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All Journal Cakrawala Pendidikan Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Humanitas: Indonesian Psychological Journal Journal of Educational, Health and Community Psychology Persona: Jurnal Psikologi Indonesia Indonesian Journal of Disability Studies JIP (Jurnal Intervensi Psikologi) Jurnal Psikologi Integratif Tumbuh Kembang Journal An-Nafs: Kajian Penelitian Psikologi Al Ishlah Jurnal Pendidikan Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Inquiry: Jurnal Ilmiah Psikologi Jurnal Psikologi Teori dan Terapan PEDAGOGIA AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal of Psychological Science and Profession VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Journal of Educational Research and Evaluation Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PSYCHE 165 Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set ANIMA Indonesian Psychological Journal Provitae: Jurnal Psikologi Pendidikan Psychosophia: Journal of Psychology, religion, and humanity Jurnal Paedagogy Journal of Innovation in Educational and Cultural Research G-Couns: Jurnal Bimbingan dan Konseling Psikoborneo : Jurnal Ilmiah Psikologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JPI (Jurnal Pendidikan Inklusi) Edu Cendikia: Jurnal Ilmiah Kependidikan MANASA, Jurnal Ilmiah Psikologi Psyche 165 Journal Psycho Idea Psychological Research on Urban Society Buletin Psikologi International Journal of Science Education and Cultural Studies Eduvest - Journal of Universal Studies Eruditio : Indonesia Journal of Food and Drug Safety JIP (Jurnal Intervensi Psikologi) Jurnal Pendidikan Siber Nusantara SOSIO KONSEPSIA: JURNAL PENELITIAN DAN PENGEMBANGAN KESEJAHTERAAN SOSIAL KONSELOR Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Pendidikan Anak Jurnal Pendidikan Progresif
Kurniawati, Farida
Fakultas Psikologi Universitas Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Intervention Program to Increase Parental Acceptance of Children with Special Needs Safitri, Fathia Afrazayne; Kurniawati, Farida
Psikoborneo: Jurnal Ilmiah Psikologi Vol 11, No 1 (2023): Psikoborneo: Jurnal Ilmiah 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/psikoborneo.v11i1.10069

Abstract

Condition of special need child can affect parental acceptance, thus affecting the parenting practice and development of special need child. Various intervention programs with various methods have been developed to increase parental acceptance towards special need child. Based on this phenomenon this systematic literature review was conducted to give details of intervention programs that have been found could increase parental acceptance towards special need child. There are 5 studies used in this systematic literature review that has been screened from 5 online databases, namely Taylor & Francis, ScienceDirect, SpringerLink, Google Scholar, and PubMed. Participants were parents of special need children, including Intellectual Disability (ID), Deaf, Autism, Pervasive Development Disorder (PDD), and Cerebral Palsy (CP). The result of this systematic literature review shows that understanding of special need child, religious approach, as well as awareness of parents’ emotions can help increase parental acceptance towards special need child. Method that can be used in delivering intervention materials including lectures, questions and answer, video, self-reflection, case study, and “homework”. Result of discussion from systematic literature review can provide scientific references for development of intervention programs for parental acceptance towards special need child.Kondisi anak berkebutuhan khusus dapat memengaruhi penerimaan orang tua. Penerimaan orang tua memengaruhi pengasuhan yang diterapkan dan perkembangan anak berkebutuhan khusus. Program intervensi dengan berbagai metode pun dikembangkan untuk meningkatkan penerimaan orang tua terhadap anak berkebutuhan khusus. Berdasarkan hal ini tinjauan pustaka sistematis dapat membantu menggambarkan program intervensi dalam meningkatkan penerimaan orang tua terhadap anak berkebutuhan khusus. Terdapat 5 studi yang dikaji dari hasil penyaringan lima basis data daring, yakni Taylor & Francis, ScienceDirect, SpringerLink, Google Scholar, dan PubMed. Partisipan merupakan orang tua dari anak berkebutuhan khusus, yang meliputi disabilitas intelektual, Tuli, Autisme, Pervasive Development Disorder (PDD), dan Cerebral Palsy (CP). Tinjauan pustaka sistematis menunjukkan bahwa pemahaman terkait anak berkebutuhan khusus, pendekatan melalui agama, serta kesadaran orang tua terhadap emosi membantu meningkatkan penerimaan terhadap anak berkebutuhan khusus. Metode yang dapat digunakan dalam proram intervensi pun antara lain ceramah, tanya-jawab, video, refleksi diri, studi kasus, dan “pekerjaan rumah”. Hasil pembahasan dari tinjauan pustaka sistematis dapat memberikan referensi ilmiah dalam pengembangan program intervensi penerimaan orang tua terhadap anak berkebutuhan khusus.
Efektivitas Program SADARI terhadap Pemahaman Caregiver dalam Dukungan Kemandirian Anak Usia 5–7 Tahun : The Effectiveness of the SADARI Program on Caregiver Understanding in Supporting the Independence of Children Aged 5–7 Years Evi Noviyanti; Farida Kurniawati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 03 (2025): Research Articles, December 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7658

