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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Pendidikan dan Kewirausahaan JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Jurnal Ilmiah Wahana Pendidikan MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of General Education and Humanities Uninus Journal of Mathematics Educations and Science (UJMES) Educatoria : Jurnal Ilmiah Ilmu Pendidikan Journal of Educational Management Research EduBase: Journal of Basic Education Permata : Jurnal Pendidikan Agama Islam
Wasliman, Eva Dianawati
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KEPEMIMPINAN KEPALA SEKOLAH DALAM PEMANFAATAN RAPOR PENDIDIKAN UNTUK MENINGKATKAN MUTU SEKOLAH DASAR Yuningsih, Yuyun; Wasliman, Eva Dianawati
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i1.9409

Abstract

Improving the quality of primary schools requires principals to optimally use data in planning, implementing, evaluating, and following up school improvement programs. The Educational Report Card (Rapor Pendidikan) developed by the Ministry of Education provides a comprehensive picture of students’ learning outcomes, learning processes, school climate, and school management, and therefore has the potential to become the basis for data-based planning at the school level. However, preliminary findings at SDN Malabenghar indicated that the principal had not yet fully utilized the Educational Report Card as an instrument for diagnosis and decision making, so that quality improvement programs were not always directed at the identified root problems. This study aims to analyze principal leadership in utilizing the Educational Report Card to improve the quality of primary schools at SDN Malabenghar, focusing on four aspects: planning, implementation, evaluation, and follow-up. The research employed a qualitative approach with a case study method. Data were collected through observation, in-depth interviews with the principal and teachers, and documentation study of planning documents, reports, and the school’s Educational Report Card. Data were analyzed descriptively by reducing, presenting, and drawing conclusions from emerging patterns within the case context. The findings show that the principal has begun to develop more systematic planning based on the Educational Report Card by analyzing priority indicators, determining improvement focus, formulating goals, and integrating programs into medium- and annual-term school plans. In the implementation stage, the principal acts as an instructional and transformational leader by communicating the importance of data, mobilizing teachers in literacy and numeracy programs, and conducting supervision based on Report Card findings. Evaluation is carried out through regular monitoring, joint reflection with teachers, and re-using data to review progress, although documentation remains inconsistent. Follow-up is evident in program adjustment, teacher capacity building, and integration of evaluation results into subsequent planning. Overall, the use of the Educational Report Card at SDN Malabenghar shows a positive trend but still requires strengthening of data literacy, documentation culture, and consistency in implementing continuous improvement cycles. BSTRAK Peningkatan mutu sekolah dasar menuntut kepala sekolah mengoptimalkan pemanfaatan data mulai dari perencanaan, pelaksanaan, evaluasi, hingga tindak lanjut. Rapor Pendidikan yang dikembangkan Kemendikbudristek menyajikan gambaran komprehensif capaian hasil belajar, proses pembelajaran, iklim belajar, dan tata kelola sekolah, sehingga berpotensi menjadi dasar perencanaan berbasis data. Namun, temuan awal di SDN Malabenghar menunjukkan bahwa pemanfaatan Rapor Pendidikan oleh kepala sekolah belum optimal sebagai instrumen diagnosis dan pengambilan keputusan, sehingga program peningkatan mutu belum sepenuhnya menyasar akar masalah. Penelitian ini bertujuan mengkaji kepemimpinan kepala sekolah dalam memanfaatkan Rapor Pendidikan untuk meningkatkan mutu sekolah dasar di SDN Malabenghar, dengan fokus pada aspek perencanaan, pelaksanaan, evaluasi, dan tindak lanjut. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam dengan kepala sekolah dan guru, serta telaah dokumen perencanaan, pelaporan, dan Rapor Pendidikan. Analisis data dilakukan secara deskriptif melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala sekolah telah mulai menerapkan perencanaan berbasis Rapor Pendidikan secara sistematis melalui analisis indikator prioritas dan integrasi program ke dalam RKJM, RKS, dan RKAS. Pelaksanaan ditunjukkan melalui peran kepemimpinan instruksional dan transformasional, evaluasi melalui monitoring dan refleksi, serta tindak lanjut berupa penyesuaian program. Secara umum, pemanfaatan Rapor Pendidikan menunjukkan tren positif, namun masih memerlukan penguatan literasi data, dokumentasi, dan konsistensi perbaikan berkelanjutan.    
Manajemen pengembangan Lifeskill melalui Pelatihan Kecantikan Kulit di LKP Srimaya Bandung Rohimah, Dewi; Handayani, Sri; Wasliman, Eva Dianawati
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2501

