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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Prima Edukasia Dinamika Jurnal Pendidikan Dasar Al Ishlah Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar Journal of Teaching and Learning in Elementary Education Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Tadbir Muwahhid Journal of Education and Instruction (JOEAI) Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu International Journal of Elementary Education Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal Dedikasi Pendidikan Jurnal Studi Guru dan Pembelajaran Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Budimas : Jurnal Pengabdian Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Cokroaminoto Journal of Primary Education Continuous Education : Journal of Science and Research Inovasi Kurikulum Action Research Literate (ARL) Empiricism Journal EduStream: Jurnal Pendidikan Dasar Indonesian Journal of Educational Development (IJED) Jurnal Kiprah Pendidikan Jurnal Basicedu Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Jurnal Pendidikan Indonesia (Japendi) Indonesian Journal of Education Research (IJoER) Mutiara: Multidiciplinary Scientifict Journal Jurnal Global Ilmiah Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal kiprah pendidikan
Sri Dewi Nirmala
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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MATHEMATICAL DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS ON THEIR MATHEMATICAL PROBLEM-SOLVING SKILL Riandi Marisa; Yulia Santi; Ety Mukhlesi Yeni; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9588

Abstract

The role of students' attitudes (disposition) towards mathematics is an important element in solving their mathematical problems and must be maximized properly. Disposition has the following indicators such as self-confidence, flexibility, persistence, curiosity, reflecting, and applying it. This paper describes the elementary students' mathematical disposition profile toward their problem-solving skills. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews, which were subsequently analyzed by triangulation technique. The results indicate that there is a significant relationship between elementary school students' mathematical dispositions and their problem-solving skills. Students who achieve the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem[1]solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem-solving skills and need treatment. The analysis results that were obtained through questionnaires, observation, and confirmation with interviews indicate that the students' mathematical disposition skills in group A were categorized as excellent with disposition indicators of 95%. Students’ mathematical disposition in group B was categorized as quiet good with the students' mathematical disposition criteria of only 65%. In addition, students’ mathematical disposition in group C was categorized as less good because students' mathematical disposition skills appear only 65%.
PROBLEMATIKA RENDAHNYA KEMAMPUAN LITERASI SISWADI SEKOLAH DASAR Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2022): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v11i2.8851

Abstract

This article discusses the analysis of problems and factors caused by the low literacy skills of students, especially in elementary schools. The study described in this article used a descriptive analysis method based on qualitative data through the results of questionnaires, interviews, and observations. The study was conducted in six elementary schools thatimplemented the School Literacy Movement (GLS) in Sukabumi Regency West Java. The study also involved fourth-grade elementary students and their parents who are classified into three categories, namely students who have high, medium, and low Early Literacy Ability (KLA). The results of the study showed that the factors caused by the students’ low literacy skills were (1) the socio-economic conditions of the family, (2) communication and guidance to children at an early age, (3) communication and tutoring during the school period, (4) facilities/collection of reading books at home, (5) HP, computer, television facilities, (6) gender, (7) the relationship between family, school, and community, and (8) the use of strategies or models in learning toread. Based on these findings, it could be recommended that (1) the fulfillment of literacy support infrastructure, (2) intensive guidance, especially in reading activities at home, (3) increase of the GLS activities, and (4) use of reading learning models in the learning process in elementary schools.
KEEFEKTIFAN PENDEKATAN PEMBELAJARAN WHOLE LANGUAGE DAN PENDEKATAN KOMUNIKATIF TERHADAP KETERAMPILAN MEMBACA DAN MOTIVASI BELAJAR PESERTA DIDIK Ai Yusi Kurniawati; Sri Dewi Nirmala; Lidwina Sri Ardiasih
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 6 (2022): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i6.9129

Abstract

This article analyzes the differences between the pretest and post-test results of students' reading abilities, and analyzes the differences between students' reading skills and students’ learning motivation through the Whole Language learning approach and the communicative approach. The research method used is quasi-experimental with data analysis of paired sample t-test for pretest and post-test data and independent sample t-test. The results indicate that the use of the Whole Language learning approach is more effective than the communicative approach on students' reading skills and learning motivation. Thus, the application of the Whole Language learning approach is more recommended than the communicative approach on students' reading skills and learning motivation.
English English Muhammad Ilyas, Azmi; Dewi Nirmala, Sri; Bolanle Raji-Ellams, Zaynab
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p128-140

