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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Pythagoras: Jurnal Matematika dan Pendidikan Matematika Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika PEDAGOGIA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Islamic Guidance and Counseling Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Mandalika Mathematics and Educations Journal JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal for Lesson and Learning Studies PROFICIO: Jurnal Pengabdian Masyarakat Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edumatika Jurnal DiMas (Jurnal Pengabdian Kepada Masyarakat) Jurnal Locus Penelitian dan Pengabdian Indonesian Journal Of Educational Research and Review Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Edumatica: Jurnal Pendidikan Matematika Indonesian Journal of Mathematics Education Jurnal Pedagogi Matematika Kreano, Jurnal Matematika Kreatif Inovatif Scientific Journal of Informatics Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Advance Sustainable Science, Engineering and Technology (ASSET) Jurnal Arsitektur ARCADE Journal on Mathematics Education Jurnal Didaktik Matematika Eduma : Mathematics Education Learning and Teaching
Wahyu Setyaningrum
Universitas Negeri Yogyakarta
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences 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 Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Pelatihan Implementasi Pembelajaran Mendalam (Deep Learning) Berbantuan Teknologi Digital pada Pembelajaran Matematika: Upaya Peningkatan Kompetensi Guru Sekolah Indonesia Cairo Wijaya, Ariyadi; Setyaningrum, Wahyu; Rosnawati, Raden; Caturiyati; Nugroho, Hery
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol. 10 No. 1 (2026): Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v10i1.91118

Abstract

Pembelajaran mendalam merupakan salah satu kebijakan baru Kementerian Pendidikan Dasar dan Menengah. Pembelajaran mendalam menekankan pada proses belajar yang bermakna, berkesadaran, dan menggembirakan bagi murid. Untuk mencapai tujuan tersebut proses belajar meliputi aktivitas memahami, mengaplikas, dan merefleksi. Selain itu proses pembelajaran perlu didukung beberapa aspek penunjang, salah satunya adalah pemanfaatan teknologi digital. Sebagai kebijakan baru, sebagian guru masih belum sepenuhnya memahami pembelajaran mendalam apalagi bagi guru di sekolah yang berada di luar negeri, salah satunya adalah Sekolah Indonesia Cairo. Oleh karena itu, pada artikel ini dibahas tentang pelatihan mengenai apa pembelajaran mendalam dan bagaimana implementasinya bagi guru Sekolah Indonesia Cairo. Lebih lanjut lagi ditekankan pula bagaimana pemanfaatan teknologi digital untuk mendukung pembelajaran mendalam. Hasil pelatihan menunjukkan bukan hanya animo tinggi dari peserta tetapi juga pemahaman peserta tentang pembelajaran mendalam yang semakin bagus. Kata kunci: pembelajaran matematika, pembelajaran mendalam, Sekolah Indonesia Cairo, teknologi digital
Pemanfaatan Media Berbasis Artificial Intelligence (AI) dalam pembelajaran di Sekolah untuk Meningkatkan Literasi Digital Setyaningrum, Wahyu; Waryanto, Nur Hadi; Sahid; Murdanu; Inayati, Syarifah
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol. 10 No. 1 (2026): Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v10i1.91125

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi digital dan kemampuan guru matematika dalam memanfaatkan media berbasis Artificial Intelligence (AI) untuk pembelajaran. Program dilaksanakan melalui pelatihan berbasis praktik langsung (hands-on training) yang melibatkan 39 guru SMP di Kota Yogyakarta di bawah koordinasi Dinas Pendidikan Pemuda dan Olahraga. Kegiatan ini dirancang untuk memperkuat pemahaman guru terhadap konsep dasar AI, keterampilan penggunaan aplikasi berbasis AI seperti ChatGPT, Teasy, dan Gemini, serta kemampuan mengintegrasikan teknologi ke dalam pembelajaran matematika. Hasil evaluasi menunjukkan adanya peningkatan signifikan pada skor rata-rata pengetahuan dan keterampilan guru sebesar 38%, disertai perubahan mindset dari sikap pasif menjadi adaptif dan kreatif terhadap teknologi. Selain menghasilkan produk media pembelajaran berbasis AI, kegiatan ini juga berdampak pada terbentuknya komunitas guru literasi digital sebagai wadah kolaborasi dan pengembangan profesional berkelanjutan. Kegiatan ini membuktikan bahwa pelatihan berbasis praktik dan kolaboratif efektif dalam memperkuat kompetensi guru di era transformasi pendidikan digital.
Building Numeracy Interest and Ability: The Effectiveness of Digital Simulation Media for Junior High School Students Irsyad, Aan Nur; Setyaningrum, Wahyu
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38366