Abstract

The competency gap between vocational training graduates and industry needs remains a serious problem in Indonesia, indicating weak training program management in developing lifeskills relevant to labor market demands. This research aims to analyze the implementation of lifeskill development management through beauty skincare training at LKP SRIMAYA Bandung, focusing on planning, organizing, implementing, and controlling program functions. The study employs a qualitative approach with case study method, where data collection was conducted through in-depth interviews with managers, instructors, and trainees, direct observation of learning processes, and analysis of curriculum documents and standard operating procedures. The findings reveal that LKP SRIMAYA faces significant weaknesses in all four management functions, including curriculum planning that is unresponsive to industry developments, suboptimal resource organization with non-ideal supervision ratios and inadequate facilities, conventional learning implementation without structured industry partnerships, and absence of evaluation systems and tracer studies resulting in no continuous improvement mechanisms. These management weaknesses impact declining enrollment numbers and low graduate competitiveness. The research concludes that the effectiveness of vocational lifeskill development heavily depends on systematic and integrated management function implementation, and the necessity of strengthening managerial capacity of non-formal education institution managers to improve training program quality and relevance.ABSTRAKKesenjangan kompetensi antara lulusan pelatihan vokasional dengan kebutuhan industri masih menjadi permasalahan serius di Indonesia, yang mengindikasikan lemahnya manajemen program pelatihan dalam mengembangkan lifeskill yang relevan dengan tuntutan pasar kerja. Penelitian ini bertujuan menganalisis implementasi manajemen pengembangan lifeskill melalui pelatihan kecantikan kulit di LKP SRIMAYA Bandung dengan fokus pada fungsi planing, organizing, actuating, dan controling program. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus, dimana pengumpulan data dilakukan melalui wawancara mendalam dengan pengelola, instruktur, dan peserta pelatihan, observasi langsung proses pembelajaran, serta analisis dokumen kurikulum dan standar operasional prosedur. Hasil penelitian mengungkapkan bahwa LKP SRIMAYA menghadapi kelemahan signifikan pada keempat fungsi manajemen, meliputi perencanaan kurikulum yang tidak responsif terhadap perkembangan industri, pengorganisasian sumber daya yang tidak optimal dengan rasio pembimbingan tidak ideal dan fasilitas tidak memadai, pelaksanaan pembelajaran yang masih konvensional tanpa kemitraan industri terstruktur, serta ketiadaan sistem evaluasi dan tracer study yang menyebabkan tidak ada mekanisme perbaikan berkelanjutan. Kelemahan manajemen ini berdampak pada penurunan jumlah pendaftar dan rendahnya daya saing lulusan. Penelitian menyimpulkan bahwa efektivitas pengembangan lifeskill vokasional sangat bergantung pada implementasi fungsi manajemen yang sistematis dan terintegrasi, serta perlunya penguatan kapasitas manajerial pengelola lembaga pendidikan nonformal untuk meningkatkan kualitas dan relevansi program pelatihan.
Strategi Pengembangan Literasi Menulis Siswa SMP melalui Pendekatan Multiliterasi pada Kegiatan Antologi Cerpen Faridah, Faridah; Wasliman, Eva Dianawati; Handayani, Sri
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2567

