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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Pendidikan Dasar Nusantara Pedagogi : Jurnal Penelitian Pendidikan Kontinu: Jurnal Penelitian Didaktik Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Edukasi Matematika dan Sains Briliant: Jurnal Riset dan Konseptual Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar Pi: Mathematics Education Journal Jurnal Dimensi Pendidikan dan Pembelajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA JISIP: Jurnal Ilmu Sosial dan Pendidikan ANARGYA: Jurnal Ilmiah Pendidikan Matematika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JPMI (Jurnal Pembelajaran Matematika Inovatif) J-PiMat : Jurnal Pendidikan Matematika Jurnal ABDINUS : Jurnal Pengabdian Nusantara International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Pedagogi dan Pembelajaran Jurnal Pendidikan Dasar Perkhasa Eduproxima : Jurnal Ilmiah Pendidikan IPA Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Abdimas Bina Bangsa Journal for Lesson and Learning Studies Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Jurnal Cakrawala Pendas Journal of Innovation and Research in Primary Education Pi: Mathematics Education Journal Journal of Innovation and Sustainable Empowerment Eduvest - Journal of Universal Studies JPLED GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity Journal of Innovation and Teacher Professionalism Jurnal Elementaria Edukasia Media Pendidikan Matematika Al Ibtida: Jurnal Pendidikan Guru MI
Intan Sari Rufiana
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODUL ADAPTIF FLIPPED CLASSROOM BAGI KETERLIBATAN DAN PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR Waliah, Diyah Rutin; Rufiana, Intan Sari; Indra Dewi, Radeni Sukma
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5688

Abstract

This study aimed to synthesize empirical evidence on the effect of adaptive learning modules within the Flipped Classroom model on elementary students’ learning engagement and mathematical understanding. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 protocol and the PICO framework. Data were collected from Scopus, Web of Science, ERIC, and ScienceDirect using keywords related to flipped classroom, adaptive learning modules, student engagement, and mathematical understanding in elementary education. The screening process yielded 50 relevant articles for in-depth analysis. The selected studies involved elementary students and used various research designs, including experiments, quasi-experiments, mixed methods, and qualitative studies. Instruments reported across studies included mathematics achievement tests, engagement observation sheets, questionnaires, learning activity records, and adaptive system log data. Data were analyzed using thematic synthesis and cross-study comparison. The findings show that adaptive learning modules in the Flipped Classroom model consistently enhance behavioral, emotional, and cognitive engagement. Most studies also report significant improvement in mathematical understanding, especially in conceptual understanding, retention, and problem-solving skills. Key challenges include limited teacher training, infrastructure readiness, and inconsistent implementation of adaptivity. In conclusion, adaptive modules in the Flipped Classroom model have strong potential to improve elementary mathematics learning outcomes and student engagement.
STRENGTHENING THE RADEC MODEL IN SCIENCE LEARNING TO SUPPORT STUDENTS' HIGHER-ORDER THINKING SKILLS: SYSTEMATIC LITERATURE REVIEW Siti Lami'ah; Intan Sari Rufiana; Mardhatillah; Aynin Mashfufah; Slamet Arifin
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16815

Abstract

Science learning at the elementary school level requires a pedagogical approach that can encourage the development of higher-order thinking skills (HOTS) as part of improving the quality of the learning process. The RADEC (Read, Answer, Discuss, Explain, Create) model is considered relevant because it includes systematic, collaborative learning stages, and is oriented towards knowledge construction. Based on this need, this study aims to examine the forms of strengthening the RADEC model in science learning and its contribution to the development of students' HOTS. This study used the Systematic Literature Review (SLR) method by analyzing scientific articles that met the criteria for eligibility and relevance. The results of the review indicate that strengthening RADEC is carried out through the integration of contextual media, the development of HOTS-based teaching tools, the implementation of collaborative strategies, and the use of authentic assessments. These various forms of strengthening play a role in optimizing the RADEC stages, thereby supporting the improvement of analytical, evaluative, creative, scientific communication, and active participation skills of students. Overall, the SLR findings indicate that RADEC has substantive potential in strengthening the quality of science learning and supporting the achievement of higher-order thinking skills in elementary school students.
Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School Intan Sari Rufiana; Slamet Arifin; Mohammad Yusuf Randy; Fierda Nursitasari Amaliya
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18720