Abstract

A decline in elementary student’s self-efficacy has become increasingly visible in recent years, which caused learning loss and reduced student’s confidence in completing academic tasks independently. Strengthening self-efficacy is essential because it influences participation, persistence, and achievement. This study investigates the effectiveness of the Discovery Learning model in improving student’s self-efficacy in elementary science learning. A descriptive qualitative approach supported by descriptive quantitative data was employed, involving 47 sixth-grade students across three learning sessions designed according to the Discovery Learning stages. Data were collected through participatory classroom observation, a Likert-scale self-efficacy questionnaire administered before and after learning, unstructured interviews, and field notes. Observation results showed a progressive increase in self-efficacy across learning stages, particularly during phases requiring investigation, discussion, verification, and presentation. Questionnaire results indicated an average improvement of 23 percentage points across five self-efficacy indicators, with the highest gains in social interaction ability and willingness to take risks. Interview data confirmed that students felt more confident due to meaningful field experiences, peer support, and opportunities to present findings. Triangulated data suggest that Discovery Learning effectively enhances elementary student’s self-efficacy by providing direct and socially interactive learning experiences. These findings highlight the potential of Discovery Learning as a pedagogical model to reinforce confidence and independence in science learning.
Penerapan Model Problem Based Learning Berdiferensiasi Berbasis Konstruktivisme untuk Meningkatkan Hasil Belajar IPA Qudri, Afdhal; Nirmala, Sri Dewi
Empiricism Journal Vol. 6 No. 4: December 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9cneff33

Abstract

Penelitian ini berawal dari dominasi metode konvensional (ceramah) yang kurang memberi kesempatan bagi siswa untuk membangun pengetahuannya secara mandiri, sehingga hasil belajar IPA masih rendah. Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) berdiferensiasi berbasis konstruktivisme dalam meningkatkan hasil belajar IPA siswa kelas IV. Model yang dikembangkan mengintegrasikan pendekatan PBL yang berfokus pada pemecahan masalah kontekstual, teori konstruktivisme yang menekankan pembentukan pengetahuan aktif, serta diferensiasi pembelajaran dalam aspek konten, proses, dan produk guna mengakomodasi perbedaan gaya belajar siswa. Penelitian dilaksanakan di SD Negeri 26 Membalong dengan subjek 14 siswa (6 perempuan dan 8 laki-laki) pada tahun ajaran 2025/2026. Metode yang digunakan adalah Penelitian Tindakan Kelas yang meliputi tiga tahapan: pra-siklus, siklus I, dan siklus II. Hasil penelitian menunjukkan bahwa penerapan model ini berlangsung efektif dan sistematisNilai rata-rata hasil belajar siswa meningkat dari 58,6 pada pra-siklus menjadi 76,4 pada siklus I, dan mencapai 92,9 pada siklus II. Peningkatan tersebut menunjukkan bahwa penerapan Model Problem Based Learning (PBL) Berdiferensiasi Berbasis Konstruktivisme berpengaruh positif terhadap peningkatan hasil belajar IPA siswa kelas IV. Dengan demikian, PBL berdiferensiasi berbasis konstruktivisme terbukti mampu menciptakan pembelajaran yang adaptif, bermakna, dan berpotensi meningkatkan hasil belajar kognitif siswa. Implementation of Differentiated Problem Based Learning Model Based on Constructivism to Improve Science Learning Outcomes Abstract This research started from the dominance of conventional methods (lectures) which do not provide students with the opportunity to build their knowledge independently, so that science learning outcomes are still low. This study aims to describe the application of a differentiated Problem Based Learning (PBL) model based on constructivism in improving science learning outcomes of fourth grade students. The developed model integrates a PBL approach that focuses on contextual problem solving, constructivism theory that emphasizes active knowledge formation, and learning differentiation in content, process, and product aspects to accommodate differences in student learning styles. The research was conducted at SD Negeri 26 Membalong with 14 students (6 girls and 8 boys) as subjects in the 2025/2026 academic year. The method used was Classroom Action Research which included three stages: pre-cycle, cycle I, and cycle II. The results showed that the implementation of this model was effective and systematic. The average value of student learning outcomes increased from 58.6 in the pre-cycle to 76.4 in cycle I, and reached 92.9 in cycle II. This improvement indicates that the implementation of the Constructivism-Based Differentiated Problem-Based Learning (PBL) Model has a positive effect on improving the science learning outcomes of fourth-grade students. Thus, constructivism-based differentiated PBL has been proven to be able to create adaptive, meaningful learning and has the potential to improve students' cognitive learning outcomes.
Revitalizing Elementary Education: The Impact of Characteristic Learning Development and P5 Implementation on Mitigating Learning Loss Sri Dewi Nirmala; Tita Rosita; Wakhudin Wakhudin; Sendi Ramdhani; Riandi Marisa
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5761

