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All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Journal of Education and Learning (EduLearn) Jurnal Prima Edukasia Record and Library Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Primary : Jurnal Keilmuan dan Kependidikan Dasar International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPIn : Jurnal Pendidik Indonesia Jurnal Pedagogi dan Pembelajaran Southeast Asian Mathematics Education Journal FORUM PAEDAGOGIK Journal of Innovation in Educational and Cultural Research Ideguru: Jurnal Karya Ilmiah Guru IJPD (International Journal Of Public Devotion) Jurnal Math-UMB.EDU FOUNDASIA Mosharafa: Jurnal Pendidikan Matematika Epistema IJORER : International Journal of Recent Educational Research Juwara : Jurnal Wawasan dan Aksara Jurnal Impresi Indonesia Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Pedagogik : Jurnal Pendidikan Guru Sekolah Dasar Journal of Innovation and Research in Primary Education International Journal of Learning Reformation in Elementary Education Jurnal Ilmu Pendidikan dan Pembelajaran Engagement: Jurnal Pengabdian Kepada Masyarakat Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif Al Ibtida: Jurnal Pendidikan Guru MI DEDIKASI: Community Service Reports
Firdaus, Fery Muhamad
Pendidikan Dasar, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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DEVELOPING AUGMENTED REALITY-BASED COMICS IN IMPROVING COMPUTATIONAL THINKING AND NUMERACY FOR ELEMENTARY SCHOOL STUDENTS Fatimatuzzahro; Fery Muhamad Firdaus
Jurnal Math-UMB.EDU Vol. 12 No. 3 (2025): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v12i3.8282

Abstract

This research aimed to produce augmented reality-based comics to determine the effectiveness, the worthiness, and the practicality of the comics produced in improving computational thinking and numeracy skill for fifth grade elementary school students. This research and development were carried out referring to the steps developed by Borg and Gali. Thus, indicatingthat a statement items were valid. Reliability test showed that the variables were reliable, with Cronbachs Alpha values exceeding 0,60. Reliability test for Computatinal thinking and numeracy showed reliability, with a Cronbachs Alpha value of 0,762>0,60. Data Analysis techniques included preliminary test such as normality test, homogeneity test, independent sample t-test hypothesis test and efective relative.  The results of the research are as follows: (1) augmented reality-based comics according to the assessment of material experts and media experts is very worthy of being tested in research to improve students' computational thinking and numeracy skills. (2)  augmented reality-based comics as media with a significance value of 0.00< 0,05. The Average pretest score for Computational Thinking and Numerasy is 48,66, while in the control class, it is 49,56. The average posttest score for Computational Thinking and Numerasy in the experimental class is 74,29, whereas, in the control class, it is 65,46. (3) Augmented reality-based comics obtained significant results in improving students' computational thinking and numeracy skills, based on the results of the t-test of post-test with a significance value of 0.00<0.05 students before and after using augmented reality-based comics. Keywords: media, comics, augmented reality, computational thinking, numeracy
Implementasi Proyek Penguatan Profil Pelajar Pancasila (P5) dalam Meningkatkan Keterampilan Seni Kriya dan Nilai Karakter Siswa Sekolah Dasar (Studi Kasus di SDN Sukomulyo, Magelang) Khoir, Muhammad; Sartono, E. Kus Eddy; Firdaus, Fery Muhamad
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1928

Abstract

Penelitian ini bertujuan untuk mengkaji implementasi Proyek Penguatan Profil Pelajar Pancasila (P5) sebagai bagian dari penguatan pembelajaran Pendidikan Pancasila di SDN Sukomulyo, dengan menekankan seni kriya sebagai media kontekstual dalam menginternalisasi nilai-nilai luhur Pancasila. Fokus utama penelitian diarahkan pada kontribusi nyata P5 dalam meningkatkan kualitas pembelajaran karakter berbasis nilai. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Teknik pengumpulan data meliputi observasi partisipatif, wawancara mendalam dengan guru, kepala sekolah, dan siswa, serta dokumentasi proses perencanaan hingga hasil karya siswa. Hasil penelitian menunjukkan bahwa P5 berperan penting dalam membentuk karakter siswa melalui pembelajaran berbasis proyek yang menekankan pada nilai gotong royong, kemandirian, tanggung jawab, dan kepedulian sosial. Nilai-nilai tersebut diaktualisasikan secara konkret dalam praktik seni kriya, yang tidak hanya melatih keterampilan motorik halus dan kreativitas, tetapi juga menjadi wadah refleksi nilai-nilai Pancasila. SDN Sukomulyo merespons tantangan tersebut dengan strategi kolaboratif. Penelitian ini menegaskan pentingnya sinergi antara mata pelajaran Pendidikan Pancasila, seni, dan proyek P5 dalam menciptakan lingkungan belajar yang membina keterampilan abad ke-21 dan karakter kebangsaan siswa. Temuan ini memberikan kontribusi terhadap pengembangan model pembelajaran Pendidikan Pancasila yang lebih kontekstual melalui seni kriya sebagai media penguatan nilai dan ekspresi budaya lokal di tingkat sekolah dasar.
Pengaruh Teknik Takalintar terhadap Kemampuan Proses Kognitif Siswa Sekolah Dasar Firdaus, Fery Muhamad
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 3 (2018): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i3.526