Abstract

AbstractThis study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this study were 30 elementary school students tested and six students selected by purposive sampling to be interviewed. The results showed that students experienced conceptual errors and procedural errors. In conceptual errors, 40% of students make errors in reading data, 43% between data, and 60% of students make errors beyond data. Conceptual errors occur when students cannot understand the context of the problem, cannot read the data, do not master the basic concepts of statistics, and do not understand number patterns. In procedural errors, 63% of students make errors in reading data, 73% of students make errors in reading between data, and 80% of students make errors in reading beyond data. Procedural errors occur when students are wrong in choosing the solution procedure, calculating, and predicting. Therefore, educators need to design appropriate learning strategies to minimize errors made by students in numeracy literacy questions on graph representation models, such as applying contextual learning-based numeracy problems.Keywords: student errors, graphic literacy, numeracy literacy, elementary school. AbstrakPenelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan siswa dalam menyelesaikan soal literasi numerasi model representasi grafik. Penelitian ini menggunakan desain penelitian mixed methods dengan tipe eksploratori sekuensial. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Partisipan dalam penelitian ini adalah 30 siswa sekolah dasar yang dites dan enam siswa yang dipilih secara purposive sampling untuk diwawancarai. Hasil penelitian menunjukkan bahwa siswa mengalami kesalahan konseptual dan kesalahan prosedural. Pada kesalahan konseptual, 40% siswa melakukan kesalahan dalam membaca data, 43% di antara data, dan 60% siswa melakukan kesalahan di luar data. Kesalahan konseptual terjadi ketika siswa tidak dapat memahami konteks soal, tidak dapat membaca data, tidak menguasai konsep dasar statistika, dan tidak memahami pola bilangan. Pada kesalahan prosedural, 63% siswa melakukan kesalahan dalam membaca data, 73% siswa melakukan kesalahan dalam membaca antar data, dan 80% siswa melakukan kesalahan dalam membaca di luar data. Kesalahan prosedural terjadi ketika siswa salah dalam memilih prosedur penyelesaian, menghitung, dan memprediksi. Oleh karena itu, pendidik perlu merancang strategi pembelajaran yang tepat untuk meminimalisir kesalahan yang dilakukan siswa dalam soal literasi numerasi pada model representasi grafik, seperti menerapkan soal literasi numerasi berbasis pembelajaran kontekstual.Kata kunci: kesalahan siswa, literasi grafik, literasi numerasi, sekolah dasar.
TRANSFORMASI ASESMEN MULTILITERASI: MENGUKUR CRITICAL THINKING DAN DIGITAL FLUENCY SISWA SEKOLAH DASAR DI ERA GENERATIVE AI Setianingsih Setianingsih; Intan Sari Rufiana; Sri Rahayuningsih
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10888

