Article Per Year (5 Year)
p-Index From 2021 - 2026
6.138
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pengajaran E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Manajemen & Supervisi Pendidikan Jurnal Pendidikan (Teori dan Praktik) Emerging Science Journal Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA JURNAL PENDIDIKAN GLASSER Jurnal Administrasi dan Manajemen Pendidikan Jurnal Basicedu KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Dinamika Manajemen Pendidikan (JDMP) Buana Ilmu JAMP : Jurnal Administrasi dan Manajemen Pendidikan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pasca Dharma Pengabdian Masyarakat Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Tata Kelola Pendidikan (JTKP) Smart Society: Community Service and Empowerment Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Jurnal Basicedu JP (Jurnal Pendidikan) : Teori dan Praktik Mamangan Social Science Journal Jurnal Pendidikan Terapan GENIUS: Indonesian Journal of Early Childhood Education Pedagogia : Jurnal Ilmiah Pendidikan Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Journal of Vocational, Informatics and Computer Education Jurnal Abmas Curricula: Journal of Curriculum Development Inovasi Kurikulum
Sururi .
Universitas Pendidikan Indonesia
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 58 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 58 Documents
Search

 2   3   4   5   6 
School Culture Transformation through Collaborative Leadership Practices Wina Kurniasih; Sururi Sururi; Suryadi Suryadi
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p49-60

Abstract

This study examines school culture transformation as a foundation for sustainable teacher professional development by analyzing how collaborative leadership is associated with the development of collaborative cultural practices in Indonesian elementary schools. Using a mixed-methods sequential exploratory design, data were collected from 298 teachers across 51 public schools in Purwakarta District and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that collaborative leadership significantly predicts the development of a collaborative school culture, which in turn is positively related to teacher professional growth and performance. The model explained approximately 30% of the variance in collaborative culture and 38% in teacher performance, with cultural transformation acting as a partial mediator between leadership and teacher outcomes. These results suggest that improvements are associated with processes such as fostering trust and psychological safety, strengthening shared purpose and collective efficacy, and embedding collaborative and reflective routines within school practices. The study concludes that collaborative leadership serves as an important enabling factor in strengthening teacher development and supporting school culture transformation, while emphasizing that such transformation is context-dependent and shaped by broader organizational conditions within Indonesian schools.
The Evolution of Digital Learning Governance in Higher Education: A Systematic Literature Review and Bibliometric Analysis Li Bingwei; Nur Aedi; Sururi Sururi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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

