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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) PAEDAGOGIA Jurnal SOLMA Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education and Instruction (JOEAI) VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan SIGMA MEJ (Mathematics Education Journal) Jurnal Studi Guru dan Pembelajaran Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Tolis Ilmiah: Jurnal Penelitian JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Instructional Mathematics LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Jendela ASWAJA Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Pendidikan MIPA Jurnal Eksplorasi Bimbingan dan Konseling Journal of Transdisiplinary Studies in Education Interdisciplinary Journal of Pedagogy and Research in Media Technology
Ardi Dwi Susandi
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Implementation of realistic mathematic education (RME) learning model in improving critical thinking skills Susandi, Ardi Dwi; Widyawati, Santi
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i2.14996

Abstract

Learning mathematics that can improve elementary school students' critical thinking skills is rarely done. Therefore, students' mathematical necessary thinking skills still need to improve. The realistic Mathematics Education (RME) learning model is expected to enhance mathematical critical thinking skills because of providing contextual problems to students. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model on students' critical thinking skills in mathematics. This research uses quasi-experimental research. The population in this study were students of class VI SDN 1 Kalikoa, Cirebon Regency. The sample selection in this study was carried out using a cluster random sampling technique to determine the experimental and control classes. In this case, two classes were selected: class VI A as the practical class and class VI B as the control class. The instrument for collecting data tests mathematical critical thinking skills on integer material. The results showed that the RME learning model is more effective than the direct learning model on students' critical thinking skills in mathematics. This is because the value of , and   at a significance level of 5% and DK of 40, which means , so H0 was rejected, and H1 was accepted. The results of this study can be used as input for teachers and prospective teachers to improve themselves concerning the teaching that has been done and the student's critical thinking skills that have been achieved by paying attention to the right learning model to improve students' critical thinking skills in mathematics.
Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence Susandi, Ardi Dwi; Sudirman, Sudirman; Khoiriyah, Binti
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.22973

Abstract

Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.
STUDI DESKRIPTIF KONSEP PEMAHAMAN DIRI NEGATIF SISWA KELAS VII D DI MTs NEGERI 3 CIREBON Doefi, Martina; saepulloh, aep; Susandi, Ardi Dwi
Jurnal Eksplorasi Bimbingan dan Konseling Vol 6 No 1 (2025): JEBK Januari 2025
Publisher : Bimbingan dan Konseling, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jebk.v6i1.353

Abstract

The concept of self-understanding of class VII D students is still negative, in principle, class VII D students are individuals in school and need to be given guidance in the form of self-development which is individual service or group service. In accordance with the developmental age and the level of transition from childhood to early adolescence, it is known as the transitional period or transitional period. This research is motivated by the negative self-understanding attitude of students of class VII D, the importance of the appearance of adult modeling as a process of imitation that students will understand to form a positive self-understanding. The purpose of this study was to describe the concept of negative self-understanding of class VII D students at MTs Negeri 3 Cirebon. This type of research is a descriptive qualitative research with primary data sources for class VII D students according to the negative self-understanding concept indicators, together with 5 respondents (YM, AL, CH, AN, FR) and secondary data including class VII counseling teachers, Homeroom class VII D. The instruments used in this study were interview guides, observation guidelines, documentation guidelines. The analysis used was data triangulation technique. The results of the research that has been carried out are negative self-understanding concepts.It is known that students who have a self-concept with negative indicators are 5 out of 32 students of class VII D at MTs Negeri 3 Cirebon. Negeri 3 Cirebon in the academic year 2020/2021 tends to a negative self-understanding concept.
Pendampingan Pemahaman Konsep Implementasi Kurikulum Merdeka Susandi, Ardi Dwi; Wahyuningrum, Endang; Sudirman, Sudirman; Yumiati, Yumiati; Jusniani, Nia; Rohmah, Fatkur
Jurnal SOLMA Vol. 13 No. 2 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v13i2.15424