Abstract

Independence is a crucial developmental task for children aged 5–7 years and requires caregiver support. However, caregivers' limited understanding often hinders optimal support for child independence. Therefore, structured training is needed to improve caregivers' understanding of child independence support. This study used a one-group pretest–posttest design with 13 caregivers. The intervention, in the form of SADARI (Sadar Dukung Anak Mandiri) training, was conducted face-to-face in four sessions, covering the concept of child independence, the role of caregivers, and practical strategies through the BICARA approach. Caregivers' understanding was measured before and after the intervention using an adaptation of the Vineland Social Maturity Scale (Doll, 1965). Data were analyzed using paired samples t-tests and Wilcoxon Signed-Rank tests to determine differences in pre-test and post-test scores. There was a significant increase in caregiver understanding scores between post-test and post-test 1 (t(13) = ?4.59; p < .001; Wilcoxon p = .003), and between post-test and post-test 2 (t(13) = ?3.24; p = .006; Wilcoxon p = .008). Descriptively, the average understanding score increased from 105 in the post-test to 117 in post-test 1 and 121 in post-test 2. Although scores fluctuated for some individuals, observations and quiz evaluations showed that the majority of caregivers understood the concept of child independence, the BICARA strategy, and their role in daily caregiving practices. SADARI training was proven effective in improving caregivers' cognitive understanding of how to support the independence of children aged 5–7 years. However, this increase was still limited to understanding and was not fully reflected in caregiving practices, which were influenced by caregiving experience and required further guidance to encourage changes in caregiver behavior.
Parental Empathy as a Dual-Process Regulatory Mechanism in Early Caregiving: A Systematic Review Srikandi, Putri Gevi; Kurniawati, Farida; Suharso, Puji Lestari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-14

Abstract

Purpose – Parental empathy is widely treated as a protective resource in early caregiving, yet the literature remains theoretically fragmented and methodologically heterogeneous, limiting a clear explanation of how empathy shapes caregiving quality and child development. This review addresses that gap by examining parental empathy as a dual-process regulatory mechanism rather than a uniformly beneficial parental trait.Design/methods/approach – A systematic literature review following PRISMA 2020 was conducted across ProQuest, Taylor & Francis Online, ScienceDirect, and APA PsycNet. Twenty-six peer-reviewed empirical studies published between 2015 and 2025 were synthesized thematically to identify recurrent patterns in how parental empathy operates across caregiving contexts.Findings – The review indicates that parental empathy operates through two distinct pathways. other-oriented empathic concern supports attuned, responsive, and developmentally supportive caregiving, whereas empathic distress weakens parental regulatory capacity and is associated with reactive parenting, heightened stress, and less adaptive child outcomes. Across the evidence base, the developmental significance of empathy depended less on empathic feeling alone than on parents’ ability to remain emotionally engaged without becoming dysregulated.Research implications/limitations – The review integrates psychological, developmental, intervention, and neurobiological evidence, but most included studies were conducted in Western contexts and relied heavily on self-report measures. The synthesis was also conducted by a single reviewer, which may limit interpretive breadth.Practical implications – Parenting interventions should move beyond promoting empathy in general and instead strengthen emotional regulation under caregiving stress. Programs are likely to be more effective when they explicitly distinguish empathic concern from empathic distress and treat that distinction as a practical target of intervention design.Originality/value – This review reconceptualizes parental empathy as a dual-process regulatory mechanism in early caregiving. By distinguishing regulated concern from dysregulated distress, it extends existing empathy theory into the parenting domain and provides a more precise conceptual basis for research and intervention, particularly in underexamined non-Western and developing -country contexts where caregiving strain may intensify empathic distress.Paper type Systematic literature review
The Role of Social-Emotional Skills in Promoting Subjective Well-Being Among Primary School Children: A Systematic Literature Review Intan Baiduri; Farida Kurniawati; Tjut Rifameutia
Journal of Educational, Health and Community Psychology VOL 15 NO 2 JUNE 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31610