Abstract

Abstract: This study aims to examine the evolution of digital learning governance in higher education through a systematic literature review (SLR) combined with bibliometric analysis. The study responds to the growing need for higher education institutions to govern digital learning ecosystems in ways that are not only technologically adaptive but also ethical, secure, accountable, and sustainable. The dataset was obtained from the Scopus database, covering publications from 2021 to 2026. After screening based on relevance, document type, and thematic alignment, 28 articles were included in the final analysis. The data were analyzed using VOSviewer to identify publication trends, keyword co-occurrence patterns, thematic structures, author distribution, institutional affiliations, and country contributions. The findings show that digital learning governance has shifted from conventional administrative control toward a multidimensional and technology-driven paradigm. Artificial intelligence, blockchain, learning analytics, cybersecurity, and data-driven decision-making emerged as central themes in the literature. The keyword network indicates that AI has become the most dominant driver of governance transformation, while blockchain reflects growing attention to secure, decentralized, and transparent academic data management. The bibliometric findings also reveal that this field remains fragmented, with dispersed authorship, diverse institutional contributions, and the absence of dominant research centers. Geographically, Asian countries, particularly China, Indonesia, Saudi Arabia, Malaysia, and Vietnam, show strong research engagement, suggesting the increasing role of emerging economies in shaping digital learning governance discourse. However, the field still faces critical challenges, including data privacy, cybersecurity risks, algorithmic bias, unequal institutional readiness, and the lack of integrated governance frameworks. This study concludes that digital learning governance is evolving into an interdisciplinary system that integrates technological innovation, institutional policy, pedagogical quality, ethical responsibility, and sustainability. Future research should develop context-sensitive governance frameworks, while higher education institutions and policymakers should strengthen collaboration to ensure transparent, inclusive, and sustainable digital transformation. Keywords: Digital Learning Governance; Higher Education; Artificial Intelligence; Digital Transformation; Data-Driven Governance. Abstrak: Penelitian Penelitian ini bertujuan untuk mengkaji evolusi tata kelola pembelajaran digital dalam pendidikan tinggi melalui pendekatan systematic literature review (SLR) yang dikombinasikan dengan analisis bibliometrik. Penelitian ini dilatarbelakangi oleh meningkatnya kebutuhan perguruan tinggi untuk mengelola ekosistem pembelajaran digital secara adaptif, etis, aman, akuntabel, dan berkelanjutan. Dataset diperoleh dari database Scopus dengan cakupan publikasi tahun 2021 hingga 2026. Setelah dilakukan penyaringan berdasarkan relevansi, jenis dokumen, dan kesesuaian tema, sebanyak 28 artikel digunakan sebagai data akhir penelitian. Data dianalisis menggunakan VOSviewer untuk mengidentifikasi tren publikasi, pola ko-kemunculan kata kunci, struktur tematik, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa tata kelola pembelajaran digital telah bergeser dari model kontrol administratif konvensional menuju paradigma multidimensional yang digerakkan oleh teknologi. Kecerdasan buatan, blockchain, analitik pembelajaran, keamanan siber, dan pengambilan keputusan berbasis data muncul sebagai tema utama dalam literatur. Jaringan kata kunci menunjukkan bahwa kecerdasan buatan menjadi penggerak paling dominan dalam transformasi tata kelola, sedangkan blockchain mencerminkan meningkatnya perhatian terhadap pengelolaan data akademik yang aman, terdesentralisasi, dan transparan. Temuan bibliometrik juga menunjukkan bahwa bidang ini masih terfragmentasi, ditandai dengan persebaran kontribusi penulis, keragaman afiliasi institusi, dan belum adanya pusat riset yang dominan. Secara geografis, negara-negara Asia, khususnya China, Indonesia, Arab Saudi, Malaysia, dan Vietnam, menunjukkan keterlibatan riset yang kuat, sehingga memperlihatkan meningkatnya peran negara berkembang dalam membentuk diskursus tata kelola pembelajaran digital. Namun demikian, bidang ini masih menghadapi tantangan penting, seperti privasi data, risiko keamanan siber, bias algoritmik, ketimpangan kesiapan institusi, dan belum tersedianya kerangka tata kelola yang terintegrasi. Penelitian ini menyimpulkan bahwa tata kelola pembelajaran digital berkembang menjadi sistem interdisipliner yang mengintegrasikan inovasi teknologi, kebijakan institusional, mutu pedagogik, tanggung jawab etis, dan keberlanjutan. Penelitian selanjutnya perlu mengembangkan kerangka tata kelola yang kontekstual, sedangkan perguruan tinggi dan pembuat kebijakan perlu memperkuat kolaborasi untuk memastikan transformasi digital yang transparan, inklusif, dan berkelanjutan. Kata kunci: Tata Kelola Pembelajaran Digital; Pendidikan Tinggi; Kecerdasan Buatan; Transformasi Digital; Tata Kelola Berbasis Data
Eksplorasi Peran Strategis Pendidikan Inovasi dan Kewirausahaan dalam Pengembangan Keterampilan Kewirausahaan Mahasiswa Liu Lifeng; Suryadi Suryadi; Sururi Sururi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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