Abstract

Penelitian ini dilatarbelakangi dari masalah rendahnya kemampuan proses kognitif siswa pada konsep perkalian. Tujuan penelitian adalah untuk mengetahui pengaruh teknik takalintar terhadap kemampuan proses kognitif pada konsep perkalian di sekolah dasar. Penelitian dilakukan pada siswa kelas III semester 1 tahun akademik 2017-2018 di Sekolah Dasar Negeri Nangela sebagai kelompok eksperimen, dan di Sekolah Dasar Negeri Cipaku 03 sebagai kelompok kontrol. Sampel penelitian yaitu 20 siswa dari masing-masing kelompok. Selama proses penelitian, kelompok eksperimen diberikan teknik takalintar, sedangkan kelompok kontrol diberikan pembelajaran konvensional. Pendekatan penelitian yang digunakan yaitu pendekatan kuantitatif dengan metode eksperimen kuasi desain Two Group Randomized Subject Posttest Only. Analisis data dilakukan dengan uji-t. Tingkat signifikansi 0,05. Hasil penelitian menunjukkan perbedaan yang signifikan antara skor kemampuan proses kognitif siswa dari kelompok eksperimen dan kelompok kontrol. Hasil uji effect sizemenunjukkan nilai sebesar 0,892, dengan interpretasi termasuk pengaruh yang tinggi. Sehingga dapat disimpulkan bahwa teknik takalintar memberikan pengaruh tinggi terhadap kemampuan proses kognitif siswa pada konsep perkalian. Oleh karena itu, teknik takalintardapat menjadi alternatif pembelajaran yang dapat diterapkan dalam upaya meningkatkan kemampuan proses kognitif siswa sekolah dasar. This research is motivated by the problem of the low ability of students' cognitive processes on multiplication concepts. The study aimed to determine the effect of intelligent techniques on the ability of cognitive processes on the concept of multiplication in elementary schools. The study was conducted on third-grade students of semester 1 of the 2017-2018 academic year in Nangela State Elementary School as an experimental group and in Cipaku State Elementary School 03 as a control group. Research samples were 20 students from each group. During the research process, the experimental group was given takalintar techniques, while the controlgroup was given conventional learning. The research approach used is a quantitative approach with the Two Group Randomized Subject Posttest Only quasi design experimental method. Data analysis was carried out by t-test. 0.05 significance level. The results showed a significant difference between students' cognitive process ability scores from the experimental group and the control group. The effect size test results show a value of 0.892, with interpretation including high influence. So it can be concluded that the takalintar technique has a high influence on the ability of students' cognitive processes on multiplication concepts. Therefore, takalintar technique can be an alternative learning that can be applied in an effort to improve the cognitive processing abilities of elementary school students.
Enhancing Fourth-Grade Elementary Students Mathematical Reasoning Skills Through the SAVI Model Viantorus, Verrill Adha Vi; Wibowo, Setiawan Edi; Firdaus, Fery Muhamad
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Enhancing Fourth-Grade Elementary Students Mathematical Reasoning Skills Through the SAVI Model. Objective: This study aimed to evaluate the impact of the Somatic, Auditory, Visual, Intellectual (SAVI) model on the mathematical reasoning skills of fourth-grade students in the context of fractions and to compare its effectiveness with the Numbered Heads Together (NHT) cooperative learning model. Methods: A quantitative research approach with a quasi-experimental design was adopted. The study population comprised 100 fourth-grade students at SD Muhammadiyah Bogor, from which 50 students were selected through purposive sampling. Class IV A served as the experimental group, employing the SAVI model, while Class IV B acted as the control group, utilizing the NHT model. Data collection was conducted through validated pretests and posttests using a mathematical reasoning test with established reliability. Findings: The data analysis indicated a significant improvement in the mathematical reasoning abilities of the experimental group, which achieved a "very good" category. In contrast, the control group using the NHT model reached only a "satisfactory" category. Statistical analysis produced a t-value of 13.416, exceeding the critical t-value, with a significance level below 0.05. Conclusion: The findings conclude that the SAVI model significantly enhances the mathematical reasoning skills of fourth-grade students in the context of fractions at SD Muhammadiyah Bogor. Keywords: SAVI model, elementary education, mathematical reasoning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024141
Optimalisasi Hasil Belajar IPA dan Kemampuan Berpikir Kritis Siswa Kelas VI SD Melalui Pendekatan Contextual Teaching and Learning. Nurnianingsih, Eneng Fenti; Yarni, Gusti; Firdaus , Fery Muhamad
Jurnal Impresi Indonesia Vol. 4 No. 11 (2025): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v4i11.7165

