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Yeni Karneli

Universitas Negeri Padang

Author-ID : 826777

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Efektivitas Konseling Individual Pendekatan Behavioristik dalam Mengatasi Prokrastinasi Akademik Siswa Donal Donal; Yeni Karneli; Desva Rofiah As’ari; Ramadhan Aulia Puri
TANJAK Vol 7 No 1 (2026): Februari
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i1.2575

Academic procrastination is a learning behavior problem that affects students' discipline, task completion, and learning engagement. This study aims to understand the process of behavioral change in a student experiencing academic procrastination through individual counseling with a behavioral approach using self-management techniques. This study employed a qualitative approach with a case study design on one vocational high school student selected purposively for exhibiting characteristics of academic procrastination. Data were collected through behavioral observation, interviews with the student, the school counselor, and the homeroom teacher, as well as documentation of behavioral development, and were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source and technique triangulation. The results show concrete behavioral changes after the intervention, namely improved attendance discipline, reduced smartphone use during lessons, increased ability to complete assignments independently, greater learning participation, and stronger self-control. Behavioral counseling through self-management techniques helped the student recognize maladaptive behaviors, set behavioral targets, conduct self-monitoring, and build more adaptive learning habits.

PHILOSOPHY OF EDUCATION AS A FOUNDATION FOR CHARACTER BUILDING IN SOCIETY Nasution, Ahmad Zaki Ilman; Sufyarma Marsidin; Yeni Karneli
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.16284

This study aims to describe the role of philosophy of education as a foundation for character building in society. By applying the literature review method with a descriptive approach, the researcher investigates the contribution of philosophy of education in shaping individual and community character. The philosophy of education is important to understand because it reflects the values that make up the identity of the Indonesian nation, such as gotong royong, social justice, and unity, which are rooted in Pancasila. Education in Indonesia does not only happen in the classroom, but also allows individuals to explore their identity and unite diversity through local values such as adat and culture. Through data analysis that includes collection, reduction, presentation, as well as conclusion drawing, the main findings show that Philosophy of Education provides complex guidance in integrating values, ethics, and educational benefits into the learning process. The results of this study highlight the importance of strengthening morality, honesty, responsibility and other virtues in education in order to form a good character and maintain the nation's identity in the era of globalization.

PENGARUH STRATEGI STORYTELLING DAN DISKUSI KELOMPOK BERBASIS PROGRESIVISME TERHADAP PERKEMBANGAN BAHASA SISWA SEKOLAH DASAR Safitri, Sanseni; Maitris Yulida; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.50669

This study aims to examine the differential effectiveness of storytelling and group discussion learning strategies, grounded in progressivism philosophy (Dewey, 1938), on the language development of fourth-grade elementary school students at SDN 21 Makalo, Sikakap District, Mentawai Islands Regency. The low literacy level of students in bilingual contexts motivated this research. A quasi-experimental pretest-posttest control group design was employed, involving 60 students divided into three groups: storytelling (n=20), group discussion (n=20), and conventional control (n=20). A validated 36-item language ability test covering phonological, morphological, syntactic, and pragmatic dimensions was used as the instrument (Cronbach's Alpha r=0.87). Interventions were conducted over eight weeks with 16 sessions per group. One-way ANOVA on gain scores revealed a significant inter-group difference (F(2,57)=18.43; p<0.001; η²=0.39, large effect). The storytelling group achieved the highest gain (M=24.5; SD=4.2; d=2.89), followed by group discussion (M=19.8; SD=3.7; d=2.34), and control (M=8.3; SD=3.1). Tukey HSD post-hoc tests confirmed significant pairwise differences across all groups (p<0.05). Storytelling most effectively enhanced syntactic competence (M=6.4), while group discussion produced lower pragmatic gains (M=4.6) due to code-switching tendencies in bilingual peer interactions. These findings affirm progressivism philosophy as a relevant theoretical foundation for language instruction and support the integration of structured storytelling alongside explicit language scaffolding in bilingual elementary school contexts.