Abstract

Implementasi kurikulum Merdeka harus sudah dilaksanakan bagi seluruh sekolah di Indonesia di tahun 2024. Oleh sebab itu, sekolah harus sudah siap dalam mengimplementasikan kurikulum Merdeka. Namun pada kenyataanya SDN Pondok Cabe Ilir 2 belum menerapkan kurikulum Merdeka. Pemahaman guru merupakan salah satu faktor penentu keberhasilan implementasi kurikulum Merdeka sehingga pelaksanaan kurikulum Merdeka dapat berjalan dengan baik. Oleh sebab itu, maka tujuan dari kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk membantu guru di sekolah SDN Pondok Cabe Ilir 2 dalam menyusun perangkat pembelajaran yang terdapat dalam kurikulum Merdeka mulai dari menyusun kurikulum operasional satuan pendidikan (KOSP) sampai pada menyusun asesmen pembelajaran di kelas. Adapun Metode yang digunakan untuk menyelesaikan permasalahan di SDN Pondok Cabe Ilir 2 adalah dengan melakukan pendampingan melalui workshop implementasi kurikulum Merdeka kepada guru sehingga pemahaman guru dalam konsep implementasi kurikulum Merdeka menjadi lebih baik. Peserta pada kegiatan PkM ini terdiri dari 19 guru dan 1 kepala sekolah di SDN Pondok Cabe Ilir 2. Berdasarkan hasil evaluasi yang diberikan kepada guru setelah selesai mengikuti pendampingan pemahaman konsep implementasi kurikulum Merdeka dapat disimpulkan bahwa pemahaman guru tentang konsep kurikulum Merdeka sudah cukup baik. 90% guru dapat menjawab soal evaluasi dengan benar sehingga guru tersebut paham tentang konsep kurikulum Merdeka. Penyelengaraan kegiatan PKM juga sudah dikatakan baik karena 90% peserta kegiatan merasa puas dengan adanya kegiatan PKM ini
EFEKTIFITAS MODEL PEMBELAJARAN BERBASIS ARGUMETASI DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SMP NEGERI DI KABUPATEN CIREBON Susandi, Ardi Dwi; Sudirman, Sudirman
SIGMA Vol 9, No 2 (2024): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i2.2206

Abstract

Tujuan dari penelitian ini untuk mengetahui model pembelajaran yang lebih efektif antara model pembelajaran berbasis Argumentasi dengan model pembelajaran langsung  terhadap kemampuan berpikir kritis matematika siswa. Metode dalam penelitian ini adalah eksperimen dengan menggunakan posttest-only control design. Populasi dalam penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kabupaten Cirebon yang tediri dari 360 siswa. Adapun Sampel pada penelitian ini diambil 2 kelas dengan teknik random sampling menggunakan undian kelas, diperoleh kelas VIII A sebagai kelas eksperimen dan kelas VIII D sebagai kelas kontrol. Kelas VII A diberi perlakuan menggunakan model pembelajaran berbasis Argumentasi, sedangkan kelas VII D menggunakan model pembelajaran langsung. Pengumpulan data dilakukan dengan metode dokumentasi dan tes.. Untuk pengujian hipotesis pada penelitian ini, digunakan uji t satu pihak  dengan taraf signifikansi 5%. Dari hasil uji-t  satu pihak, diperoleh bahwa thitung= 2,34 dan ttabel= 1,66. Berarti thitung > ttabel sehingga H0 ditolak, dan H1 diterima. Artinya model pembelajaran berbasis Argumentasi lebih efektif daripada model pembelajaran langsung terhadap kemampuan berpikir kritis matematika siswa kelas VIII SMP N di Kabupaten Cirebon.
Peningkatan Hasil Belajar Matematika Siswa Melalui Inquiry-Based Learning Berbantuan Flipped Classroom Berbasis Kemandirian Belajar Siswa UPT SPF SD Negeri 101807 Candirejo Khairunnisa, Rizkia; Hasratuddin; Ardi Dwi Susandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34642