Abstract

Rendahnya hasil belajar IPA dan kemampuan berpikir kritis (KBK) siswa Sekolah Dasar masih menjadi tantangan. Pendekatan pembelajaran konvensional seringkali kurang membantu siswa menghubungkan materi dengan kehidupan nyata, sehingga diperlukan pendekatan alternatif seperti Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk menganalisis: (1) Perbedaan hasil belajar IPA antara siswa yang diajar dengan CTL dan Pendekatan Saintifik; (2) Perbedaan hasil belajar IPA di antara kelompok siswa dengan KBK tinggi, sedang, dan rendah; dan (3) Eksistensi interaksi antara pendekatan pembelajaran dan tingkat KBK terhadap hasil belajar IPA. Penelitian ini menggunakan desain kuantitatif eksperimen faktorial 2×3 dengan subjek 46 siswa di Kecamatan Kalideres, Jakarta Barat. Instrumen yang digunakan meliputi tes hasil belajar IPA (materi Hantaran Panas Benda) dan tes Kemampuan Berpikir Kritis. Data dianalisis menggunakan Analisis Varian Dua Jalur (Two-Way ANOVA) setelah memenuhi uji asumsi normalitas dan homogenitas. Hasil ANOVA menunjukkan bahwa: (1) Pendekatan CTL berpengaruh signifikan terhadap hasil belajar IPA (F=74,399; Sig.=0,000); (2) Tingkat KBK berpengaruh signifikan terhadap hasil belajar IPA (F=19,441; Sig.=0,000); dan (3) Terdapat interaksi yang signifikan antara Pendekatan Pembelajaran dan KBK terhadap hasil belajar IPA (F=4,217; Sig.=0,022). Hasil uji lanjut menunjukkan bahwa pendekatan CTL memberikan manfaat terbesar (efek kompensasi) pada kelompok siswa dengan KBK rendah dan sedang. Disimpulkan bahwa CTL berperan sebagai penjembatan (bridge) yang efektif dalam mengkompensasi keterbatasan kemampuan berpikir kritis siswa terhadap perolehan hasil belajar IPA.
The impact of the Jigsaw cooperative learning model on creative thinking and collaboration in fifth-grade natural and social sciences Tara, Leri; Firdaus, Fery Muhamad
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.91257

Abstract

This classroom action research (CAR) aimed to investigate the impact of the Jigsaw cooperative learning model on fifth-grade students' creative thinking and collaboration skills in Natural and Social Sciences. Conducted over two cycles at SD Negeri Baturetno in the 2024/2025 academic year, the study involved 12 fifth-grade students. Data were collected through a creative thinking test and a validated collaboration observation sheet. The findings demonstrated significant improvements in both domains. Students' active collaboration increased from 66.7% in the first cycle to 91.7% in the second, while lesson implementation completeness reached 100%. The average score on the creative thinking test rose from 72.5 to 81.25, and the percentage of students achieving mastery increased from 75% to 91.7%. Improvements were observed across all indicators: fluency, flexibility, originality, and elaboration in creative thinking, as well as effective communication, respect for others' opinions, and conflict resolution in collaboration. The study concludes that the Jigsaw model is an effective and innovative pedagogical strategy for enhancing meaningful and collaborative learning in elementary school settings.
Pengembangan Aplikasi Bangun Ruang berbasis Augmented Reality (AR) untuk Meningkatkan Kecerdasan Spasial dan Self-Regulated Learning Zakiyah Insani; Fery Muhamad Firdaus
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6141