PENGARUH LITERASI SOSIOLOGI PENDIDIKAN GURU TERHADAP IMPLEMENTASI PEMBELAJARAN INKLUSIF BERDIFERENSIASI DAN HASIL BELAJAR SISWA SEKOLAH DASAR Rika Irawati; Sanseni Safitri; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50670

Educational sociology literacy is a foundational yet underexplored teacher competency that enables responsive, equitable instruction in diverse classrooms. This study examines the effect of teachers' educational sociology literacy on the implementation of differentiated inclusive learning, classroom diversity management, and student academic achievement in elementary schools. Grounded in Bourdieu's cultural capital theory and symbolic interactionism, a correlational survey design was employed involving 120 Grade IV–VI students from three elementary schools in Mentawai Regency, West Sumatra, selected through cluster random sampling. Data were gathered using a validated questionnaire (Cronbach's α = 0.87; CFA factor loadings > 0.50) and end-of-semester report card scores. Multiple regression analysis confirmed all classical assumption tests (Shapiro-Wilk normality p > 0.05; VIF = 1.23–1.87; Breusch-Pagan χ² = 4.21; p = 0.24). Results revealed that teachers' educational sociology literacy significantly predicted differentiated inclusive learning (β = 0.62; p < 0.001), diversity management (β = 0.54; p < 0.001), and student achievement (β = 0.48; p < 0.001), with the full model accounting for 64% of achievement variance (R² = 0.64; F(3,116) = 68.74; p < 0.001). Effect size qualified as large by Cohen's criterion (f² = 0.89). This study contributes a novel empirically validated framework linking sociological teacher literacy to Merdeka Curriculum-aligned differentiated instruction in archipelago contexts. Findings call for systematic integration of educational sociology into PGSD curricula and teacher professional development programs in high-diversity regions.

PERAN PERKEMBANGAN BAHASA DAN EMOSI DALAM PEMBENTUKAN KEPRIBADIAN ANAK USIA SEKOLAH DASAR Yeni Karneli; Ridwan, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50698

Language and emotional development during elementary school age are two fundamental pillars that synergistically shape children's personalities. Although both have been extensively studied separately, studies that integrate them within a comprehensive personality formation framework remain limited. This study aims to identify, synthesize, and critically analyze empirical findings related to the role of language and emotional development in personality formation of elementary school-aged children (6–12 years). The method used is a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol. Searches were conducted on Google Scholar, ERIC, Scopus, and Garuda databases using structured keyword combinations. Of 165 articles identified, 28 met the inclusion criteria and were analyzed in depth. The results show that well-developed language ability contributes significantly to social skills, self-regulation, and identity formation. Emotional development, particularly the ability to recognize, understand, and regulate emotions, proves to be the foundation for forming stable and adaptive character. The study also finds that the concept of adab as a philosophical basis for character education provides a normative framework that strengthens the relationship between language development, emotion, and personality. Pedagogical implications include the importance of integrating emotional literacy-based learning, reflective classroom dialogue, and adab-based character approaches in elementary education curricula.

TINJAUAN LITERATUR SISTEMATIS: INTERNALISASI NILAI-NILAI FILOSOFIS PENDIDIKAN OLEH PENDIDIK SEKOLAH DASAR PADA ERA KURIKULUM MERDEKA Fransiska Eka Tri Lestari; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51145

This investigation intends to critically analyze how primary school educators incorporate foundational theories of educational philosophy within the operational boundaries of the Merdeka Curriculum. Adopting a Systematic Literature Review (SLR) framework, the study reviews academic literature published from 2021 to 2026 focusing on core instructional shifts, character development paradigms, and the enduring legacy of Ki Hajar Dewantara's concepts. The integrated evaluation indicates that operationalizing philosophy in class manifests through child-centered pedagogy, customizable learning environments, targeted ethical instruction, and systemic realization of the Pancasila Student Profile. Rather than performing passive instructional delivery, teachers are structurally repositioned as adaptive facilitators and professional exemplars. Ultimately, conceptual harmony between classroom strategies and ancient pedagogical principles is vital for creating inclusive, creative, and ethically grounded educational systems in contemporary elementary environments. Keywords: Systematic Literature Review, Primary Education, Merdeka Curriculum, Pedagogical Philosophy.

