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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Premiere Educandum REFLEKSI EDUKATIKA Jurnal Elemen Scholaria: Jurnal Pendidikan dan Kebudayaan Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Bidang Pendidikan Dasar AL-ATHFAL : JURNAL PENDIDIKAN ANAK ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Indonesian Journal of Primary Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Eduscience (JES) Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bakti Cendana: Jurnal Pengabdian Masyarakat Journal of Community Service and Empowerment G-Couns: Jurnal Bimbingan dan Konseling Al-Bidayah: Jurnal Pendidikan Dasar Islam Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Jurnal Simki Pedagogia JOURNAL OF COMMUNITY ENGAGEMENT AND EMPOWERMENT Jurnal Pengabdian Kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of General Education and Humanities Jurnal Basicedu Jurnal Ilmu Pendidikan dan Sosial Research and Development in Education (RaDEn) Indonesian Research Journal on Education Al-Bidayah : jurnal pendidikan dasar Islam Indonesian Journal of Primary Education Jurnal Pendidikan Progresif
Worowirastri E., Dyah
Department Of Primary Education, Faculty Of Teacher Training And Education, Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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FAVA-Based Community Service Program to Strengthen Teachers' Capacity in Developing Curriculum-Aligned Plastic-Waste Mathematics Learning Media: Evidence from Gresik, Indonesia Ekowati, Dyah Worowirastri; Ismail, Agung Deddiliawan
Journal of Community Service and Empowerment Vol. 7 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v7i1.43966

Abstract

This community service program aims to overcome environmental and educational challenges in Gresik, where limited waste management and the use of plastic waste in mathematics learning media in secondary schools have not been implemented. Based on discussions with MGMP Mathematics SMA Gresik Regency, two main gaps were found: (1) the absence of a program to develop plastic-based mathematics learning media, and (2) the lack of assistance to support teachers in the production and implementation of these media. This program aims to provide sustainable assistance to teachers in creating environmentally friendly plastic waste-based mathematics learning media, as a contribution to local sustainability initiatives. The method used is FAVA (Focus Group Discussion, Action, Validity, Accountability) which will be held from December 2025 to February 2026. The first FGD was held at SMA Muhammadiyah 1 Gresik on December 8, 2025, involving representatives of 20 MGMP Mathematics SMA/SMK/MA Gresik. The action was carried out through offline and online mentoring to develop a prototype of learning media using common plastic waste, such as bottles and caps, for mathematics topics. The validity stage ensures clear curriculum and procedural suitability. This program produced three winners of mathematics learning media at the Gresik Regency level, strengthening teachers' capacity in contextualizing mathematics learning with environmental values.
Enhancing Elementary Students’ Science Achievement through the Snowball Throwing Model with Visual Cue Cards: A True Experimental Study Ahmad Muzari; Akhsanul In'am; Dyah Worowirastri Ekowati
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8997

Abstract

This study investigated the effectiveness of integrating the Snowball Throwing cooperative learning model with visual cue cards in improving elementary students’ science achievement on ecosystem concepts. The study employed a true experimental pretest–posttest control group design involving 66 fifth-grade students randomly assigned to experimental and control groups. Student achievement was measured using a validated multiple-choice test. Prior to hypothesis testing, data met parametric assumptions, as indicated by normal distribution (Shapiro–Wilk, p > .05) and homogeneous variance (Levene’s test, p = .651). Data were analyzed using independent samples t-tests and effect size estimation. The results revealed that the experimental group achieved significantly higher posttest scores than the control group (t(64) = 6.12, p < .001), with a large effect size (Cohen’s d = 1.46). Gain score analysis also showed a significant difference (t(64) = 7.22, p < .001; Cohen’s d = 1.80), indicating substantially greater learning improvement among students exposed to the cooperative–visual approach. These findings suggest that combining structured peer interaction with visual scaffolding effectively enhances conceptual understanding in elementary science learning. The study provides empirical support for implementing multimodal cooperative strategies to improve science achievement in primary education. Keywords: cooperative learning, elementary education, science achievement, snowball throwing, visual cue cards
Dinamika Perkembangan Sistem Pendidikan Di Indonesia Dan Implikasinya Terhadap Mutu Pendidikan Nasional Sutrisno Sutrisno; Komariah Komariah; Dyah Worowirastri Ekowati
Indonesian Research Journal on Education Vol. 6 No. 3 (2026): Irje 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v6i3.4328

