudi Adi Nurfidah Nurfidah Nurfidah, Nurfidah Nurhudaya, NFN Nurihsan, Achmad Juntika Nurita Bayu Kusmayati Nurul Fatonah Nurul Fatonah, Nurul Nurul Febrianti Nurzaman, Istikhoroh Opik, Opik Prana Dwija Iswara Prana Dwija Iswara, Prana Dwija Pratiwi, Tri Indianti Puspita, Ari Metalin Ika Puspitasari, Nur Aini Putriani, Ananda QUN WANG Qun, Wang Rachman, Reza Saeful Rahma Eka Putri Rahma Eka Putri Rahmad Nuthihar Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Ratumanan, Stelie Dorce Retnaningtyas, Nina Reza Saeful Rachman Ria Saputri Ria Saputri, Ria Rianto Rianto Ridwan, Ridwan Rika Istianingrum Rima Rikmasari, Rima Rizki Akbar Mustopa Rosi Gasanti Rosita Rahma Rumaf, Nouval S Nailul Muna Aljamaliah Syifa Saadie, Ma’mur Salati Asmahasanah Sari, Diah Eka Sastromihardjo, Andoyo Sholehuddin, Muhammad Simanjuntak, Emasta Evayanti Simatupang, Yusrawati JR Sindrayuni, Dian Siswahyudianto Siti Fatihaturrahmah Al Jumroh Siti Fatihaturrahmah Al Jumroh Siti Hamidah Siti Hamidah Sri Mulyani Sri Wahyuni Srinawati, Wawat Suci Sundusiah Sudaryuni Kurnia, Dian Sujono, Hartin Rizky Sulaeman, Yeni Sumiyadi Sumiyadi Sutanto, Imam Syaputra, Juni Syarif Hidayatullah Syarif Hidayatullah Syihabbudin Syihabuddin Syihabuddin Syihabuddin Syihabuddin, S. Tatang Herman, Tatang Tatat Hartati Tedi Permadi Teguh Yuliandri Putra Tofan Stofiana Triadi, Rai Bagus Triani, Novita Udin Saepudin Sa'ud Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Utami Dewi Pramesti Velayeti Nurfitriana Ansas Vera Ironita Christiani Sihombing Virijai, Febrian Wahyudi Rahmat WANG, QUN Wasi Widiastika Wawat Karwati Welly Nores Kartadireja Welsi Damayanti Widia Nur Jannah, Widia Nur Widia, Ida Winata, Nana Triana Wulan Handayani, Wulan Yani Andriyani Gustina Yani Andriyani Gustina Yeti Mulyati Yulia Adiningsih Yulianeta Yumna Nafisah Yunus Abidin Yusuf Abdul Rohman

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