Abstract

Abstract: This study aims to map the strategic role of innovation and entrepreneurship education in enhancing students’ entrepreneurial skills through a Systematic Literature Review (SLR) combined with bibliometric analysis. The study responds to the growing demand for higher education institutions to prepare graduates who are not only academically competent but also innovative, adaptive, opportunity-oriented, and capable of creating value in a dynamic global economy. Data were collected from the Scopus database within the 2021–2026 period. After the screening process based on relevance, document type, and thematic alignment, 39 documents were selected and analyzed using VOSviewer and descriptive statistics. VOSviewer was used to identify keyword co-occurrence patterns, thematic clusters, and research trends, while descriptive statistics were used to examine publication distribution by year, author, institutional affiliation, country, and citation count. The findings reveal that innovation and entrepreneurship education plays a strategic role in developing students’ entrepreneurial skills through experiential learning, project-based learning, digital technology integration, design thinking, co-creation, and innovation-oriented pedagogy. The keyword co-occurrence analysis indicates that entrepreneurship education, higher education, innovation, experiential learning, sustainability, and digital transformation are central themes in the research landscape. The distribution of authors and institutions shows that this field remains open, interdisciplinary, and relatively fragmented, indicating opportunities for stronger collaboration among scholars and institutions. Geographically, the contributions are spread across various countries, with China, Finland, South Africa, and the United Kingdom appearing as prominent contributors, while developing countries also demonstrate increasing research engagement. This study concludes that innovation and entrepreneurship education should be understood as a strategic learning ecosystem rather than merely a curricular component. Higher education institutions are recommended to strengthen experiential learning, technology-based pedagogy, institutional support, and cross-sector collaboration to enhance the relevance and effectiveness of entrepreneurship education in developing students’ entrepreneurial skills. Keywords: Entrepreneurship Education; Innovation Education; Entrepreneurial Skills; Higher Education; Bibliometric Analysis Abstrak: Penelitian ini bertujuan untuk memetakan peran strategis pendidikan inovasi dan kewirausahaan dalam meningkatkan keterampilan kewirausahaan mahasiswa melalui pendekatan Systematic Literature Review (SLR) yang dikombinasikan dengan analisis bibliometrik. Penelitian ini dilatarbelakangi oleh meningkatnya kebutuhan perguruan tinggi untuk menghasilkan lulusan yang tidak hanya memiliki kompetensi akademik, tetapi juga mampu berpikir inovatif, adaptif, mengenali peluang, dan menciptakan nilai dalam dinamika ekonomi global. Data penelitian diperoleh dari database Scopus pada periode 2021–2026. Setelah melalui proses penyaringan berdasarkan relevansi, jenis dokumen, dan kesesuaian tema, sebanyak 39 dokumen dianalisis menggunakan VOSviewer dan statistik deskriptif. VOSviewer digunakan untuk mengidentifikasi pola ko-kemunculan kata kunci, klaster tematik, dan tren penelitian, sedangkan statistik deskriptif digunakan untuk melihat distribusi publikasi berdasarkan tahun, penulis, afiliasi institusi, negara, dan jumlah sitasi. Hasil penelitian menunjukkan bahwa pendidikan inovasi dan kewirausahaan memiliki peran strategis dalam mengembangkan keterampilan kewirausahaan mahasiswa melalui pembelajaran berbasis pengalaman, pembelajaran berbasis proyek, integrasi teknologi digital, design thinking, co-creation, serta pendekatan pedagogis yang berorientasi pada inovasi. Analisis kata kunci menunjukkan bahwa entrepreneurship education, higher education, innovation, experiential learning, sustainability, dan digital transformation menjadi tema sentral dalam lanskap penelitian. Distribusi penulis dan institusi menunjukkan bahwa bidang ini masih terbuka, interdisipliner, dan relatif terfragmentasi, sehingga membuka peluang penguatan kolaborasi akademik lintas institusi dan lintas negara. Secara geografis, kontribusi penelitian tersebar di berbagai negara, dengan China, Finlandia, Afrika Selatan, dan Inggris sebagai kontributor menonjol, sementara negara berkembang juga menunjukkan keterlibatan riset yang semakin meningkat. Penelitian ini menyimpulkan bahwa pendidikan inovasi dan kewirausahaan perlu dipahami sebagai ekosistem pembelajaran strategis, bukan hanya sebagai komponen kurikulum. Perguruan tinggi disarankan untuk memperkuat pembelajaran berbasis pengalaman, pedagogi berbasis teknologi, dukungan institusional, dan kolaborasi lintas sektor guna meningkatkan efektivitas pendidikan kewirausahaan dalam membentuk keterampilan kewirausahaan mahasiswa. Kata kunci: Pendidikan Kewirausahaan; Pendidikan Inovasi; Keterampilan Kewirausahaan; Pendidikan Tinggi; Analisis Bibliometrik
Mengelola transisi lintas budaya: Strategi dukungan kelembagaan bagi mahasiswa internasional di perguruan tinggi Wu Jiewei; Aan Komariah; Dedy Achmad Kurniady; Sururi Sururi
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.618