Abstract

This study aims to improve students' mathematics learning outcomes through the application of an Inquiry-Based Learning model assisted by a Flipped Classroom based on student learning independence at UPT SPF SD Negeri 101807 Candirejo. The main problem in this study is the low mathematics learning outcomes caused by a lack of independent learning activities and teacher-centered learning. Through a combination of Inquiry-Based Learning and Flipped Classroom, it is hoped that students can be more active, independent, and have a better conceptual understanding. This study used a quantitative approach with a quasi-experimental method and a randomized pretest-post test control group design. The research subjects consisted of two classes, namely the experimental class that received treatment with the Inquiry-Based Learning model assisted by the Flipped Classroom and the control class that used conventional learning. Data were collected through mathematics achievement tests and learning independence questionnaires. The results showed that there was an increase in the mathematics achievement of students taught with Inquiry-Based Learning assisted by the flipped classroom compared to conventional learning with a sig value < 0.05, namely 0.000.
Institutionalization of the 5E Instructional Model Integrated Augmented Reality Interactive Book (5E-IMARIB): Its Impact in Increasing Students' Understanding of 3D Geometry Concepts and Self-Efficacy? Sudirman, Sudirman; Dejarlo, Jenisus; Susandi, Ardi Dwi; Triyono, Didik
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

3D geometry is an abstract concept that provides a visual representation of shape and space in mathematics. However, many students consider images in books to be representations of 3D geometry, thus requiring direct visualization for better understanding. Therefore, this research aims to institutionalize the use of 5E-IMARIB in 3D geometry learning to influence students' understanding of 3D geometry concepts and increase students' self-efficacy in geometry subjects. A quasi-experimental nonequivalent comparison group design was used in this research. Participants in this research were class VIII students at one of the private junior high schools in Indramayu Regency, who were then selected into two classes. The first class consisted of 20 students learning using the 5E-IMARIB, and in the second class, 22 students were using conventional learning. Data obtained from the results of the geometry understanding test and self-efficacy questionnaire were analyzed quantitatively using the independent t-test. The results showed that the average pre-test score for the experimental class was 17.83 and the average post-test score was 63.43. The average score of student learning outcomes in the control class was 18.78 for the pre-test and 52.35 for the post-test. Meanwhile, the average gain score in the experimental class was 0.52, and in the control class 0.41. Apart from that, the average increase in self-efficacy (SE) in the experimental class was 0.22, and in the respondent class was 0.20. Furthermore, based on statistical analysis using an independent t-test, it was concluded that there was an increase in understanding of 3D geometry concepts and students' self-efficacy after using 5E-IMARIB . The results of this research indicate that AR in 3D geometry learning has the potential to help students understand geometric concepts and student affectivity.         Keywords: 5E instructional model, augmented reality interactive book, 3D geometry, understanding of  geometry concepts, self-efficacy.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp195-209
Penggunaan Model Problem Based Learning dengan Pendekatan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Bakkara, Reno Delison; Yumiati, Yumiati; Susandi, Ardi Dwi
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i3.2081