PENGARUH FAKTOR PEMBELAJARAN TERHADAP PERKEMBANGAN MORAL DAN KEPRIBADIAN SISWA SEKOLAH DASAR: STUDI SURVEI KORELASIONAL DI SDN 15 SIKAKAP Safitri, Sanseni; Silviana Evi Vitriani Taileleu; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.51265

Moral and personality development constitutes a fundamental dimension of basic education that shapes students' long-term social character and civic behavior. This study aimed to examine the influence of four key learning factors, namely teacher role modeling, positive classroom climate, successful learning experiences, and peer acceptance, on the moral and personality development of elementary school students aged 6–12 years at SDN 15 Sikakap, Kepulauan Mentawai Regency. A quantitative correlational survey design was employed with a sample of 77 students from grades 1–6, selected through total sampling. Data were collected using structured Likert-scale questionnaires measuring moral development based on Kohlberg's theory and personality development based on Erikson's psychosocial theory. Validity was assessed using Pearson product-moment correlation (r>0.30) and reliability via Cronbach's Alpha (α=0.84 for moral scale; α=0.81 for personality scale). Results indicated that students' moral development was categorized as high (M=3.58; SD=0.70), and personality development was similarly high (M=3.31; SD=0.69). The four learning factors collectively explained 58.7% of the variance in students' moral and personality development (R²=0.587; F(4,72)=25.61; p<0.001). Teacher role modeling was the strongest predictor (β=0.38; p<0.001), followed by positive classroom climate (β=0.29; p=0.001), successful learning experiences (β=0.24; p=0.013), and peer acceptance (β=0.19; p=0.030). These findings underscore the pivotal role of a conducive school environment in fostering moral and personality formation of elementary school students. Keywords: moral development, personality development, learning factors, character education, elementary school

Implications of Developmental Psychology for Elementary School Learning: A Systematic Literature Review Silvia Shalehati; Yeni Karneli
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1317

This study aims to analyze the implications of developmental psychology on the learning process in elementary schools through the Systematic Literature Review (SLR) method. Developmental psychology plays an important role in helping teachers understand students’ characteristics according to their stages of cognitive, social-emotional, motivational, and self-regulation development in elementary education. However, in practice, the learning process still tends to focus primarily on academic achievement, while students’ psychological development aspects have not been fully considered in classroom instruction. This study employed the Systematic Literature Review method using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) stages. Articles were collected from Google Scholar, ResearchGate, and ERIC databases with publication years ranging from 2020 to 2026. Based on the article selection process, 18 relevant articles were included in this study. The findings indicate that cognitive development, social-emotional development, learning motivation, and self-regulation significantly influence students’ learning engagement, thinking skills, social interaction, and learning effectiveness in elementary schools. Furthermore, learning processes that are adjusted to students’ developmental stages can create more effective, meaningful, and student-centered learning experiences. Therefore, understanding developmental psychology is an important foundation for teachers in designing learning strategies that are appropriate to the developmental characteristics of elementary school students.

Hubungan Aktivitas Menonton Pornografi dengan Perilaku Pelecehan Seksual pada Siswa Ruzi Hardian; Yeni Karneli
YASIN Vol 5 No 5 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i5.6972

The increasing prevalence of sexual harassment among students has become a serious concern in the field of education, particularly in relation to the growing accessibility of pornographic content through digital devices. This article aims to: (1) describe the students’ pornography viewing activities, (2) describe the sexual harassment behaviors among students, and (3) examine the relationship between pornography viewing and sexual harassment behavior among students. The study employed a quantitative approach with a descriptive-correlational design. The population consisted of 235 male students in grades X, XI, and XII at SMAN 5 Pariaman during the 2024/2025 academic year, with a sample of 148 students selected using Proportional Stratified Random Sampling. Data were collected through questionnaires on pornography viewing activities and sexual harassment behavior. The results indicate that both pornography viewing and sexual harassment behaviors are at a moderate level, suggesting that these behaviors occur with sufficient frequency to potentially disrupt the school environment. Correlational analysis revealed a strong positive relationship between the intensity of pornography viewing and the tendency to engage in sexual harassment. Contributing factors include the ease of access to pornography, lack of parental and teacher supervision, and limited sexual education in schools. These findings offer practical implications for parents, teachers, and educational policymakers to strengthen monitoring systems, provide comprehensive sexual education, and create a safe and supportive school environment.