Abstract

International students often encounter unfamiliar pedagogical systems, cultural dissonance, or marginalization that can affect them academically and psychologically. This article systematically reviews Scopus-indexed articles (2020-2026) that address institutional support for international students during cross-cultural transitions in higher education, following the PRISMA 2020 reporting procedure. A narrative thematic analysis was conducted on 14 studies that met the inclusion criteria. The synthesis of findings indicates that cross-cultural adaptation is co-constructed by individual capabilities such as cultural intelligence, coping, motivation, and communication competencies, as well as institutional conditions that support access, belonging, and cultural sensitivity. Effective academic and social support is reflected in inclusive learning environments, connectedness to the host community, and coordinated administrative support. Furthermore, recent findings emphasize the importance of the digital ecology as an additional layer of support that facilitates student access, inclusion, and psychological well-being. The results of this review inform the design of a systematically integrated, phased support model and highlight the need for longitudinal, multi-site evaluation.
Integrating local wisdom into learning in school’s curriculum: a bibliometric analysis Khusyairin Khusyairin; Udin Saefudin Sa'ud; Sururi Sururi; Nani Hartini
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75667

Abstract

This study presents a bibliometric analysis of research on integrating local wisdom into school learning, providing a comprehensive overview of scholarly developments from 2010 to 2024. Utilizing the Scopus database, the bibliometric method retrieved an initial 284 documents, refined to 145 after applying inclusion criteria. The analysis reveals a significant annual growth rate of 28.21 percent in publications, indicating a burgeoning interest in this field. Indonesia emerged as the leading contributor in the number of publications and citations; the most productive authors and the most cited documents also originated from Indonesia. Co-occurrence keyword analysis identified vital themes such as character education, the development of learning media, and the innovative use of technology—including mobile learning and augmented reality—to facilitate local wisdom integration. Despite the predominance of Indonesian research, international collaboration remains limited, highlighting opportunities for comparative studies and broader global engagement. The findings suggest integrating local wisdom into education enhances cultural preservation, student engagement, and moral development. Future research should explore technology's role in this integration, assess long-term educational outcomes, and encourage international partnerships to enrich the global discourse on culturally responsive education.   Abstrak Studi ini menyajikan analisis bibliometrik penelitian tentang integrasi kearifan lokal ke dalam pembelajaran di sekolah, memberikan gambaran komprehensif tentang perkembangan ilmiah dari tahun 2010 hingga 2024. Dengan memanfaatkan basis data Scopus, metode bibliometrik awalnya memperoleh 284 dokumen, yang kemudian disaring menjadi 145 setelah menerapkan kriteria inklusi. Analisis menunjukkan tingkat pertumbuhan publikasi tahunan yang signifikan sebesar 28,21 persen, mengindikasikan minat yang semakin meningkat di bidang ini. Indonesia muncul sebagai kontributor terdepan dalam hal jumlah publikasi dan sitasi; penulis paling produktif dan dokumen yang paling banyak disitasi juga berasal dari Indonesia. Analisis ko-occurance kata kunci mengidentifikasi tema-tema kunci seperti pendidikan karakter, pengembangan media pembelajaran, dan penggunaan teknologi inovatif—termasuk pembelajaran mobile dan augmented reality—untuk memfasilitasi integrasi kearifan lokal. Meskipun penelitian Indonesia mendominasi, kolaborasi internasional masih terbatas, menyoroti peluang untuk studi komparatif dan keterlibatan global yang lebih luas. Temuan ini menunjukkan bahwa mengintegrasikan kearifan lokal ke dalam pendidikan meningkatkan pelestarian budaya, keterlibatan siswa, dan pengembangan moral. Penelitian selanjutnya harus mengeksplorasi peran teknologi dalam integrasi ini, menilai hasil pendidikan jangka panjang, dan mendorong kemitraan internasional untuk memperkaya diskursus global tentang pendidikan yang responsif secara budaya. Kata Kunci: bibliometrik; kearifan lokal; kurikulum; pembelajaran; sekolah
Kepemimpinan transformasional, motivasi guru, serta peningkatan dan pengalihan keterampilan sebagai penentu kompetensi guru abad ke-21. Welhelmina Welhelmina; Dedy Achmad Kurniady; Sururi Sururi; Taufani Chusnul Kurniatun
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.877