Abstract

This systematic review synthesizes empirical evidence on the relationship between social-emotional functioning and subjective well-being (SWB) among primary school–aged children. Following PRISMA 2020 guidelines, a comprehensive search across six databases identified three eligible quantitative studies. The findings indicate a consistent but preliminary positive association between social-emotional functioning and children’s well-being. Constructs such as emotional intelligence, social-emotional learning, and participation in organized activities were linked to dimensions of SWB, including positive affect, psychological well-being, resilience, and life satisfaction. However, the evidence base remains limited and methodologically constrained. All included studies employed cross-sectional designs and varied considerably in how social-emotional functioning was conceptualized and measured. The literature predominantly emphasizes intrapersonal competencies, while interpersonal and decision-making domains receive less attention. In addition, distinctions between individual skills and socio-contextual influences are not consistently addressed. The findings suggest that children’s well-being is shaped by multiple, interrelated pathways involving emotional competencies and social environments. Future research should adopt longitudinal designs and more coherent theoretical frameworks to better understand well-being development during middle childhood.  
Systematic Literature Review: A Study of Academic Burnout among Undergraduate Students in Universities Atika Rahmania El Barusi; Farida Kurniawati
International Journal of Science Education and Cultural Studies Vol. 3 No. 1 (2024): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v3i1.198

Abstract

Research on burnout has flourished within the educational environment or academic settings, with academic burnout gaining significant attention in recent decades. This systematic review aims to synthesize evidence from previous studies regarding the depiction and influencing factors of burnout among undergraduate students. The search strategy adhered to the PRISMA guidelines and was based on the following keywords: "burnout," "academic," "college," "undergraduate." Using five online databes, namely Scopus, PubMed, Taylor & Francis Online, ScienceDirect, and EBSCOhost, were 20 articles were obtained. The findings show that academic burnout undergraduate can be affected by internal and external factors. Academic burnout can have serious implications for students' well-being and academic performance, and it may also impact their mental health. This study provides recommendations for future research on the importance of addressing and preventing academic burnout among undergraduate students.
The Effectiveness of the "I Can Brush My Teeth" Movement and Song Program in Improving Tooth Brushing Knowledge in Children Aged 4-6 Nila Alya Maulidina; Farida Kurniawati
Eduvest - Journal of Universal Studies Vol. 4 No. 4 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i4.1237

Abstract

Children with good dental health can experience optimal physical, mental and social development, but in reality 9 out of 10 Indonesian children experience dental caries. This study aims to determine the effectiveness of the "I Can Brush My Teeth" singing and dancing program to increase 4 – 6 years old children’s toothbruhing knowledge. This research uses quantitative research method with a within-subjects quasi experimental pre-post design to measure the effectiveness of intervention using movement and song methods delivered through music video clips as a medium for learning children's knowledge regarding the frequency, duration, schedule and benefits of good toothbrushing, as well as providing children with an understanding of the importance of parental involvement. Post test results showed a significant increase in the average children's knowledge score using the non-parametric Wilcoxon Signed Rank Test comparison technique with a P value of 0.002 with a significance limit of <0.05. One week after post-test1 another post-test was done (post-test 2), and the increase of toothbrushing knowledge persists significantly with a P value of 1.000 with a significance limit of <0.05. Based on the results of the data analysis above, it can be concluded that "I Can Brush My Teeth" singing and dancing program is considered effective in increasing the knowledge of children aged 4 - 6 years about good tooth brushing. Further research evaluating the effect of parental involvement using singing and dancing programs on the level of knowledge about good toothbrushing behavior in children aged 4 - 6 years is considered necessary.
Integritas Akademik di Era AI: A Systematic Literature Review Syifa Adhilah; Farida Kurniawati; Eva Septiana
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.698