Abstract

Pendidikan merupakan sektor strategis dalam pembangunan nasional yang terus berkembang seiring dinamika sosial, politik, dan teknologi. Penelitian ini bertujuan menganalisis perkembangan sistem pendidikan di Indonesia serta implikasinya terhadap mutu pendidikan. Metode yang digunakan adalah kualitatif melalui studi literatur terhadap jurnal ilmiah dan kebijakan pendidikan. Hasil kajian menunjukkan bahwa sistem pendidikan Indonesia mengalami transformasi dari masa kolonial hingga era reformasi yang ditandai dengan desentralisasi dan inovasi kurikulum. Kebijakan pendidikan, termasuk digitalisasi pembelajaran dan sistem penjaminan mutu, berkontribusi terhadap peningkatan kualitas pendidikan. Namun, tantangan seperti kesenjangan wilayah, kualitas pendidik, dan manajemen pendidikan masih memengaruhi mutu pendidikan. Dinamika ini berimplikasi pada pentingnya penguatan kompetensi dan adaptasi tenaga kependidikan terhadap perubahan
Internalization of Islamic Values in the Toilet Training Learning Process at RA SBB Cahaya Ilahi, Serang City: A Case Study Safitri, Fifit; Effendi, Moh Mahfud; Ekowati, Dyah Worowirastri
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-12

Abstract

Purpose – Toilet training in early childhood education is commonly treated as a matter of independence, bodily control, and hygiene. In Islamic early childhood settings, however, it may also function as a routine through which aqidah, sharia, akhlaq, and thaharah are introduced and practiced. What remains less clear is how this ordinary bodily routine becomes a medium of value internalization in everyday school life. This article examines how Islamic values were internalized through toilet training activities at RA SBB Cahaya Ilahi, Serang City, and how that process became visible in children’s behavior.Design/methods/approach – A qualitative descriptive case study was conducted with Group B students, the principal, classroom teachers, and assistant teachers. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Credibility was strengthened through source and technique triangulation.Findings – Islamic values were internalized through a four-stage process of introduction, habituation, reinforcement, and evaluation embedded in the school’s daily toileting routine. Toilet training therefore operated not only as a hygiene practice but also as an embodied pedagogical routine in which prayer, etiquette, modesty, responsibility, and cleanliness were repeatedly taught and monitored. The outcomes of this process were visible in children’s behavior across aqidah, sharia, akhlaq, and thaharah domains. At the same time, internalization was uneven. Brief and highly repeated actions such as prayer recitation and entry and exit etiquette appeared more stable than actions requiring fuller bodily coordination and more complete procedural follow-through.Research implications/limitations – The findings suggest that value internalization in early childhood is structured, mediated, and uneven rather than automatic. At the same time, the study is limited to one Islamic early childhood institution and does not fully capture the continuity between school-based habituation and family practice.Practical implications – Islamic early childhood institutions can use daily care routines such as toilet training as structured sites of character education by linking bodily procedures with value language, consistent teacher guidance, reinforcement, and family continuity.Originality/value – The article brings toilet training research into conversation with Islamic value education and shows that toilet training can be understood not merely as a developmental routine, but as an embodied pedagogical mechanism through which religious values are translated into children’s daily conduct.Paper type Case study
PROFESIONALISME GURU BERBASIS INTEGRITAS DAN KETELADANAN Shalehoddin; Nuzla Aimmatu Rasyida; Dyah Worowirastri Ekowati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12941

Abstract

Teacher professionalism is a crucial factor in improving the quality of education while shaping student character. In the context of modern education, teacher professionalism is measured not only by pedagogical and academic competencies, but also by moral integrity and exemplary behavior demonstrated in educational practices. This study aims to analyze the concept of teacher professionalism based on integrity and exemplary behavior and its implications for student character formation. This research used a qualitative approach using a literature review method of various indexed national journals over the past four years. The results of the study indicate that teacher integrity is the foundation for building trust, professional ethics, and the quality of learning. Meanwhile, teacher exemplary behavior serves as an effective medium for internalizing character values ​​in students. Teacher professionalism built through integrity and exemplary behavior can create a positive learning environment, improve the quality of pedagogical interactions, and strengthen character education in schools. Therefore, strengthening teacher professionalism needs to be directed at developing balanced competencies between pedagogical, moral, and social aspects. Keywords: teacher professionalism, integrity, exemplary behavior, character education
Analisis Kemampuan Bahasa Arab Siswa dalam Pembelajaran Menggunakan Metode Sahta di Kelas XC Ma Al-Mu’min Muhammadiyah Tembarak Romadlon; Dyah Worowirastri Ekowati; Moh. Mahfud Effendy
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 2 (2026): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i2.1716