Abstract

The evolution of literacy concepts toward multiliteracies demands transformation of writing instruction in junior high schools; however, its implementation has not been systematically integrated with instructional management. This study aims to describe and analyze strategies for developing junior high school students' writing literacy through a multiliteracy approach in short story anthology writing activities, examined through the functions of planning, organizing, implementing, and evaluating instruction. The research employed a qualitative approach with a case study design at SMPIT Al Fitrah Bandung. Data were collected through classroom observations, semi-structured interviews with teachers and the school principal, and documentation studies of instructional materials and student work. Data analysis utilized the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing and verification. Findings reveal that multiliteracy strategies were implemented through pre-writing, writing, and post-writing stages by integrating various literacy modes (textual, visual, digital). Implementation of strategies managed through instructional management functions effectively improved writing quality, particularly in idea development, plot construction, accuracy of intrinsic elements, creativity, motivation, and students' confidence. This study confirms that integrating the multiliteracy approach with instructional management effectively enhances junior high school students' writing literacy and provides theoretical and practical contributions to Indonesian language instruction developmentABSTRAKPerkembangan konsep literasi menuju multiliterasi menuntut transformasi pembelajaran menulis di sekolah menengah pertama, namun implementasinya belum terintegrasi dengan pengelolaan pembelajaran yang sistematis. Penelitian ini bertujuan mendeskripsikan dan menganalisis strategi pengembangan literasi menulis siswa SMP melalui pendekatan multiliterasi pada kegiatan penulisan antologi cerpen, yang ditinjau dari fungsi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMPIT Al Fitrah Bandung. Data dikumpulkan melalui observasi pembelajaran, wawancara semi-terstruktur dengan guru dan kepala sekolah, serta studi dokumentasi terhadap perangkat pembelajaran dan karya siswa. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa strategi multiliterasi diterapkan melalui tahapan pramenulis, menulis, dan pascamenulis dengan mengintegrasikan berbagai moda literasi (teks, visual, digital). Penerapan strategi yang dikelola berdasarkan fungsi manajemen pembelajaran terbukti meningkatkan kualitas tulisan, terutama pengembangan ide, alur, ketepatan unsur intrinsik, kreativitas, motivasi, dan kepercayaan diri siswa. Penelitian ini menegaskan bahwa integrasi pendekatan multiliterasi dengan manajemen pembelajaran efektif meningkatkan literasi menulis siswa SMP dan memberikan kontribusi teoretis serta praktis bagi pengembangan pembelajaran Bahasa Indonesia.
Persepsi Siswa dalam Penerapan Perubahan Jam Masuk Sekolah terhadap Pola dan Karakter Disiplin Siswa: Studi Fenomenologi Karma, Otong; Wasliman, Eva Dianawati; Handayani, Sri
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2560

Abstract

Changes in school starting times are educational policies that directly affect students' daily routines and have the potential to shape disciplinary character through consistent habituation. Although extensive research exists on school start time policies, most studies employ quantitative approaches that inadequately capture students' subjective experiences. This study aims to deeply understand students' experiences in responding to changes in school starting times and to analyze their impact on the formation of discipline patterns and character at SMPN 38 Bandung. The study employed a qualitative approach with phenomenological methods involving six participants from various grade levels. Data were collected through in-depth interviews, observations, and documentation, then analyzed using phenomenological stages including bracketing, data reduction, and synthesis of experiential essence. Results indicate that students experienced three adaptation phases: an initial phase with significant obstacles including sleep pattern disruptions and transportation constraints that increased tardiness, a habit formation phase that reduced tardiness after two months, and a character internalization phase encompassing meaningful responsibility, independence, and adherence. This study concludes that changes in school starting times can serve as effective instruments for disciplinary character formation when managed through humanistic approaches that acknowledge students' subjective experiences, accompanied by dialogical socialization, adaptation support, and educative supervision.ABSTRAKPerubahan jam masuk sekolah merupakan kebijakan pendidikan yang berdampak langsung pada rutinitas harian peserta didik dan berpotensi membentuk karakter disiplin melalui pembiasaan konsisten. Meskipun telah banyak penelitian tentang kebijakan jam masuk sekolah, sebagian besar menggunakan pendekatan kuantitatif yang kurang mampu menggali pengalaman subjektif siswa. Penelitian ini bertujuan memahami secara mendalam pengalaman siswa dalam menghadapi perubahan jam masuk sekolah serta menganalisis dampaknya terhadap pembentukan pola dan karakter disiplin di SMPN 38 Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologis terhadap enam partisipan dari berbagai tingkatan kelas. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan tahapan fenomenologis meliputi bracketing, reduksi data, dan sintesis esensi pengalaman. Hasil penelitian menunjukkan siswa mengalami tiga fase adaptasi: fase awal dengan hambatan signifikan berupa gangguan pola tidur dan kendala transportasi yang meningkatkan keterlambatan, fase pembentukan kebiasaan baru yang menurunkan keterlambatan setelah dua bulan, dan fase internalisasi karakter berupa tanggung jawab, kemandirian, dan kepatuhan yang bermakna. Penelitian ini menyimpulkan bahwa perubahan jam masuk sekolah dapat menjadi instrumen efektif pembentukan karakter disiplin apabila dikelola dengan pendekatan humanis yang memperhatikan pengalaman subjektif siswa, disertai sosialisasi dialogis, pendampingan adaptasi, dan pengawasan edukatif.
Implementasi Kebijakan Budaya Literasi Bahasa Inggris sebagai Strategi Peningkatan Mutu Pembelajaran di SMPN 1 Teupah Barat Wulansari, Destianti; Handayani, Sri; Wasliman, Eva Dianawati
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2528