Career self-efficacy as a mediator between school counseling and career indecision: a systematic literature review Yetti Helda; Miftahul Fikri; Yeni Karneli; Rezki Hariko
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces692100

Career indecision remains a major challenge in school-to-work transitions among vocational education students, whose career exploration is often constrained by early exposure to workplace demands and vocational curricula. This study systematically reviewed the relationship between career self-efficacy and career indecision and examined the role of school career counseling among vocational education students. Following the PRISMA 2020 framework, a systematic search was conducted in the Scopus database using terms related to career self-efficacy, career indecision, career decision-making, vocational education, and school/career counseling. Study quality was assessed using the four-domain FICO framework, and findings were synthesized thematically. The search identified 191 records, of which 50 articles from various countries and contexts were included, primarily published between 2011 and 2023. Four themes emerged: career decision-making self-efficacy consistently predicted lower career indecision and greater career adaptability; social support from parents, teachers, and counselors strengthened self-efficacy; structured career guidance reduced irrational career beliefs and indecision, although evidence among vocational high school students remained limited; and psychological assets such as resilience, proactive personality, and emotional intelligence influenced the self-efficacy–indecision relationship. The findings support Social Cognitive Career Theory and suggest that vocational schools should incorporate structured, counselor-led self-efficacy development activities. Further research is needed across diverse vocational education contexts, particularly beyond East Asian settings.