Abstract

The emergence of Generative Artificial Intelligence (Gen-AI) in elementary education has introduced the Pseudo-Digital Fluency phenomenon, a condition in which students appear technically proficient with digital tools but lack depth in critical thinking and information validation. This study aims to develop and validate a Multimodal-Based Multiliteracy Assessment Model capable of authentically measuring Critical Thinking and Digital Fluency among elementary school students in the Gen-AI era. This study employed a mixed methods approach integrating Research and Development (R&D) procedures using the ADDIE model with qualitative analysis. A limited field trial was conducted with 28 Phase B students (Grade 4) at SD Negeri 1 Sukosari in the 2025/2026 academic year. Content validity was assessed by two expert validators using Aiken's V index, while reliability was measured through inter-rater Percentage of Agreement. The results indicate that the developed assessment model achieved a highly feasible validity coefficient (Aiken's V = 0.89). Field trials revealed that students' ability to independently cross-check AI-generated information was the most critical weakness (71.50%), while their digital ethical resilience scored in the very high category (85.75%). The multimodal portfolio rubric demonstrated high reliability with an inter-rater agreement coefficient of 89.28%. As a transformative solution, this study produced the Digital Sandwich Strategy, integrating Scenario-Based Assessment, Digital Portfolio, and Metacognitive Reflection to ensure human reasoning remains central to the learning process amid advancing AI technology. ABSTRAK Munculnya Generative Artificial Intelligence (Gen-AI) di lingkungan pendidikan dasar memunculkan fenomena Pseudo-Digital Fluency, yakni kondisi di mana siswa tampak mahir secara teknis dalam mengoperasikan alat digital, namun mengalami defisit dalam kemampuan berpikir kritis dan validasi informasi. Penelitian ini bertujuan mengembangkan dan menguji Model Asesmen Multiliterasi Berbasis Multimodal yang valid dan reliabel untuk mengukur Critical Thinking dan Digital Fluency siswa sekolah dasar secara autentik di era Gen-AI. Penelitian ini menggunakan pendekatan mixed methods yang mengintegrasikan prosedur Research and Development (R&D) model ADDIE dengan analisis kualitatif. Uji coba terbatas dilakukan pada 28 siswa Fase B (Kelas 4) di SD Negeri 1 Sukosari tahun ajaran 2025/2026. Validitas isi instrumen diuji oleh dua pakar menggunakan indeks Aiken's V, sedangkan reliabilitas diukur melalui Percentage of Agreement antar-penilai. Hasil penelitian menunjukkan bahwa model asesmen yang dikembangkan memperoleh koefisien validitas sangat layak (Aiken's V = 0,89). Uji coba lapangan mengungkap bahwa kemampuan validasi silang (cross-check) siswa terhadap luaran AI merupakan titik lemah yang paling kritis (71,50%), sementara ketahanan etis digital siswa berada pada kategori sangat tinggi (85,75%). Reliabilitas rubrik portofolio multimodal terbukti tinggi dengan koefisien kesepakatan antar-penilai sebesar 89,28%. Sebagai solusi transformatif, penelitian ini menghasilkan Strategi Digital Sandwich yang mengintegrasikan Scenario-Based Assessment, Digital Portfolio, dan Refleksi Metakognitif untuk memastikan nalar manusiawi tetap menjadi pusat proses belajar di tengah dominasi teknologi AI.
Development of a PBL-based differentiated e-module to improve mathematical problem-solving skills of fifth grade elementry school Anita Zunarni; Mohammad Zainuddin; Slamet Arifin; Intan Sari Rufiana
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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

Abstract

This study aimed to develop a differentiated e-module based on the Problem-Based Learning (PBL) model to improve mathematical problem-solving skills among fifth-grade elementary students. The study employed a Research and Development (R&D) approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Participants included fifth-grade students and teachers in Blitar. The e-module was validated by material experts, media experts, and practitioners, and tested through small-group (6 students) and large-group (28 students) trials. Data were collected using validation sheets, questionnaires, and pretest–posttest instruments. Results showed high validity, with scores of 89% from material experts and 88% from media experts, while practicality reached 92%, indicating a very practical product. Effectiveness testing revealed improved student performance (mean pretest = 55.40; mean posttest = 80.20), supported by a significant paired t-test result (p = 0.000 < 0.05). The e-module effectively supports adaptive, student-centered mathematics learning.
Analysis of the Ability of Number Sense of Elementary School Grade V Students In Understanding The Concept of Fractional Numbers I Gusti Agung Shomia Anjali; Subanji Subanji; Intan Sari Rufiana
Eduvest - Journal of Universal Studies Vol. 5 No. 8 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i8.51213