Abstract

Penelitian ini bertujuan untuk mengevaluasi sejauh mana efektivitas penerapan model Problem Based Learning (PBL) yang dikombinasikan dengan strategi pembelajaran berdiferensiasi sesuai gaya belajar siswa dalam meningkatkan kemampuan komunikasi matematis. Latar belakang studi ini muncul dari kenyataan bahwa banyak siswa masih mengalami kesulitan dalam mengungkapkan ide serta konsep matematika dengan jelas, ditambah dengan minimnya perhatian pendidik terhadap perbedaan gaya belajar dalam kegiatan pembelajaran matematika. Pendekatan penelitian yang digunakan adalah kuasi-eksperimental dengan rancangan kelompok kontrol yang tidak setara. Subjek penelitian terdiri dari 96 siswa kelas X di SMA swasta BPK PENABUR Bandar Lampung dan teknik pengambilan sampel dalam penelitian ini menggunakan teknik sampling jenuh, yaitu seluruh subjek yang berjumlah 96 siswa kelas X di SMA Swasta BPK PENABUR Bandar Lampung dijadikan sebagai sampel penelitian yang terbagi menjadi tiga kelompok: satu kelas menerima PBL dengan diferensiasi gaya belajar visual dan auditori, satu kelas mendapatkan PBL tanpa diferensiasi, dan satu kelas kontrol dengan proses belajar yang konvensional. Instrumen pada penelitian ini mencakup tes kemampuan komunikasi matematis dan hasil tes tentang identifikasi gaya belajar siswa. Berdasarkan hasil analisis, siswa yang belajar melalui model PBL dengan pendekatan pembelajaran berdiferensiasi mengalami peningkatan kemampuan komunikasi matematis yang lebih tinggi secara signifikan dibandingkan dengan kedua kelompok lainnya. Temuan ini mengindikasikan bahwa penggunaan PBL dengan strategi pembelajaran yang memperhatikan gaya belajar siswa dapat menghasilkan peningkatan kemampuan siswa dalam hal komunikasi matematis.
EVALUASI IMPLEMENTASI PENGIMBASAN SISTEM PENJAMINAN MUTU INTERNAL (SPMI) SEKOLAH MODEL DI SEKOLAH DASAR: ANALISIS MENGGUNAKAN MODEL CIPP Lestari, Neng Elis Seri; Sapriati, Amalia; Susandi, Ardi Dwi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i4.6814

Abstract

This study aims to analyze the implementation of the dissemination of the Internal Quality Assurance System (SPMI) in primary schools serving as model schools. The research method used is a descriptive qualitative approach, with data collected through in-depth interviews, observations, and document reviews. The analysis was carried out using the CIPP model (Context, Input, Process, Product) to identify supporting factors, constraints, and implementation achievements. The results show that, in the context aspect, the policies and commitment of the model schools form a strong foundation for the dissemination process. In the input aspect, support in terms of human resources, infrastructure, and funding is relatively adequate, although limitations still exist in recipient schools. The process aspect demonstrates a structured program implementation through training, mentoring, and continuous monitoring. In the product aspect, there is an increase in the recipient schools’ understanding of the SPMI concept, and most have successfully implemented the PPEPP cycle (Planning, Implementation, Evaluation, Control, and Improvement). However, program sustainability still requires strengthened supervision and collaboration between schools. This study recommends the development of more adaptive coaching strategies tailored to the conditions of recipient schools and the optimization of the role of school supervisors. ABSTRAKPenelitian ini bertujuan untuk menganalisis implementasi pengimbasan Sistem Penjaminan Mutu Internal (SPMI) pada Sekolah Dasar yang menjadi sekolah model. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan telaah dokumen. Analisis dilakukan menggunakan model CIPP (Context, Input, Process, Product) untuk mengidentifikasi faktor pendukung, kendala, serta capaian implementasi. Hasil penelitian menunjukkan bahwa pada aspek konteks, kebijakan dan komitmen pihak sekolah model menjadi dasar kuat pelaksanaan pengimbasan. Pada aspek input, dukungan sumber daya manusia, sarana-prasarana, dan pendanaan relatif memadai meskipun masih terdapat keterbatasan di sekolah imbas. Aspek proses memperlihatkan pelaksanaan program yang terstruktur melalui pelatihan, pendampingan, dan monitoring berkelanjutan. Pada aspek produk, terjadi peningkatan pemahaman sekolah imbas terhadap konsep SPMI dan sebagian besar berhasil menerapkan siklus PPEPP (Perencanaan, Pelaksanaan, Evaluasi, Pengendalian, dan Peningkatan). Namun, keberlanjutan program masih memerlukan penguatan supervisi dan kolaborasi antar sekolah. Penelitian ini merekomendasikan pengembangan strategi pembinaan yang lebih adaptif terhadap kondisi sekolah imbas serta optimalisasi peran pengawas sekolah.
Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan Triyono, Didik; Gorky Sembiring, Maximus; Dwi Susandi, Ardi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21210