Abstract

Penguasaan kaidah gramatika (nahwu) sering kali menjadi tantangan dalam pembelajaran bahasa Arab, sehingga diperlukan pendekatan inovatif seperti metode SAHTA (Sahla wa Tafriha) yang mengintegrasikan kaidah melalui ritme dan melodi. Penelitian ini bertujuan untuk menganalisis kemampuan bahasa Arab siswa Kelas XC MA Al-Mu’min Muhammadiyah Tembarak setelah penerapan metode SAHTA, mengidentifikasi aspek kemampuan yang berkembang secara dominan, serta memetakan faktor pendukung dan penghambat dalam proses pembelajarannya. Fokus utama kajian ini adalah bagaimana penguatan memori auditori melalui nyanyian dapat memfasilitasi pemahaman struktur bahasa yang abstrak menjadi lebih konkret bagi siswa. Jenis penelitian ini adalah penelitian lapangan (field research) dengan menggunakan pendekatan kualitatif deskriptif.. Subjek penelitian melibatkan 24 siswa pada kelas tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam dengan guru dan siswa, serta studi dokumentasi hasil Asesmen Sumatif Tengah Semester (ASTS). Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini bertujuan untuk menganalisis kemampuan bahasa Arab siswa kelas XC MA Al-Mu’min Muhammadiyah Tembarak melalui penerapan metode SAHTA (Sahla wa Tafriha). Metode SAHTA merupakan inovasi pembelajaran bahasa Arab berbasis teknik bernyanyi yang dirancang untuk menciptakan suasana belajar yang "Mudah dan Menyenangkan" (Sahla wa Tafriha), guna membantu siswa menghafal kaidah tata bahasa (Nahwu) dengan lebih efektif. Hasil penelitian menunjukkan bahwa penerapan metode SAHTA memberikan dampak positif terhadap kemampuan bahasa Arab siswa. Berdasarkan data kuantitatif pendukung, tingkat ketuntasan belajar siswa mencapai 79,17%. Secara kualitatif, metode ini terbukti mampu menurunkan tingkat kecemasan siswa dalam mempelajari tata bahasa Arab dan meningkatkan motivasi serta retensi memori siswa terhadap kaidah-kaidah bahasa. Meskipun demikian, terdapat hambatan berupa keterbatasan waktu pembelajaran dan variasi gaya belajar siswa yang memerlukan penyesuaian lebih lanjut. Penelitian ini menyimpulkan bahwa metode SAHTA efektif digunakan sebagai alternatif metode pembelajaran aktif untuk meningkatkan penguasaan bahasa Arab di tingkat madrasah aliyah.
Pendampingan pengembangan modul ajar matematika berbasis literasi lingkungan kawasan industri Agung Deddiliawan Ismail; Dyah Worowirastri Ekowati; Minatun Nadlifah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.38085