Abstract

Abstrak: Penelitian ini bertujuan mengidentifikasi dan menganalisis bagaimana integritas akademik bertahan dan berkembang di tengah kemajuan teknologi pada siswa dan guru SMA. Dengan metode Systematic Literature Review (SLR), penelitian menetapkan kriteria inklusi artikel terbit 2020–2025, berbahasa Indonesia atau Inggris, berpartisipan siswa atau guru SMA, dan terindeks di jurnal bereputasi. Penelusuran pada tujuh database menghasilkan 5.042 artikel, dan sepuluh di antaranya dianalisis menggunakan analisis tematik berbasis PICo Framework. Hasil menunjukkan pergeseran makna integritas akademik dari sekadar anti-plagiarisme menuju tanggung jawab moral dan epistemik dalam penggunaan artificial intelligence (AI). Faktor ketidakjujuran meliputi tekanan akademik, kebijakan yang tidak jelas, dan ketergantungan pada AI, sementara integritas diperkuat oleh iklim etis sekolah, kesadaran moral, dan profesionalisme guru. Strategi penguatan mencakup tingkat mikro, meso, dan makro. Penelitian ini berkontribusi dengan menawarkan pemaknaan baru integritas akademik di era AI serta menyediakan peta strategi multilevel bagi sekolah menengah.
Teacher Support and Student Well-Being In Secondary Education: A Systematic Literature Review Zainab Zukhrufa; Kurniawati, Farida
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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

Abstract

Student well-being in secondary education is facing a global decline amidst the vulnerable transition of adolescence, which is prone to mental health issues. While previous studies have predominantly highlighted teacher support in the context of academic engagement, its specific role in psychological well-being remains under-synthesized comprehensively. This study aims to investigate the mechanism of teacher support as a vital predictor of student well-being. Employing a Systematic Literature Review (SLR) method following PRISMA 2020 guidelines, a search across Taylor & Francis, Scopus, and ScienceDirect databases for articles published between 2019–2025 yielded 9 empirical studies meeting the inclusion criteria. Data synthesis reveals that teacher support consistently serves as a positive predictor operating through two main mechanisms: a full role as a secondary attachment figure providing emotional security, and a partial role mediating the formation of class cohesion and students' social-emotional competence. In crisis contexts, teachers function as stability anchors reducing students' existential fears. These findings underscore the teacher's position as a protective factor for vulnerable students. This study offers critical implications for developing school interventions that extend beyond pedagogy to prioritize the quality of teacher-student interpersonal relationships.
Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif Farida Kurniawati
INKLUSI Vol. 5 No. 1 (2018)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (603.116 KB) | DOI: 10.14421/ijds.050101

Abstract

Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]
Karakteristik dan Efektivitas Intervensi Psikoedukatif untuk Mengurangi Perilaku Berkendara Berisiko di Kalangan Remaja: Tinjauan Sistematis Indra, Muhammad Farhan; Kurniawati, Farida
ANIMA Indonesian Psychological Journal Vol 41 No 2 (2026): ANIMA Indonesian Psychological Journal (Vol. 41, No. 2, 2026)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v41i2.8123