Abstract

The integration of digital technology and artificial intelligence into the learning ecosystem has increased global demands for teacher competency. This study examines the simultaneous and partial effects of transformational leadership (X1), teacher motivation (X2), and upskilling and reskilling (X3) on 21st-century teacher competency (Y). This study was conducted because no empirical study has simultaneously tested these three variables in a single regression model among elementary and junior high school teachers in Indonesia. We used a quantitative explanatory correlational approach, collecting data from 238 teachers in West Java through a 40-item Likert-scale online questionnaire and analyzing them using multiple linear regression. All items were valid and highly reliable. The model explained 84.5% of the variance in teacher competency. Three predictors had a significant influence: 1) Transformational leadership; 2) Teacher motivation; and 3) Upskilling and reskilling. Upskilling and reskilling were the most dominant predictors, confirming that continuous skill development is the most direct path to developing 21st-century teacher competency. 
Enhancing Collegial Supervision and Deep Learning Practices through TPACK-Based Professional Development in Early Childhood Education Sururi Sururi; Yayah Rahyasih; Taufani Chusnul Kurniatun; Nugraha Suharto; Heny Djohaeni; Salma Nurillah; Asep Dikdik; Prasetyo Agung Darmawan
Smart Society Vol. 6 No. 3 (2026): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsoc.v6i3.1437

Abstract

The integration of technology, deep learning pedagogy, and collaborative leadership remains a challenge for early childhood education (ECE) institutions in rural Indonesia, where limited resources and fragmented professional development often constrain instructional innovation. This study examined an integrated professional development program designed to strengthen principals’ collegial supervision competencies and teachers’ implementation of deep learning through the Technological Pedagogical and Content Knowledge (TPACK) framework. A mixed-methods participatory action research design with a one-group pre-post assessment was employed involving 40 participants (20 principals and 20 teachers) from 20 ECE institutions in Karangpawitan District, Garut Regency, Indonesia. The two-month program combined online training, face-to-face workshops, mentoring, classroom implementation, and follow-up evaluation. Quantitative data were collected using validated TPACK, Collegial Supervision, and Deep Learning instruments, while qualitative data were obtained through observations and semi-structured interviews. Pre-post comparisons indicated improvements in teachers’ TPACK competencies (Cohen’s d = 3.24) and principals’ collegial supervision competencies (d = 2.98). Classroom observations and participant reflections further suggested positive changes in the implementation of deep learning practices, including greater use of inquiry-based learning, reflective activities, and purposeful technology integration. Follow-up evaluation indicated that most participants maintained the competencies developed during the program. These findings suggest that an integrated and context-responsive professional development approach may support the development of pedagogical, technological, and leadership capacities in rural ECE settings. The program also provides a practical framework for fostering collaborative professional learning and strengthening instructional improvement in resource-constrained educational contexts.
Educational Management Innovation: Integration Model of Military and Higher Education Curriculum in Indonesia Agus Wuryanto; Aan Komariah; Asep Suryana; Agus Wuryanto; Aan Komariah; Asep Suryana; Sururi Sururi
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.6