Co-Authors , Mudjiran Achmad Fauzi Achmad Fauzi Ade Herdian Putra Adela, Nurul Adha, Idyana Adnan Arafani Afasli, Bunga Afdal Afdal Afdha Lianti Afifah Afifah Afifah Afifah Bidayah Afriani, Anisa Agung Tri Prasetia Ahmad Zakki Ahmet Serhat Uçar Ainil Hakim, Firdha Alfi Rahmi Alizamar Alizamar Alma Yulianti Yulianti Alnetia Dwi Kamirsa Amria Amirah, Nadiratul Amora, Rendy Amri Love Lindra Andika Fawri Anggi Dwi Noperlis Anggia Wahyu Agustin Anisah Tanjung Anissa, Anissa Anna Rufaidah anne Hafina, anne Annisa Pertiwi Apriliana, Yona Ardi, Lailatul Afifah Ardimen Arespi Junindra Arespi Junindra Arianti Amalia Nasution Arief Hakim Iskandar Arini, Larasuci Ariyanto Arja Putra Arliyus, Arliyus Arrahman, Iqbal Asmid, Ulfa Afriyani Asmuliadi, Asmuliadi Asri, Robbi Assahrawiza, Assahrawiza Atika, Nur Aulia Nada Safitri Aulia, Dea Avira Heriani Ayu Wandira Azmatul Khairiah Sari Baspuri Luahambowo Bramana Nanditya Bunda, Indah Permata Bunga Afasli Cania, Lita Fitara Certha Adarya Anugrahesa Chandra, Mutiara Putri Ciptro Handrianto Cony Anggreini Daharnis Daharnis Daniati, Nur Hisna Daniel Happy Putra Daria Hanum Darmansyah Dasalinda, Dwi Daulay, Aminah Daulay, Maslina Dea Aulia Dedi Effendi Dedy Kurniady Delima Delima Delima Delima Desi Puspita Sari Desva Rofiah As’ari Desyandri Desyandri Dewany, Rahayu Dewi Aswira Putri Dewi siti khulaifah Dewi Sriani Dhea Arischa Salsabila Dian Es Anggraeni Dian Montanesa Diana Rezu Okti Diana, Nelty Dina Nadira Amelia Siahaan Dina Sukma Donal Donal Donal, Donal Dony Darma Sagita Dzaliila, Dzillan Ebnovrio Hanesty Edil Rohisfi Eflen Yuliarsih Eka Fajri Anugrah Elfia Sukma Elfira, Yenni Elpika Yenes Elvia Kurniawati Emdorizal Emdorizal Erismon Erismon Erlina Harahap Erly Yunita Etri Nofri Yonita Fadilla, Rifdha Fadlan Choiri, M. Fahriza, Ilham Fardhatul Riani Putri Farida Isroani Fathul Qorib Fatiha Sabila Putri Fatmawati Sitepu Fauzi Isra Fauzi Fauzi, Fauzi Isra Fauziah , Fauziah Fauziah Fazli, M. Fazria, Nurul Febri Mulia Sri Ningsih Febriani, Rahmi Dwi Feni Listari Fikri, Ilham Ahsanul Fikri Fikri, Miftahul Fikri, Miftahul Fikriyanda Fikriyanda Firman Firman Firman Firman Firman Firman Firman Firman Firman Firman Firman Fita Jufri Fitratul Ilmi Fajri Fitria, Yanti Fitriana Fitriana Fitriana Fitriana Fradinata, Suci Amaliya Fransiska Eka Tri Lestari Frischa Meivilona Yendi Gabriella Sagarmatha Geandra Ferdiansa Geandra Ferdiansa Gusri Handayani, Puji Gusti Rahayu Gusti Rahayu Gustiana, Lita Gustina Gustina Gustiwan, Joni Hadiyanto, Hadiyanto Hafiza, Nur Hafizah, Mutia Hake Ramalia Sentika Hakim, Firdha Ainil Halimahtun Syaddiyah Handayani, Puji Gusti Hanifah Usman Hariko, Rezki Hariko, Rezky Hariyani Hariyani Hartika Sari Butar Butar Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Hasgimianti Hasgimianti Hasibuan, Devy Afriani Hengki Yandri Heppi Sasmita Herman Nirwana Herman, Pebriani Yusnia Ice Desvikayati Ice Desvikayati Ifdil Ifdil Ifrah Hifsy Ilfa Sukma Weni Ilham Ahsanul Fikri Fikri Indah Kumala Sari Indah Permata Bunda Indah Purnama Sari Indah Wijayanti Indika, Chana Indra Saputra Indra Saputra Intan Verly Syafitri Irma Agustina Irma Julita Iskandar, Arief Hakim Jofipasi, Torly Amora Joni Gustiwan Jovita Sri Dewajani Jufri, Fita Karunia, Marpren Khairani Khairani Khairani Khairani Khairani, Intan Khairati, Annisaislami Khairul Anwar Khairunnisa Khairunnisa Khofifah, Nur Kiki Mulyani Konadi, Husrin Kurniady, Dedy Lailatul, Fitri Larasati, Sectio Putri Lastri Anita Lia Mita Syahri Lika Lika Lika Widiawati LINANDA PUTRI, ELVIRA Linda Fitria Lisa Anggraini Lita Gustiana Lubis, Ayu Hayati Lusi Elvita Sari M, Mudjiran M. Fahli Zatrahadi M. Fazli M.Fazli Maharani, Reizki Maitris Yulida Maiza Dianti, Tiara Makarius Kondo Mardiah, Suci Amelia Marisa, Cindy Marisa, Cindy Marjohan Marjohan Marlina Marlina Marsidi, Sufyarma Marsidin, Sufyarna Marsidin, Syufyarma Maslina Daulay Maulana, Pu’ad Maulida Fitri Mega Iswari Mega Mustika Mega Mustika Melani, Cantika Triana Melsi Syawitri Melva Syahrial Melva Zainil Meri Susanti Miaz, Yavelma Miftahul Fikri Miftahul Fikri Miftahul Fikri Miftahul