Abstract

Improving the quality of learning in schools requires contextual and sustainable micro-policies. English literacy as a global competence is still narrowly understood as part of certain subjects and has not yet developed as a school culture. This study analyzes the implementation of English literacy culture policy as a strategy to improve learning quality at SMPN 1 Teupah Barat, covering the policy formulation process, implementation, and implications for learning quality. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, as well as documentation study. Data analysis was conducted thematically referring to Miles and Huberman's (2014) model while maintaining validity through source and method triangulation. The findings reveal that the policy was formulated simply with a focus on habituation of greeting and permission expressions. Implementation was carried out consistently in various school interaction contexts and has been internalized as an organizational culture. The policy positively impacts students' self-confidence, reduces language anxiety, and creates a conducive academic climate. This study concludes that the English literacy culture policy represents an effective micro-policy model in improving learning quality through transformational leadership, contextual design, and school culture management.ABSTRAKPeningkatan mutu pembelajaran di sekolah memerlukan kebijakan mikro yang kontekstual dan berkelanjutan. Literasi bahasa Inggris sebagai kompetensi global masih dipahami secara sempit sebagai bagian dari mata pelajaran tertentu, belum berkembang sebagai budaya sekolah. Penelitian ini menganalisis implementasi kebijakan budaya literasi bahasa Inggris sebagai strategi peningkatan mutu pembelajaran di SMPN 1 Teupah Barat, mencakup proses perumusan, pelaksanaan, dan implikasi kebijakan terhadap mutu pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru, dan peserta didik, serta studi dokumentasi. Analisis data dilakukan secara tematik mengacu pada model Miles dan Huberman (2014) dengan menjaga keabsahan melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kebijakan dirumuskan secara sederhana dengan fokus pada pembiasaan ungkapan greeting dan permission. Implementasi dilakukan secara konsisten dalam berbagai konteks interaksi sekolah dan telah terinternalisasi sebagai budaya organisasi. Kebijakan berdampak positif terhadap peningkatan kepercayaan diri siswa, penurunan kecemasan berbahasa, dan pembentukan iklim akademik yang kondusif. Penelitian ini menyimpulkan bahwa kebijakan budaya literasi bahasa Inggris merepresentasikan model kebijakan mikro yang efektif dalam meningkatkan mutu pembelajaran melalui kepemimpinan transformasional, desain kontekstual, dan pengelolaan budaya sekolah.
The Banathy Model: An Innovation to Improve the Quality of Inquiry Learning Nurlaela, Neneng; Wasliman, Eva Dianawati; Komalasari, Kokom
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1143

Abstract

Although inquiry learning is widely recognized as an effective approach to promote critical thinking and active student engagement, its classroom implementation often remains procedural and less systematic, resulting in suboptimal learning quality. The Banathy Model, as a systems-based instructional design approach, offers a structured framework to strengthen inquiry learning processes. This study aims to analyze the implementation of the Banathy Model as an innovation to improve the quality of inquiry learning in junior high school. This research employed a qualitative approach with a descriptive case study design conducted at Sekolah Menengah Pertama 1 Arjasari, Bandung Regency. The participants consisted of five teachers and twenty seventh-grade students. Data were collected through in-depth interviews, classroom observations, and documentation studies, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the implementation of the Banathy Model enhances the quality of inquiry learning by promoting structured lesson planning, systematic learning stages, and active student participation. Students demonstrated increased engagement in group discussions, improved questioning skills, and greater involvement in problem-solving activities. The model also supported teachers in organizing inquiry-based instruction more effectively. The study contributes theoretically to the development of systems-based instructional design in inquiry learning and practically provides guidance for teachers and schools in implementing innovative learning models to improve classroom learning quality.
PERAN KEGIATAN KOKURIKULER ADIWIYATA BERBASIS PROJEK DALAM MEMBENTUK KARAKTER PEDULI LINGKUNGAN SISWA SEKOLAH DASAR Rusmiati, Esih; Handayani, Sri; Wasliman, Eva Dianawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39490