Abstract

Penelitian ini bertujuan mengembangkan aplikasi berbasis Augmented Reality (AR) untuk bangun ruang yang efektif, praktis, dan layak digunakan guna meningkatkan kecerdasan spasial serta self-regulated learning siswa kelas VI SD. Metode yang digunakan adalah model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation), dengan validasi oleh ahli media dan materi. Uji coba aplikasi melibatkan guru dan siswa melalui beberapa tahap, yaitu one-to-one, small group, dan field trial. Pengumpulan data dilakukan melalui wawancara, observasi, lembar penilaian, dan tes. Hasil penelitian menunjukkan bahwa aplikasi ini sangat layak dan praktis menurut guru dan siswa. Dari segi efektivitas, aplikasi ini berhasil meningkatkan kecerdasan spasial secara signifikan dengan skor 0,71 (kategori tinggi) dan self-regulated learning dengan skor 0,51 (kategori sedang).
Exploring Number Concept Mastery: A RASCH Analysis of Flipped Classroom Learning for Future Elementary Teachers Irni Rachmawati Putri; Rahayu Condro Murti; Fery Muhamad Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6411

Abstract

Mastering the concept of numbers is a critical competency for prospective elementary school teachers, as it forms the foundation of early mathematics instruction. This study explores the effectiveness of the flipped classroom model in enhancing number concept understanding, supported by RASCH analysis to measure and interpret student performance. A quantitative descriptive design was employed involving 39 first-semester students from Class D of the Elementary Teacher Education (PGSD) Program at Yogyakarta State University (Class of 2024). Data were collected using a multiple-choice test on number concepts, covering topics such as types of numbers, arithmetic operations, and number properties. The results were analyzed using the RASCH Model through WINSTEPS software, focusing on Wright Map, item fit, student ability, scalogram analysis, and test reliability. The RASCH analysis revealed that the flipped classroom model supported diverse levels of student understanding. The Wright Map indicated varied ability levels across students, while item fit statistics confirmed that most items functioned as expected. Scalogram analysis identified response patterns indicating careless mistakes, lucky guessing, and potential cheating. The test demonstrated high reliability in distinguishing between ability levels. Findings suggest that the flipped classroom model contributes positively to the conceptual understanding of number concepts, though learning gaps remain. The RASCH Model provided in-depth diagnostic insights, allowing for more targeted instructional improvements. The integration of flipped learning with RASCH-based assessment offers a robust framework for improving and evaluating mathematics instruction among prospective teachers.
Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Pawestri, Syarifah Anjani
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93196

Abstract

This study aims to analyze the profile of basic mathematical skills and misconceptions of prospective elementary school teachers (PGSD students) and to describe the relationship between these two constructs. Using a descriptive quantitative approach, data were collected from 282 PGSD students from five state universities through a basic mathematics ability test, an error analysis sheet, and a misconception classification rubric that had been validated by experts and tested for reliability. Descriptive statistics were applied to map students’ abilities across five domains (numbers and operations, algebra, geometry, measurement, and data analysis/probability), while qualitative error analysis was employed to identify conceptual, procedural, misinterpretation, and careless errors as indicators of misconceptions. The findings show that students’ basic mathematical skills are generally in the moderate category, with the highest mean score in geometry and the lowest in algebra, and that conceptual errors (44.1%) are the most dominant, especially in numbers and operations and algebra. The analysis further reveals a clear pattern that lower levels of basic mathematical skills are associated with higher levels of misconception, indicating that misconceptions are rooted in weak conceptual understanding rather than mere carelessness. This study contributes to the field of education by offering an integrated empirical profile of basic skills and misconceptions among prospective elementary school teachers as a basis for developing diagnostic assessments and strengthening PGSD curricula that emphasize conceptual understanding in basic mathematics learning.
Pedagogical Competence as the Key Driver: Analyzing the Relative Impact on Mathematics Achievement in Primary School Handriani, Handriani; Firdaus, Fery Muhamad; Alifah, Khairunnisa Zulfa
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93765