Abstract

This study aims to design an integrated curriculum model between military education and higher education in Indonesia that can support the improvement of military personnel’s academic qualifications. A descriptive qualitative approach was used. Semi-structured interviews were employed during the data collection phase to explore the perspectives of higher education management experts and military education experts selected through purposive sampling. The research lasted 91 days and involved relevant experts from the military education unit of the Indonesian National Army-Army and leading universities in the field of education. A thematic analysis was used in the data analysis process with the support of the NVivo application. Findings: 1) There is a significant structural gap in Indonesia’s military education system, particularly regarding academic recognition, educational system integration, and the utilization of technology. 2) An integrated curriculum model can be designed with three dimensions: a) Recognition of Prior Learning (RPL), b) integration of academic standards, c) utilization of learning technology. The development of this integrated curriculum must be supported by two aspects: the formulation of relevant policies and a collaborative curriculum drafting mechanism. Practically, it can guide the development of educational programs in both military training units and civilian higher education. This creates opportunities for accelerating academic qualifications as well as the recognition and enhancement of skills among Indonesian Army personnel. Further research is recommended to large-scale surveys and quantitative analyses such as SEM. Additionally, pilot studies are crucial to empirically test the effectiveness of the integrated curriculum and RPL.  
Co-Authors Aam Muamar Aan Komariah Aan Komariah Abdullah Abdullah Abubakar Abubakar Ade Syarifudin Agus Wuryanto Agus Wuryanto Alifya Nurzehan Anggoro, Sigit Anggy Giri Prawiyogi Anisa Isti Yuslimah Asep Dikdik Asep Dikdik Asep Sudarsyah Asep Suryana Asep Suryana Capri Arista Dewi Anjaya Cicih Sutarsih Dahlia Rineva Puspitasari Dahliana Asry Danny Meirawan David I. Philippov Dedy Achmad Kurniady Dela Purwandani Deni Kadarsah Desi Lestari Dian Megawati Diding Nurdin Diding Nurdin diding nurdin nurdin Diding Nurdin, Diding Djam'an Satori Djaman Satori Djam’an Satori Eka Prihatin Eli Karyati Endang Herawan Eri Kurniawan Fahmi Syarifudin Firman Suryadi Rahman Heny Djohaeni Ipah Saripah Johar Permana K. Khusyairin Kholifatul Husna Asri Khusyairin Khusyairin Lastria Irianti Li Bingwei Liu Lifeng Maria Ulfa Mawardi Mawardi Mawardi Mawardi Mikhail E. Kosov Mikhail E. Kosov Mohamad Zaenuri Arif Muhammad Taufiq Munipah - Munir Munir Nani Hartini Natalia V. Lazareva Natalya I. Nikitina Nova Nova Novebri Novebri Nugraha Suharto Nur Aedi Nurdin Olesya V. Dudnik Prajna Hewu Wau Pamalungan Prasetyo Agung Darmawan Prasetyo Agung Darmawan Raspatiningrum, Liris Realitawati Regina Mega Pratiwi Rifky Aditya Ramadhan Riyaldi Dithia Permana Rizki Satria Nugraha Salma Nurillah Sigit Anggoro Silfiana Silfiana Siti Nurlatifah Siti Nurlatifah Sri Gusmurdiah Supiani Supiani Sururi Sururi Suryadi - Suryadi Suryadi Suryadi Suryadi Taufani Chusnul Kurniatun Taufani Chusnul Kurniatun Taufani Chusnul Kurniatun Udin Saefudin Sa'ud Udin Syaefudin Sa’ud Veronica M. Grebennikova Welhelmina Welhelmina Wina Kurniasih Wu Jiewei Xiong Yijun Yayah Rahyasih, Yayah Yoki Ariyana Yudi Kusumah Zaini Hafidh