Abstract

The importance of number sense in helping students learn mathematics is listed in the achievement of elementary school mathematics learning in the number element in each phase. Individual number sense abilities vary, influenced by their level of education, learning experience, and mathematical ability, whether high, medium, or low. The purpose of this study is to analyze and describe the number sense ability of grade V students of SDK Marsudisiwi by considering mathematical ability. The research method used is descriptive qualitative research. Three students were selected as research subjects, each representing the student's math ability category, namely the high, medium, and low categories. The data collection technique was carried out by written test, interview, and documentation methods. Data analysis was carried out by reduction, presentation, and drawing conclusions. The results of the analysis showed that students with various levels of mathematical ability had the ability to evaluate the fairness of the calculation results. Although students with high and moderate mathematical ability can identify the characteristics of the results of number operations, they, along with students with low ability, have not been able to establish the closest approximate estimates for the results of number operations and present them, nor have they been able to determine the sequential nature of number results and their regularity in the number system.
Teacher Professional Ethics as a Foundation for Culture-Based Pedagogy in Fostering Peaceful Primary Schools: A Systematic Literature Review Nabilla Fissalma; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Intan Sari Rufiana; Mardhatillah; Aynin Mashfufah; Slamet Arifin
Jurnal Elementaria Edukasia Vol. 9 No. 1 (2026): Maret
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i1.16716

Abstract

The modern era is characterized by the complexity of a pluralistic culture that requires teachers to act as educators, moral guardians, and facilitators in the learning environment. This challenge requires a foundation of scientific ethics and a contextual learning approach. This study aims to systematically examine scientific ethics as a moral foundation and strategic filter in fostering cultural diversity in elementary schools. The method used is a Systematic Literature Review. Data were collected and analyzed from 16 scientific articles published in 2021-2025, using the PRISMA guidelines from the Google Scholar and ScienceDirect indexed databases. The results of the study show that scientific ethics serve as a moral compass that guides every decision and interaction in the classroom through eight prerequisites of professionalism. Scientific ethics directs the application of a culture-based approach as an effective pedagogical strategy for fostering diversity. The synergy between scientific ethics and a cultural approach is the basis for realizing peaceful schools through three main prerequisites: the moral integrity of educators, pedagogical approaches, and collaboration between teachers, parents, and the community. A cultural approach supported by a strong ethical foundation can help connect the curriculum to students' lives, fostering tolerance, empathy, and mutual cooperation. Thus, this study not only discusses the relationship between scientific ethics and culture-based approaches but also provides a novelty in the form of a conceptual model of the synergy between the two as a pedagogical foundation for multicultural education in an independent curriculum.
Web Genially Gamification: Development of Joyful Learning Media to Improve Literacy and Numeracy Learning Outcomes of Elementary School Students Radeni Sukma Indra Dewi; Shirly Rizki Kusumaningrum; Siti Faizah; Intan Sari Rufiana; Maria Kurniati Jemeo; Navik Khusniah; Fahrany Wahyu Andini; Kholidatul Khasanah; Amaliya Islami Nurlaili; Megania Herawati
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.27273