Abstract

This study analyzes strategies to reconstruct learning experiences in elementary schools, focusing on character development and the Pancasila Student Profile Strengthening Project (P5) to mitigate learning loss. Conducted in Bogor, Jakarta, and Banyumas, this research used a phenomenological approach to explore participants' lived experiences, aligning with the study’s focus on personal insights into learning loss impacts. Purposive sampling selected participants, including teachers, principals, and two students from each of five schools, chosen for their direct engagement in character education and P5 activities. Data were collected via interviews, observations, and documentation, with credibility validated through triangulation. Findings reveal that learning loss impacts are significant and multifaceted, including declines in motivation, increased learning disparities, dropout risks, delays in reading, and decreases in academic performance and character. Effective character development was identified as involving positive reinforcement, a character-centered school culture, teacher modeling, and habitual practices. The P5 project, implemented through a project-based learning model, effectively integrated Pancasila values, fostering essential character traits such as perseverance, hard work, and adaptability alongside academic skills. The results highlight the P5 project's role in addressing learning loss by enhancing both academic and character growth. This approach provides practical insights for schools aiming to strengthen student resilience and adaptability. The study concludes that character development and P5 implementation can effectively reconstruct learning experiences in elementary education, supporting both academic recovery and character formation. These findings offer implications for educators and policymakers seeking comprehensive strategies to address learning loss in Indonesian schools.
Innovative E-Module Design Using the FIVES Model: Strengthening Literacy and Numeracy in Elementary Schools Sri Dewi Nirmala; Ryan Dwi Puspita
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6756

Abstract

Literacy and numeracy are critical foundations for developing elementary students’ problem-solving and critical thinking skills. To support these competencies, structured e-learning modules are essential. This study explores the design of e-learning modules based on the FIVES learning model—a pedagogical framework consisting of Focus, Inquiry, Vocabulary, Evidence, and Summary—to enhance literacy and numeracy at the elementary level. Using a qualitative, exploratory approach, data were collected through in-depth interviews with eight teachers and classroom observations of eight fourth-grade classes across elementary schools in West Java, DKI Jakarta, Banten, and Lampung. Data were analyzed using the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings indicate that effective FIVES-based e-learning modules should include interactive text activities, inquiry-driven tasks, vocabulary development components, and evidence-based comprehension exercises. Customized formative assessments were also identified as essential tools to evaluate students’ literacy and numeracy progress. The modules showed strong potential to support active learning and knowledge construction aligned with students’ developmental needs. The integration of the FIVES model into e-learning design can significantly enhance foundational literacy and numeracy skills through a structured and student-centered approach. Future research should investigate the scalability of these modules, assess their performance in varied educational settings, and explore integration with other digital tools to improve learning outcomes.
Implementasi Pembelajaran Kolaboratif melalui Aktivitas Unplugged Coding untuk Membangun Konsep Berpikir Komputasional Siswa Kelas V: Penelitian Handayani, Ifti; Nirmala, Sri Dewi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3636