Abstract

Purpose: This study evaluates the impact of Desmos-assisted Problem-Based Learning (PBL) compared to expository instruction on students' Mathematical Problem-Solving Ability (PSA) while accounting for varying levels of Achievement Motivation (AM) in vocational high schools. Design/methodology/approach: A quasi-experimental design was employed using Two-Way ANOVA. The sample comprised vocational students divided into experimental and control groups. Data were gathered through PSA tests and AM questionnaires. Findings: Desmos-assisted PBL significantly outperformed expository methods in enhancing PSA. Students with high AM demonstrated superior results. Crucially, no significant interaction was found between the teaching model and AM levels regarding PSA outcomes. Practical implications: Integrating Desmos into PBL serves as a robust pedagogical strategy for educators to bolster numeracy literacy and workforce readiness by fostering active cognitive engagement. Originality/value: This research contributes to the literature by integrating digital graphing tools (Desmos) within PBL frameworks specifically tailored to the vocational education context.   Purpose: Penelitian ini bertujuan membandingkan Kemampuan Pemecahan Masalah (KPM) matematis antara model Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dengan pembelajaran ekspositori, serta menganalisis pengaruh tingkat Motivasi Berprestasi (MB) terhadap KPM siswa SMK. Design/methodology/approach: Menggunakan desain quasi-experiment dengan analisis ANOVA Dua Arah. Sampel terdiri dari dua kelompok siswa SMK (eksperimen dan kontrol). Instrumen penelitian meliputi tes KPM dan angket MB. Findings: PBM berbantuan Desmos secara signifikan lebih efektif meningkatkan KPM dibanding model ekspositori. Siswa dengan MB tinggi mencapai skor KPM terbaik. Namun, tidak ditemukan interaksi antara model pembelajaran dan tingkat MB dalam memengaruhi KPM. Practical implications: PBM berbantuan Desmos terbukti sebagai strategi pedagogis efektif bagi guru SMK untuk meningkatkan literasi numerasi dan kesiapan kerja siswa melalui penguatan proses berpikir aktif. Originality/value: Studi ini memberikan kebaruan pada integrasi alat digital Desmos dalam sintaks PBM untuk mengatasi rendahnya KPM pada konteks pendidikan vokasi (SMK).
Co-Authors Amalia Sapriati Bakkara, Reno Delison Bidayatun Nafi'ah Budiyono Budiyono Budiyono, Budiyono Bunyamin Bunyamin Deasy Komalasary Dejarlo, Jenisus Dewi Retno Sari S Didik Triyono Doddy, Valentinus Doefi, Martina Eka Fitria Ningsih Elsa Kurnia Windhyastuti Endang Sri Budi Herawati Endang Wahyuningrum Erni Erni Ervin Azhar Fanni Zulaiha Fitriyah Nurdianah Gorky Sembiring, Maximus Hasratuddin Heryahya, Andang Ida Ayu Putu Sri Widnyani Isnawan, Muhamad Galang Jenisus Dejarlo Jusniani, Nia Khairunnisa, Rizkia Khoerul Umam Khoerul Umam, Khoerul Khoiriyah, Binti Lestari, Neng Elis Seri Moh. Fikri Bungel Muhammad Asrori Ainurrahman Mulyana, Anna Mumu Muzayyin Maq Naufalia Nuraya Naufalia Nuraya Nur Robiah Nofikusumawati Peni Nurkaenah Nurul Hidayah Pauzan, Muh Pradestya, Rakha Rahayu Kariadinata Rakha Pradestya Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rusmiati Aliyyah Saepulloh, Aep Said Matondang Santi Widyawati Santi Widyawati Santi Widyawati Sari S, Dewi Retno Satrio, Muhammad Tusaldi Junian Setiadi, Dendi Slamet Firdaus Sudirman Sudirman Sudirman Sugilar, Sugilar Sumargiyani Sumargiyani Sumargiyani Surya, Yohanes Syaiful Rohim Tahmid Sabri Triyono, Didik Wawan Wawan Yumiati