Abstract

This study aims to develop Genially Web-based Gamification learning media within the framework of Joyful Learning to improve elementary school students' literacy and numeracy learning outcomes. The method used is Research and Development (R&D) with the Lee & Owens model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation was carried out by subject matter experts and media experts, while practicality was tested by teachers and students. Effectiveness was tested through a one-group pretest and post-test design. The results showed that the Genially-based learning media obtained a highly valid rating from subject matter experts (88.33%) and media experts (82.5%). The practicality test received a very good response from teachers (90%) and students (97.39%). In addition, students’ learning outcomes in both literacy and numeracy domains showed a significant improvement. The average literacy score increased from 68.12 (pretest) to 88.74 (post-test), while the numeracy score increased from 66.22 to 89.38, resulting in an overall average N-Gain of 0.667 (medium–high category). These findings confirm that the integration of gamification through Web Genially creates a fun, interactive, and effective learning experience that simultaneously strengthens literacy comprehension and numeracy problem-solving skills among elementary school students.
SCENIC: INSTRUMEN EVALUASI KONTEKSTUAL BERBASIS SKENARIO UNTUK MEMPERKUAT KOMPETENSI MAHASISWA CALON GURU DALAM PROYEK STUDI KASUS Intan Sari Rufiana; Anita Dewi Utami; Muhibuddin Fadhli; Mohammad Yusuf Randy; Fina Zulfa Mustafidah; Fierda Nursitasari Amaliya; Aulia Al Tsani Izzati
EDUPEDIA Vol 10 No 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3640

Abstract

The evaluation of prospective teachers’ competencies during the pre-PPL phase still relies heavily on conventional instruments that fail to authentically assess their ability to solve classroom problems. In line with recent policies requiring case study projects in the PPG program, this article reports on the development of SCENIC (Scenario-based Contextual Evaluation for Nurturing Instructional Competence), a set of contextual scenario-based evaluation instruments integrated with case study projects. The research employed an R&D approach (Borg & Gall) through needs analysis, the design of seven scenarios, expert validation, and phased pilot testing with PPG students. The results indicate competency gaps in student needs analysis, inclusive learning design, and contextual communication; expert validation rated the content as relevant and highly applicable; and pilot testing showed that SCENIC helps calibrate performance assessments and strengthens students’ readiness to tackle case study assignments and UKIN/PPL. SCENIC is recommended as an authentic evaluation framework to bridge theory and practice in elementary teacher education.
Penguatan Etika Keilmuan dalam Pembelajaran Matematika untuk Mendorong Berpikir Reflektif Siswa : A Systematic Literature Review Selfiana Annisa; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Intan Sari Rufiana; Mardhatillah Mardhatillah; Aynin Mashfufah; Slamet Arifin
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18600