Abstract

This study aims to analyze the implementation of a collaborative approach to unplugged coding learning in Grade V in order to build computational thinking concepts. This research was conducted in Grade V of Eka Tjipta Sinar Kencana Elementary School, Kotabaru Regency. Observation activities involving colleagues, namely the curriculum deputy, were carried out starting from planning, implementation, evaluation, to follow-up. Data collection techniques included pre-test activities, observations, products, questionnaires, and post-tests. The pre-test was conducted at the beginning of learning activities to determine students' initial abilities. Observations were carried out by colleagues who followed the learning process from beginning to end in the classroom using the instruments provided. Questionnaires were distributed to all Grade V students to be filled out after participating in learning activities and then summarized as one of the data sources for the research results. Furthermore, the post-test was used to measure the competencies achieved by students during the learning activities in accordance with the objectives. The research subjects consisted of 23 Grade V students of Eka Tjipta Sinar Kencana Elementary School in the 2025/2026 Academic Year. Research findings indicate that implementing a collaborative approach in unplugged coding learning can improve students' computational thinking skills, including the concepts of decomposition, pattern recognition, abstraction, and algorithms. These four concepts can be applied by students in collaborative learning.
PENGUATAN KOMPETENSI GURU MELALUI LESSON STUDY SEBAGAI UPAYA TRANSFORMASI PEMBELAJARAN Nirmala, Sri Dewi; Puspitasari, Kristanti Ambar; Puryati, Puryati; Marisa, Riandi; Wahyudi, Heri; Damayanti, Gina; Zulfa, Sufina Siti
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 5 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i5.34566

Abstract

Abstrak: Guru berperan strategis dalam meningkatkan mutu pendidikan yang tidak tergantikan oleh teknologi. Salah satu kompetensi penting adalah kemampuan menyelenggarakan pembelajaran yang mendidik dan relevan dengan kebutuhan siswa. Pembelajaran berdiferensiasi merupakan pendekatan esensial untuk menjawab keragaman siswa, namun implementasinya masih menghadapi kendala. Kegiatan PkM ini bertujuan mendampingi guru sekolah dasar dalam mengimplementasikan pembelajaran berdiferensiasi melalui lesson study. Kegiatan dilaksanakan pada Maret - Juni 2025 dengan melibatkan 25 guru kelas dan guru mata pelajaran. Pendekatan Participatory Rural Appraisal (PRA) digunakan melalui tiga tahap: perencanaan berbasis analisis kebutuhan, pelaksanaan melalui sosialisasi dan pendampingan, serta evaluasi dan tindak lanjut, berdasarkan tahapan Lesson Study yakni Plan, Do, dan See. Hasil pendampingan menunjukkan 80% guru meningkat pemahamannya mengenai pembelajaran berdiferensiasi, 75% mampu merancang perangkat pembelajaran berdiferensiasi, 70% mampu menerapkan strategi kolaboratif, dan 65% mampu menggunakan asesmen autentik. Lesson study terbukti efektif meningkatkan kompetensi guru, keterampilan refleksi, dan budaya kolaborasi. Kegiatan ini diharapkan menjadi model penguatan kompetensi guru untuk mewujudkan pembelajaran adaptif dan inklusif di sekolah dasar, dengan tindak lanjut pada penguatan diferensiasi yang terintegrasi pembelajaran mendalam.Abstract: Teachers play a strategic role in improving the quality of education that cannot be replaced by technology. One important competency is the ability to organize educational learning that is relevant to students' needs. Differentiated learning is an essential approach to addressing student diversity, but its implementation still faces obstacles. This Community Service Program aims to assist elementary school teachers in implementing differentiated learning through lesson study. The activity was carried out from March to June 2025, involving 25 classroom teachers and subject teachers. The Participatory Rural Appraisal (PRA) approach was used in three stages: needs analysis-based planning, implementation through socialization and mentoring, and evaluation and follow-up, based on the Lesson Study stages of Plan, Do, and See. The results of the assistance showed that 80% of teachers improved their understanding of differentiated learning, 75% were able to design differentiated learning tools, 70% were able to apply collaborative strategies, and 65% were able to use authentic assessments. Lesson study proved to be effective in improving teacher competence, reflection skills, and a culture of collaboration. This activity is expected to become a model for strengthening teacher competencies to realize adaptive and inclusive learning in elementary schools, with follow-up on strengthening integrated differentiation and deep learning.
EFEKTIVITAS E-MODUL AJAR TERDIFERENSIASI BERBASIS MODEL PEMBELAJARAN LDR (LEARN, DO, REFLECT) DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH DASAR Khoerunnisa, Adinda; Dwi Puspita, Ryan; Dewi Nirmala, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40627