Jannah MIFTAHUL JANNAH Miftahul Jannah Mohd Suhadi Bin Mohamed Sidik Monasari Johanda Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Muhammad Asyraf Che Amat Muhammad Irpansah Muhammad Ridwan muhammad rizky, muhammad Muhammadi Muhammadi Muharleni Mulia, Fika Dwi Muslim Muslim Mustika Sari, Mustika Mustika, Humaira Muth Muthohharoh Mutiara Sari Tobing N, Lani Zefania Nabila Rezky Palenza Nada Fristy Yusri Nadda Tuffahati Mutri Nanditya, Bramana Narti, Zulhelmi Narti Nasution, Ahmad Zaki Ilman Nasution, Salsabila Neisha, Fella Hanna Neng Triyaningsih Suryaman Netrawati, Netrawati Netrwawati Neviyarni , Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni, Neviyarni Ngatini Ngatini, Ngatini Nila Frischa Panzola Nila Frischapanzola Nilma Zola Nisa, Atika Khairun Nofrizal Nofrizal Nur Hafiza Nurfarhanah Nurfarhanah Nurhafiza Nurhafiza Nurhafiza Nurmawati Nurmawati Nurul Aprilia Fitra Nurul Novia Okti, Diana Rezu Opi Andriani Peni Okto Randi Pertiwi, Yuliani Pini Pitria Pini Pitria Pitria, Pini Pratiwi, Utari Prayitno , Prayitno Prayitno Prayitno Prayitno Prayitno Prayitno Prayitno Prayitno Pu'ad Maulana Puji Gusri Handayani Puji Gusri Handayani Puji Gusti Handayani Purnamasar, Cipa Putra Suharnadi Putra, Tomi Putri Rahmayanti Putri, Deska Beta Meliana Putri, Fatiha Sabila Putri, Julia Eva Putri, Kanaya Yose Rahayu Dewany Rahmad Rahmad Rahmad Rahmad Rahmad Rahmadani, Riyan Rahmat Dwi Putra Sadeli Rahmat Hidayat Rahmi, Alfi Rahmi Rahmiati Rahmiati Raja Zulfikar Raju Haser Ramadani Ramadhan Aulia Puri Ramadhani, Annisa Fortuna Ramadhani, Lusi Ramdani Ramdani Ramdani Ramdani Ramdani Ramdani Randi Pratama, Randi Rapika Sani Rasdiany, Apriana Nofriastuti Ratnasari, Devi Regina BM Nainggolan Reizki Maharani Reka Arya Purnama Sari Rendy Amora Renidayati, Renidayati Resi Ananda REVAL REVAL Revana Ditha Ramanda Reyhani Lady Mauna Reza Tririzky Rezu Okti, Diana Ricky Avandra Ridho Rismi Ridho Rismi Ridwana, Ulfatmi Rika Irawati Rike Ernawati Sinaga Rike Ernawati Sinaga Rike Wulandari Rima Pratiwi Fadli Riri Sri Yana Riska Nanda Putri Riska Pratiwi Rismi, Ridho Riza Novilda Rizka Lailatul Ramadhani Rizki Wulandari Robbi Asri Rober Sandra Rosalinda Rosalinda Ruhamah, Ulya Ruzi Hardian Safitri, Sanseni Salmiah Harahap Salsabila Arsih Salsabila Arsih Salsabila Nasution Salsabila, Putri Sambas Sugiarto Sandra, Rober Sanseni Safitri Saragih, Nur Afifah Nabila Sari Mustika Sasrianis Sectio Putri Larasati Sekar Kurnia Rahmadani Sekar Kurnia Rahmadani Septiawan Rasmi, M Shadiqatunil Aqwal Shinta Yulianti Silvi Duwi Nitami Silvia Shalehati Silviana Evi Vitriani Taileleu Siska Permata Sari Siska Pratiwi Siti Amanah Siti Fauziah Siti Hanifah Siti Maemunah Siti Suhailah Rangkuti Soeci Izzati Adlya Sofyan Abdi Solfema Sri Fani Dayanti Sri Gustina Rambe Suci Amaliya Fradinata Suci Amelia Mardiah Sufyarma Marsidin Sufyarma Mursidi Sufyarma, Sufyarma Sufyarman Sufyarman Suhaili, Neviyarni Suhartati Wahyu Suhartiwi Sukmawati, Indah Sumayyah Syahidah Suwarjo Suwarjo Syaddiyah, Halimahtun Syafitri, Intan Verly Syahniar Syahniar Syahniar Syahniar Syahrial, Melva Syarifah Wahidah Syarli, Setiadi Syuryani Syuryani Tarmizi, Rahmadi Thessia Permata Bunda Tiar Huzakiah Tiara Maiza Dianti Tri Ulviani TRIAVE NUZILA ZAHRI Tririzky, Reza Trisanti, Desi Triska Nofa Yuli Ulandari Juwita Ulfa Husna Ulfatul Mutahidah Umami, Fitria Utari Pratiwi Vanny Anggraini Vanny Anggraini Vasco Delano Vitria Larseman Dela Vivi Yuliani Wahid, Ahmad Wahyu Almizri Wahyu Kurniawan Wardoyo Wardoyo Wardoyo Wardoyo Widiani Hartati Wildha Banu Yekti Wulandari, Nilas Siti Wulandari, Rike Yahanan Yahanan Yahanan Yahanan Yalvema Miaz Yarmis Syukur Yavelma Miaz Yenda Puspita Yeni Erita Yetti Helda Yoga Yuniadi Yola Endriani Yona Apriliana Yona Mita Soma Yuca, Verlanda Yuda Syahputra Yuliani Pertiwi Yuliarti Yuliarti Yulidar Yulidar Yundari, Yundari Yusri Yusri Zadrian Ardi Zahra, Fadhila Zahra Putri Zakiatun Nufuus Zen, Zelhendri Zikry Latupasjana Zikry Latupasjana Ersya Zulfa Saleh Zulfa Saleh Zulfikar Fadhlullah Zulhelmi Narti

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