Abstract

Mathematics learning not only serves as a means of mastering concepts and procedures, but also as a space for shaping scientific attitudes that are reflected in scientific ethics. This study aims to systematically examine the integration of scientific ethics in mathematics learning and its contribution to the development of students' reflective thinking skills. The study uses the PRISMA-based Systematic Literature Review (SLR) based on PRISMA by examining Scopus-indexed articles published between 2020 and 2025. Inclusion criteria included empirical and conceptual articles discussing mathematics learning, scientific ethics, and students' reflective thinking, while exclusion criteria included irrelevant articles, duplicates, and non-Scopus publications. From the selection process, 11 final articles were obtained and analyzed using descriptive-qualitative techniques based on indicators of scientific ethics, mathematics learning strategies for reflective thinking, and trends in the development of students' reflective thinking. The results of the study show that the integration of scientific ethical values such as academic honesty, careful reasoning, the ability to justify, and openness to various problem-solving strategies contributes significantly to improving the quality of students' cognitive reflection. Learning that emphasizes discussion, critical dialogue, and analysis of the thinking process has proven effective in internalizing scientific values. Theoretically, this study enriches the conceptual framework of mathematics learning by placing scientific ethics as the foundation for the development of reflective thinking, while also providing direction for the development of learning designs that are oriented towards process and academic values.
Co-Authors Abdur Rahman As’ari Achmad Noerkhaerin Putra Ade Eka Anggraini Agus Harianto Agus Subiyakto Ainun Naziya Rohmah Ainur Rofiqi Ali Shodikin Alif Mudiono Amaliya Islami Nurlaili Amaliya, Fierda Nursitasari Amaliya, Fierda Nursitasari Anita Dewi Utami Anita Zunarni Arta Ekayanti, Arta Asrofah, Fitrika Lailatul Astika Berliana Wanti Astri Wuryani Atikah Nur Izzah Aulia Al Tsani Izzati Aynin Mashfufah Ayu Permata Sari Cholis Sa’dijah Daimaturrohmatin Daimaturrohmatin Danang Tria Wibowo Denis Indria Tarelluan Dewi , Elsa Haruna Dewi, Elsa Haruna Dian Ratna Sari Diyah Puspita Sari Dwi Avita Nur Hidayah Elsa Haruna Dewi Fadhillah, Alfiah Lailatul Fahrany Wahyu Andini Faizah, Siti Fatchur Rahman Taufiq Fatikh Inayahtur Rahma Fauziah, Nanda Nissa FAUZIYAH Fauziyah Fauziyah Fierda Nursitasari Amaliya Fina Zulfa Mustafidah Firsa Damayanti Gatut Iswahyudi Hapizah Hardhita, Rizki Septa Herini, Muji Hery Susanto I Gusti Agung Shomia Anjali Imam Rofiki Imam Suyitno Imelda Dastania Pradani Istiqomah, Roshydatul Iswahyudi, Gatut Izzati, Aulia Al Tsani Kaisra Alfikri Islami Kholidatul Khasanah Kiki Niken Saputri Lathiful Anwar Makbul Muksar Mardhatillah Mardhatillah Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Mardiyana Mardiyana Maria Kurniati Jemeo Mariani, Sijah Maya Eka Purwanti Megania Herawati Mirayanti Mohamad Aminudin Mohammad Yusuf Randy Mohammad Zainuddin, Mohammad Muhamad Akda Fathul Barri Muhammad Kharis Muhibuddin Fadhli Munawaroh, Ika Tri Murti, Ajeng Krisna Naana, Tesya Mahdaniya Ode Nabilla Fissalma Naning Tyas Ayu Hera Warsito Navik Khusniah Ningsih, Tutut Hartina Ilmiah Novi Rahmadhani Putri Novitasari, Herawati Nunik Setyowati Nur Inayah Ahlan Nurhidayah, Dwi Avita Nursitasari Amaliya, Fierda Nurul Azizah Nurul Hidayati Nurul Rahmawati Nurzatulshima Kamaruddin Ode Naana, Tesya Mahdaniya Oktaviani Adhi Suciptaningsih Pawartani, Transita Punaji Setyosari Purwanti, Peni Putri, Fivi Intan Permata Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati Ratna Ekawati Ratna Ekawati, Ratna Ekawati Ratna Sari Dewi Reginta Syafira Anggari Riska Pristiani Rofiqi, Ainur Ronald Ronald Rudi Prasetyo Salam, Haerul Selfiana Annisa Septiana, Risa Setianingsih Setianingsih Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Sholihah, Mar`atus Shoolikhah, Luthfiya `Aqidatu Siti Faizah Siti Lami&#039;ah Siti Salwa Lita Azizah Siti Umayah, Siti Situmorang, Raja Uruk Slamet Arifin Slamet Arifin SOLICHAH, ELIS NOVIATUS Sri Rahayuningsih Sri Rahayuningsih SRI RAHAYUNINGSIH Subanji Subanji Sumaji Sumaji Sumaji Sumarni Sumarno . SUYONO Suyono Suyono Suyono Suyono Tesya Mahdaniya Ode Naana Transita Pawartani Tri Handayani Tri Wahyuni, Yeni Trinuryono, Sabekti Utami, Ririn Puji Vinarahmah, Aula Rizqi Wahyu Nurlaili WAHYUDI Wahyudi Wahyudi Sastro Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyuni, Yeni Tri Waliah, Diyah Rutin Wanti, Astika Berliana Wicaksono, Adyatma Nugrahsanto Widiasih, Widiasih Wiwin Nafidatul Marifah Wulantar, Veny Yeni Kartika Dewi Yeni Kartika Dewi Yuwiarti, Ika Zuriani Mustaffa