Abstract

While teacher competence is widely acknowledged as crucial for student success, the relative importance of its specific dimensions—pedagogical versus professional competence—remains less clear, particularly in specific local contexts of primary mathematics education. This correlational study investigated the distinct impacts of these two competencies on the mathematics achievement of 45 sixth-grade students at SD Negeri 7 Buntok, Indonesia. Data were collected through a validated teacher competency questionnaire (completed by 3 class teachers) and a curriculum-based mathematics test. Multiple linear regression analysis revealed that both competencies significantly predicted student achievement, jointly explaining 54.1% of the variance in scores. Notably, pedagogical competence (β = 0.59, p = 0.001) emerged as a stronger unique predictor than professional competence (β = 0.38, p = 0.010). These findings underscore that while deep content knowledge is necessary, the ability to design, deliver, and manage effective instruction is paramount for enhancing student learning outcomes. The study provides empirical evidence for prioritizing pedagogical skill development in teacher training and professional development programs to improve primary mathematics education.
Co-Authors Adi Suryanto Afani, Aqila Shofia Afifah, Farah Nabila Nur Ahmad Arifuddin Al Mega, Resta Alifah, Khairunnisa Zulfa Amalia Rizki Ardiansyah Amalia Rizky Ardiansyah Aman Aman Amanah, Dita Noor Amir Pada, Amir Amir, Fadila Amrih Setyo Raharjo Andi Kurniadi, Andi Andini, Wulan Andrian Riyadi Anggit Pangestu Anis Fuadah Z Anisa Khayati Nur Kafah Anita Dwi Yani Astuti Anwar Novianto, Anwar Anwar Senen Aprilia, Tika Aprillia Sabrina, Herra Ardiansyah, Muhammad Nurwidya Ariefa Efianingrum Arina Septianingtias Aris Suharyadi Aryna Hana Rahmanda Asbah, Jamilahtul Aurelya Andini Putri Awanis Akalili Banu Setyo Adi Bintan Munjiyah Zahroh Budiawan, Budiawan Bustari, Meilina Calik, Muammer Cepi Safruddin Abdul Jabar Damayanti, Dewi Agus Danuri Devie Anggita Akbaresti Diana Peggy Putinella Dika Afianti Dita Salsavira Cahaya Ningrum Diyya Fathya Jannah Ekasari, Lintang Analisa Fajrina, Zharfa Nur Farid Bashirudin Yusuf Fathurrohman Fathurrohman Fatika Chandra Annisa FATIMATUZZAHRO Fatkhul Arifin Fatkhur Rizki Raharjo Fauzi Yuberta Fauziah, Rihlah Filda Rahmiati Firmansyah Firmansyah Firmanti, Pipit Hanaris, Rianti Handriani, Handriani Hassan, Nurulhuda Md Hendri Hendri Herra Aprillia Sabrina Herwin Yogo Wicaksono Hidayat, Andi Reza Hidayat, Panji Hilya Puspita Hutauruk, Sefta Andrea Putri Ida Wuri Handayani Ika Nur Azizah Ikhlasul Ardi Nugroho Inggit Dyaning Wijayanti Insani, Zakiyah Irfan Wahyu Prananto Irman Artobatama Irni Rachmawati Putri Jannah, Diyya Fathya Jatmiko Utomo Jovelyn Delosa Kadir Khalimi Khalimi, Khalimi Khoir, Muhammad Khoirun Nisa Kurniawati Kurniawati Kus Eddy Sartono Lantip Diat Prasojo Latif Pertiwi Lenia Dwi Normayani Lia Yuliana Lintang Analisa Ekasari Luluk Mauluah Lusiana, Heni Marwan Maulana Arafat Lubis Muhammad Nur Wangid Musyarofah, Naifatul Nashran Azizan Nirmala Arum Pratiwi Nisha Marina Nora Idiawati Nur Fadhilah Nurfauzan, Prayogi Nurnianingsih, Eneng Fenti Nurtanio Agus Purwanto Nurul Badriyah Nurul Badriyah Octavian Muning Sayekti Oktiana Damayanti Pawestri, Syarifah Anjani Prastya, Budi Pratiwi Pujiastuti Rahayu Condro Murti Rahayu, Wiwin Noviyati Rahmat Fadhli Raisah, Nur Rangga Gustiawan Nazara Razali, Fazilah Razali, Fazilah binti Ririn Novita Sari Riuddani, Auliyah Lisyuffah Rizki Cahya Rossy Arlinda Safitri Yosita Ratri Safitri, Amalia Dyah Safril Haskin Sekar Purbarini Kawuryan Sendi Ramdhani Septia Sugiarsih Septia, Nur Septia Isma Gunarti Setiawan Edi Wibowo Setyawati, Risha Sherly Ika Savitri Sigit Wibowo Sindra Kirani Sonia Pritin Sri Dewi Nirmala Sri Hasturi, Woro Sri Riyani Sri Rochadi Sri Utami stuti, Elfa Dwi A Sunyono Supartinah Supartinah Syahrizal, Irvan Tara, Leri Tria Puspasanti Tunjung Sabdarifanti Unik Ambarwati Utami, Nadia Nur Vaziana Qatrunnada Salmawati Vi Viantorus, Verrill Adha Viantorus, Verrill Adha Vi Viviani Nurmala Wagiran Wahyuningrum, Fanny Waode Sitti Fatimah Widia Murni Wijaya Wikut Deniarti, Wikut Woro Sri Hastuti Wuri Wuryandani Wuryandari, Indriana Trisoma Yarni, Gusti Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulia Andriani, Yulia Zakiyah Insani Zeni Dwi Adiningsih