Abstract

Abstrak Pembelajaran matematika Sekolah Menengah Atas dan sederajat di Kabupaten Gresik menunjukkan pada rendahnya keterlibatan siswa, literasi lingkungan, serta pemanfaatan data nyata dalam proses pembelajaran. Oleh karena itu, kegiatan pengabdian ini memiliki urgensi untuk mendampingi guru dalam menyusun modul ajar matematika berbasis literasi lingkungan sebagai upaya meningkatkan kualitas pembelajaran kontekstual. Tujuan kegiatan pengabdian ini adalah meningkatkan kapasitas guru MGMP Matematika dalam mengembangkan modul ajar yang mengintegrasikan konsep matematika dengan isu lingkungan lokal, serta menghasilkan perangkat pembelajaran yang aplikatif dan berkelanjutan. Metode pengabdian dilaksanakan melalui beberapa tahapan, yaitu sosialisasi program, pelatihan penyusunan modul ajar matematika berbasis literasi lingkungan, serta pendampingan lanjutan. Pelatihan difokuskan pada pengenalan literasi lingkungan, pemanfaatan data nyata dari Badan Pusat Statistik dan hasil penelitian terkait pencemaran lingkungan di Kabupaten Gresik, serta praktik penyusunan modul ajar. Pendampingan dilakukan secara daring untuk menyempurnakan draft modul yang telah disusun oleh guru. Hasil kegiatan pengabdian menunjukkan peningkatan keterampilan guru dalam mengembangkan pembelajaran matematika yang kontekstual berbasis literasi lingkungan. Kegiatan ini berkontribusi dalam meningkatkan kualitas pembelajaran matematika sekaligus menumbuhkan kesadaran lingkungan melalui pendekatan pembelajaran yang relevan dengan konteks lokal. Hasil analisis dari 30 data berpasangan menunjukkan adanya peningkatan skor rata-rata yang signifikan dari tahap pre-test ke post-test. Uji statistik menggunakan paired sample t-test menghasilkan nilai signifikansi sig=0,000 (p < 0,05), yang menegaskan bahwa kegiatan pengabdian memberikan dampak positif terhadap peningkatan keterampilan guru. Selain itu, perhitungan N-Gain=0,73 berada pada kategori tinggi, menunjukkan bahwa peningkatan yang terjadi bersifat efektif dan bermakna. Kata kunci: Model ajar; literasi; lingkungan; kawasan; industri Abstract The current condition of mathematics learning at senior high schools and equivalent levels in Gresik Regency is characterized by low student engagement, limited environmental literacy, and minimal use of real data in the learning process. Therefore, this community service program is considered urgent to support teachers in developing mathematics teaching modules based on environmental literacy as an effort to improve the quality of contextual learning. The objective of this community service activity is to enhance the capacity of Mathematics MGMP teachers in developing teaching modules that integrate mathematical concepts with local environmental issues, as well as to produce applicable and sustainable learning resources. The community service program was implemented through several stages, including program socialization, training on the development of mathematics teaching modules based on environmental literacy, and follow-up mentoring. The training focused on introducing environmental literacy, utilizing real data from the Central Bureau of Statistics and research findings related to environmental pollution in Gresik Regency, as well as hands-on practice in developing teaching modules. The mentoring was conducted online to refine the draft modules prepared by the teachers. The results of the community service activities indicate an improvement in teachers’ skills in developing contextual mathematics learning based on environmental literacy. This program contributes to enhancing the quality of mathematics instruction while simultaneously fostering environmental awareness through learning approaches that are relevant to the local context. The analysis of 30 paired data sets shows a significant increase in the mean scores from the pre-test to the post-test. Statistical analysis using a paired sample t-test yielded a significance value of sig = 0.000 (p < 0.05), confirming that the community service activities had a positive impact on improving teachers’ skills. Furthermore, the N-Gain value of 0.73 falls into the high category, indicating that the observed improvement was effective and meaningful. Keywords: teaching module; literacy; environment; area; industrial
Strategies for Enhancing Self-Confidence through Public Speaking in Elementary Education Diah Rahayu Ardiani; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1417

Abstract

This study addresses the limited optimization of character-based approaches in fostering elementary students’ self-confidence, which often remains overshadowed by cognitive-oriented learning. It aims to analyze how structured Public Speaking extracurricular activities, combined with supportive social environments, contribute to the development of students’ self-confidence at MI Faradissal Jannah. A qualitative case study design was employed, involving interviews with the principal, extracurricular supervisors, and participating students, alongside direct observations and documentation analysis. The findings reveal that self-confidence develops through two key mechanisms: (1) strategic instructional practices, including gradual training, repeated performance, and constructive feedback, and (2) an enabling environment characterized by peer support and teacher facilitation. These factors collectively enhance students’ verbal clarity, public speaking courage, and non-verbal expressiveness. The study contributes to existing literature by highlighting an integrative model that combines experiential learning strategies with the internalization of religious values in a madrasah contextan aspect rarely explored in prior research. This model demonstrates that sustained and value-based Public Speaking programs can systematically strengthen students’ self-confidence.
Implementing Artificial Intelligence in Teaching Descriptive Text to Grade XI Students: A Qualitative Study at SMA Negeri 1 Dawarblandong Mojokerto Rifkatuzahro Rifkatuzahro; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1479

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI) in teaching descriptive text to eleventh-grade students at SMA Negeri 1 Dawarblandong Mojokerto. The study employed a qualitative descriptive approach involving three English teachers and students who participated during classroom learning activities. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The AI tools used in this study included ChatGPT and several AI-based learning support applications. The findings indicate that AI was implemented in the planning, teaching, and assessment stages. In the planning stage, AI-assisted teachers develop lesson modules, designing learning activities, and selecting appropriate instructional media. During the teaching process, AI-supported interactive learning activities increased student participation through the construction of descriptive text and prompt-based exercises. In the assessment stage, AI helped teachers provide faster feedback and analyze students’ progress more efficiently. Overall, the integration of AI supported teacher efficiency and creativity while also enhancing students’ engagement and learning processes in descriptive text instruction.
Artificial Intelligence and Teacher Creativity in Center-Based Early Childhood Learning: A Qualitative Study at PG-TKIT 2 Qurrota A’yun Ponorogo Harisma Fatihatul Hayyu; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1492