Abstract

Project-based Adiwiyata co-curricular activities are a series of out-of-class learning activities designed systematically and integrated with the Adiwiyata Program to foster environmental care character in elementary school students. Effective implementation requires management that encompasses planning, organizing, implementing, and monitoring. This study aims to describe and analyze the role of project-based Adiwiyata co-curricular activities in shaping students' environmental care character from the perspective of educational management. This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, documentation studies, and data triangulation. The study was conducted at SDN 099 Babakan Tarogong, involving the principal, teachers, students, the Adiwiyata coordinator, and parents as research subjects. The results indicate that the planning of project-based Adiwiyata co-curricular activities is systematically structured based on the school’s vision and mission. The organization of activities is supported by a clear organizational structure and proportional task distribution. The implementation is carried out actively and participatively through cleanliness activities, waste reduction, waste segregation, waste processing, plant maintenance, and school garden management. Inorganic waste is processed into handicrafts and ecobricks, while organic waste is processed into compost, MOL (local microorganisms), and eco-enzymes. Activity evaluation is conducted continuously by assessing both the process and the outcomes. Overall, project-based Adiwiyata co-curricular activities play a significant role in fostering environmental care character, as reflected in consistent changes in students' attitudes, behaviors, and environmental habits
Co-Authors Ailya, Ashima Aisyah, Ai Anisah Anwar, Ridwan Ardiana Ardiana, Ardiana Arianti, Vera Desi Armando, Rio Cecep Suryana, Cecep Fahriyah, Elis Faridah Faridah Fauzi, Moch. Irfan Fitriani, Seni Gerry Pratama Ginanjar, Ledy Guntur Gunawan Gustania, Ristia Handayani , Sri Handayani, Sri Hariyana, Heri Harliyani, Dian Hasan Hasan Hendarty, Tety Hendi, Hendi Iim Wasliman J, Muhamad Hasan Jamjuri, Jamjuri Juningsih, Juningsih Karma, Otong Khoirudin, Asmi Kokom Komalasari Komalasari, Dini Kusnandar, Nandang Kusnendi, Nanang M, Novi Khusnainy Maryati, Neneng Meri Medawati, Rina Meliyanti Muharam, Chepi Septiana Mulyanti, Imas Sri Mulyati, Deuis Mustofa Mustofa N Dede Khoeriah Nawawi, Rahmat Neneng Nurlaela Ningarumsari, Rike Junia Nugraha, Cepi Nurhaeti, Ai Nurhasanah, Intan Nurhasanah, Siti Sarah Nurhasanah, Teti Nurhyani, Rina Nursanti, Funny Eka Nurzakiyah, Lia Permana, Asep Cipta Permana, Yan yan Yoga Prialita, Arianti Pristy, Marlin Purnama, Deni Rahmah, Suqya Rohendi, Asep Rohimah, Dewi Rosandi, Dede Rostini, Deti Rubiherlan, Yusuf Rusmiati, Esih Sanjaya, Dinar Santosa Santosa Saripah Saripah, Saripah Sirotjuddin, M Sirotjuddin, M. Siti Nurrohmah Sobirin, Wahyu Soleh, Wiwi Sulastri Solihah, Susan Nurhasanah Sopandi, Sopandi Sri Astuti Sri Sumarni Sudrajat, Jajang Sugandi, Liawati Sumarwan, Usep Supriatin, Rati Supriatna, Yusuf susi susi Susilawati, Leli Sutrisna, Doda Suwandi, Haris Taufik, A. Mokh. Usman Usman Utami, Puji Ratna Dwi Widianti, Yuni Wulansari, Destianti Yayu Sri Rahayu, Yayu Sri Yoseptry, Ricky Yudiaka, Deki Yuliawati, Yuyun Yuningsih, Yuyun Zajuli, Cecep Mustofa Zimbalist, Laras Octawa