Abstract

Kecelakaan lalu lintas merupakan penyebab utama kematian remaja secara global, dan berbagai program psikoedukatif telah dikembangkan untuk mengurangi perilaku berkendara berisiko. Studi ini bertujuan memetakan karakteristik dan efektivitas intervensi psikoedukasi dalam mengurangi perilaku berkendara berisiko pada remaja, berdasarkan empat dimensi utama: (1) media; (2) durasi; (3) delivery method; dan (4) komponen psikologis. Studi menggunakan pendekatan systematic literature review mengikuti pedoman PRISMA pada tiga basis data (Scopus, ProQuest, dan ScienceDirect) dengan rentang publikasi 2015–2025. Sebanyak 4.998 artikel teridentifikasi, dan 73 artikel memenuhi kriteria inklusi. Analisis menunjukkan bahwa video edukatif, e-learning, dan simulator/VR merupakan media yang paling banyak digunakan, dengan durasi dominan berupa sesi tunggal atau program singkat. Delivery paling umum adalah expert-led dan self-guided, sedangkan komponen psikologis yang sering muncul mencakup self-regulation, feedback, self-efficacy, fear appeal, dan normative influence. Sebagian besar studi melaporkan peningkatan pengetahuan, sikap positif, dan niat untuk berkendara aman, namun perubahan perilaku aktual cenderung lebih kecil dan tidak stabil dalam follow-up. Temuan studi ini menunjukkan bahwa intervensi yang menggabungkan media imersif dan komponen psikologis berbasis teori lebih berpotensi efektif dibanding pendekatan informatif saja. Hasil ini memberikan implikasi penting bagi pengembangan program keselamatan remaja yang lebih adaptif, berbasis bukti, dan relevan dengan kebutuhan generasi muda.
Co-Authors AA Sudharmawan, AA Airin Yustikarini Saleh Aldri Frinaldi Ambar M.R.S Amidha, Siti Anisa Anita Cristy Anjani, Siti Dwita Arina Isyalhana Arman, Andi Nur Zamzam Atika Rahmania El Barusi Atikah, Denisa Nurul Ayuningtyas, Aradewi Laksmi Bijak Aditia Hutomo Bodrorini, Nany Brigitta Dyah Utami Immanuella Citraningrum, Dian Asri Cut Mellyza Rizka Damas, Risa Ramadhany Dea Karlina Denisa Nurul Atikah Dewi Kumalasari Dias Amartiwi Putri Gavinta Dina Permata Sari Dominika Arthalia Ayunda Putri Dwintasari, Yulinda Elizabeth Kristi Poerwandari Eunike Karina Nadine Matitaputty Evi Noviyanti Faradilla, Ayuzha Tidar Fatin Rohmah Wahidah Firosyana Rizki Amalia Handayani, Eko Handayani, Eko Handayani, Izmi Hanifah Sabila Hasna Hafizhah Salma Hesti Purnamasari Hutomo, Bijak Aditia Indra, Muhammad Farhan Intan Baiduri Intan, Reno Irene Cathrin Shalomnita Hale Isyalhana, Arina Izmi Handayani Jarar, Syeda Parsa Jaswandi, Lathiffida Noor Jayati, Eva Agustina Jesslin, Jesslin Jimny Hilda Fauzia Josiana Levyadi Karima, Raisa Karimah, Afifah Nurul Karina Adistiana Kharisma Hakiki Kusumasari Kartika Hima Darmayanti Lusianti, Erita Maridha Normawati Matitaputty, Eunike Karina Nadine Mujiati, Sri Nila Alya Maulidina Nina Oktarina Nisa, Aulia Zahratun Nissa Amalia Novianti, Amalia Nurani Fitriyah Nurfitriyanie Nurfitriyanie Pinta Palupi Primasari Puji Lestari Suharso Rafika Tasya Nesia Reno Intan Reno Intan Risa Ramadhany Damas Risma Uli, Aan Rose Mini Agoes Salim Sabila, Hanifah Safitri, Fathia Afrazayne Safitri, Shahnaz Santi Maria Permatasari Septiana Arini Septiana, Eva Situmorang, Dominikus David Biondi Srikandi, Putri Gevi Sulistami Prihandini Syifa Adhilah Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Utami, Nadia Rahma Utami, Rany Aprilia Vermila, Ayu Wahyuni Christyani Martono Zahara Zahara Zainab Zukhrufa