Abstract

This study examines early childhood teachers’ creativity in AI-supported center-based learning at PG-TKIT 2 Qurrota A’yun Ponorogo. It applies a descriptive qualitative approach within a constructivist paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation involving six classroom teachers and one school leader. Data were analyzed using thematic analysis based on creativity indicators from J. P. Guilford and E. Paul Torrance, including fluency, flexibility, originality, elaboration, and evaluation. The findings indicate that integrating AI tools such as ChatGPT-4o and Google Gemini appears to enhance teachers’ creativity across the planning, implementation, and evaluation stages. In planning, AI supports rapid idea generation and variation. During implementation, it facilitates adaptive and multimodal learning aligned with children’s needs. In evaluation, AI contributes to more comprehensive and data-informed assessment practices. AI is also used to generate personalized learning content, including simple narrative adaptations based on children’s experiences, which strengthens engagement and contextual relevance. Overall, AI integration contributes to increased student participation, more diverse learning activities, and improved instructional efficiency. However, several challenges remain, including the risk of overdependence on AI, the need to verify content accuracy, and unequal parental digital literacy. These findings imply that AI should function as a supportive pedagogical tool rather than a substitute for teacher judgment. Strengthening teacher training and establishing ethical guidelines are essential to ensure responsible AI use in early childhood education.
Co-Authors Abdulkadir Rahardjanto Adityo Adityo Aftikah Aftikah Aftikah, Aftikah Agung Deddiliawan I. Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Dediliawan Ismail Ahmad Muzari Akhsanul In'am Alfiani Athma Putri Alfiani Athma Putri Rosyadi Ana Maulida Azura Ardian Agustin Pramesti Ari Dwi Haryono Arif Wicaksono Arina Restian Arina Restian Artadana, Ida Bagus Made astuti, Yuni puji Astutik, Pipit Pudji Aulina Nur Azizah Ayu Nur Fadillah Azudin Nur Belinda Dewi Regina Beti Istanti Suwandayani Deddy Febrianshari Dena Ade Primasari Dewantari, Arinta Agnie Diah Rahayu Ardiani Dian Fitri Nur Aini Dian Ika K. Dian Ika Kusumaningtyas Dwi Agus Sudjimat Edy Supratman Eka Wahyuningtyas Eko Anis Setyorini Endang Poerwanti Erna Yayik Erna Yayuk Erna Yayuk Erna Yayuk Evelin Rodenayana Fadillah, Ayu Nur Fardila Nugraheni Fardila Nugraheni Farhatul Hakiki Febrianshari, Deddy Febriyanti, Fitria Figa Zulfi Azzahra Fitria Febriyanti Fitria Febriyanti GITA PRATIWI Gumilar Wahyuning Illahi Hakiki, Farhatul Harisma Fatihatul Hayyu Haryono, Ari Dwi Hastati Surini Husamah Husamah Ika K., Dian Ima Wahyu P.U Ima Wahyu Putri Utami In’am, Akhsanul Iva Prastica Juliastuti Juliastuti, Iva Prastica Juni Sulistyawati Kamariah Kamariah Khusnatul Mawaddah Komariah Komariah Kuncahyono Kuncahyono Lailiyah, Ummi Badriyatul Lalu Ahmad Bukhari Lesy Luzyawati Ludvi Novisatul Chusna Makbul Muksar Marhan Taufik Miftachul Amri Minatun Nadlifah Minatun Nadlifah Minatun Nadlifah Miza Nina Adlini Moh. Mahfud Effendi Moh. Mahfud Effendy Mohamad Syahri Mohammad Khoirrudin Aamsy Mohammad Syahri Nawang Sulistyani Nimmanarati, Rakyan Novalia Nidya Permata Nugraheni, Fardila Nuzla Aimmatu Rasyida Octarina Hidayatus Sholikhah Olga Putriana Wati Pipit Pudji Astutik Pramesti, Ardian Agustin Puji Sumarsono Putri, Adelya Dwi Cendani Rakyan Nimmanarati Retno Septi Arini Rifkatuzahro Rifkatuzahro Rina Wahyu Setyaningrum Riza Rahman Hakim Rizki Juni Sulistyawati Rizky, Indah Permata Romadlon Rosidah, Vivin Khoirir Safitri, Fifit Santoso, Wisnu Puguh Sari, Nanda Febriana Setiya Yunus Saputra Shalehoddin Siti Ainur Rachmatullah Siti Inganah siti Rukoyah Soni Andriawan Sony Darmawan Sony Darmawan, Sony Sri Wahyuni Supratman, Edy Surini, Hastati Susintowati, Wiwik Sutrisno Sutrisno Suwandayani, Beti Istanti Toto Nusantara Tyas Deviana Umi Hanifah Vivin Khoirir Rosidah Wahyu P.U, Ima Wisnu Puguh Santoso Wiwik Susintowati Yuliati Yuliati Yus Mochamad Cholily