Abstract

Elementary school students’ mathematical problem-solving abilities play an important role in developing logical and creative thinking; however, these abilities are still not optimal due to limitations in learning models, teachers’ understanding of students’ needs, and the use of technology. Therefore, adaptive and contextual learning innovations are required, one of which is the development of a teaching e-module based on the LDR (Learn, Do, Reflect) model, designed to improve mathematical problem-solving abilities in an interactive and meaningful manner. This study aimed to examine the effectiveness and practicality of a differentiated teaching e-module based on the LDR (Learn, Do, Reflect) model in enhancing the mathematical problem-solving abilities of fifth-grade elementary school students. The study employed a research and development (R&D) approach using the ADDIE model and involved experts, teachers, and elementary school students. Effectiveness was tested through a quasi-experimental design, while practicality was evaluated using interviews, observations, student learning journals, and teacher questionnaires. The results indicated that the teaching e-module received highly positive responses and was effective in improving students’ mathematical problem-solving abilities, as evidenced by a significant difference between the experimental and control groups and a medium N-Gain value, indicating that the e-module is suitable for implementation in elementary school mathematics instruction.
Co-Authors Achmad Noerkhaerin Putra Afriani Afriani Agustina, Elly Ai Herlina Ai Yusi Kurniawati Ai Yusi Kurniawati Amalia Sapriati Anggy Giri Prawiyogi apriyanti, dini Ardiasih, Lidwina Sri Artanti, Yuli Astri Dwi Jayanti Suhandoko B. Musthafa Bachtiar Bachtiar Bachtiar Bachtiar Bolanle Raji-Ellams, Zaynab Damayanti, Gina Darojat , Ojat Deni Syahyadi Dwi Fajariyanto, Septian Eddy Noviana Eneng Yuliana Ety Mukhlesiyeni Fery Muhammad Firdaus Fery Muhammad Firdaus Firdaus, Fery Muhamad Fitria Amastini Fitriyana, Ida Handayani, Ifti Hartingsih, Hartingsih Hartiningsih Hartiningsih HERI WAHYUDI Hidayat, Andi Reza I. Isfarudi Ida Fitriyana Indriana Viantho Indriyani, Fitri Isfarudi Isfarudi Isti Rokhiyah Iwan Setiawan Izhar Izhar, Izhar Jesi Alexander Alim Jodi, Sutriyana Juhana Juhana Juhana, Juhana Karnita, Feni Khoerunnisa, Adinda Lia Masliah Lilis Lisnawati Lilis Lisnawati Maman Rumanta Masliah, Lia Mohamad Yunus, Mohamad Mr Amprasto Muhammad Ilyas, Azmi Mujiono Mujiono Muna, Siti Umamah Naili Musthafa, B Nazmudindireja, Mohamad Gagan Nina Nina Ning Listiarini, Dian Novi Andri Nurcahyono Nugraheti Sismulyasih SB, Nugraheti Sismulyasih Nurhalimah Nurhalimah Ojat Darojat Ong, Eng Tek Otang Kurniaman Panggabean, Donwil Pannen, Paulina PUJI LESTARI Purnama, Yanternopa Puryati Puryati Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Qudri, Afdhal R. Rahman Rasmitadila, Rasmitadila Ratna Sari Dewi Razali, Fazilah binti Rhini Fatmasari Riandi Marisa Rokhiyah, Isti Rusdiyanto, Edi Ryan Dwi Puspita Sari, Furi Livia Sembiring, Maximus Gorky Sendi Ramdhani Shine Pintor Siolemba Patiro Siti Julaeha, Siti Sofianti, Gina Subuh Anggoro Suciati Suciati Sugiarti, Nani Sugilar, Sugilar Suhandoko, Astri Dwi Jayanti Suhemah, Suhemah Syahyadi, Deni Sylvia, Sylvia Thoe, Ng Khar Tia Naga, Meiristy Tian Belawati, Tian Tita Rosita Tita Rosita Topuh, Jelpris Ucu Rahayu Umriyatin Viantho, Indriana Wakhudin Widya Rizky Pratiwi, Widya Rizky Yulia Santi Yulia Santi Yuliana, Eneng Yusanti, Devi Zasmita, Indah Zubaedah Zulfa, Sufina Siti