Abstract

Low numeracy skills and declining learning interest among junior high school students represent a critical challenge in modern mathematics education. Traditional teaching methods often fail to bridge the gap in student engagement within increasingly digital learning environments. While digital simulations offer significant interactive potential to address these issues, their focused development and empirical testing for specific numeracy interventions remain insufficient. This study aimed to develop digital simulation media and evaluate its validity, practicality, and effectiveness in improving numeracy skills and learning interest independently. Using a Research and Development (R&D) approach with the ADDIE model, the media was tested on 32 eighth-grade students at an Indonesian public junior high school. Data were collected through numeracy tests, interest questionnaires, practicality assessments, and expert validation sheets. After confirming the normality assumption via Shapiro-Wilk, data analysis was conducted using paired sample t-tests and N-Gain scores. The results indicated that the media was deemed highly valid by both material and media experts. Teachers and students rated the media as "very practical" and "practical," respectively. Furthermore, the intervention independently improved both numeracy skills (p < 0.001; N-Gain = 0.62, medium category) and learning interest (p < 0.001; N-Gain = 0.31, medium category), with 75% of students achieving the minimum mastery standard. This study concludes that the developed digital simulation media is a valid, practical, and effective tool for enhancing students' cognitive numeracy skills and fostering their affective learning interest. It is recommended for broader implementation and further development.
THE EFFECTIVENESS OF RME AND SCIENTIFIC APPROACHES IN TERMS OF MATHEMATICAL LITERACY AND LEARNING INTEREST Margaretta, Shinta Bella; Andayani, Sri; Setyaningrum, Wahyu
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13295

Abstract

AbstractStudents’ low levels of mathematical literacy and learning interest indicate a need for effective instructional approaches that can address both cognitive and affective learning outcomes. Comparative studies on the effectiveness of the RME and scientific approaches in improving mathematical literacy and learning interest remain limited, especially at the SMP level. This study examines the effectiveness of each approach and compares their impact on students’ mathematical literacy and learning interest. This study employed a quantitative approach using a pretest–posttest control group design. The population of the study consisted of all seventh-grade students at a public SMP in Yogyakarta. The sample comprised 64 students from two seventh-grade classes. The participants were selected using convenience sampling. The experimental group received RME-based instruction, while the control group was taught using the scientific approach. MANOVA results show that both approaches significantly improve mathematical literacy and learning interest. However, no significant difference was found between the two groups, as indicated by a p-value > 0.05. These findings suggest that both approaches are equally effective. The study provides insight for teachers in applying context-based learning. Future research may explore digital-based strategies to further support mathematical literacy and learning interest. AbstrakRendahnya tingkat literasi matematika dan minat belajar siswa menunjukkan perlunya pendekatan yang efektif untuk mengembangkan hasil belajar kognitif maupun afektif. Penelitian komparatif mengenai efektivitas pendekatan RME dan pendekatan saintifik dalam meningkatkan literasi matematika dan minat belajar masih terbatas, khususnya di tingkat SMP. Penelitian ini bertujuan mengkaji efektivitas masing-masing pendekatan dan membandingkan pengaruhnya terhadap literasi matematika dan minat belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pretest–posttest kelompok kontrol. Populasi penelitian terdiri atas seluruh siswa kelas VII di salah satu SMP negeri di Yogyakarta. Sampel penelitian berjumlah 64 siswa yang berasal dari dua kelas VII. Partisipan dipilih menggunakan teknik convenience sampling. Kelompok eksperimen diajar dengan pendekatan RME, sedangkan kelompok kontrol menggunakan pendekatan saintifik. Hasil analisis MANOVA menunjukkan bahwa kedua pendekatan efektif dalam meningkatkan literasi matematika dan minat belajar siswa. Namun, tidak terdapat perbedaan signifikan antara kedua kelompok (nilai p > 0.05), yang berarti keduanya memiliki efektivitas yang setara. Temuan ini memberikan wawasan bagi guru dalam menerapkan pembelajaran berbasis konteks. Penelitian lanjutan dapat mengeksplorasi integrasi teknologi untuk mendukung pengembangan literasi matematika dan minat belajar.
Numeracy and Growth Mindset Profiles as a Basis for Differentiated Guidance Service in Islamic Schools Setyaningrum, Wahyu; Nugroho, Hery; Sofiatun, Isna; Wijaya, Ariyadi
Islamic Guidance and Counseling Journal Vol. 9 No. 1 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269700400

Abstract

Up to present, guidance and counseling (GC) services in Islamic schools tend to be homogeneous, often overlooking the diversity of students’ characteristics. This practice overlooks the effectiveness of differentiated guidance. Key factors worth considering for differentiating guidance services are numeracy skills and growth mindset (GM). In this regard, this study aims to: (1) cluster students based on their numeracy skills and GM with K-means techniques; (2) interpret the clusters’ characteristics; and (3) recommend data-driven GC service strategies. Quantitative method K-means clustering was applied to 321 grade VIII students from Islamic junior secondary schools in two provinces in Indonesia. Data from numeracy test and GM questionnaire were analyzed using the Elbow, Silhouette, Kruskal-Wallis, and Dunn post-hoc methods. The result of the study revealed three student clusters: (1) low numeracy and low GM (Double Susceptible); (2) high numeracy and moderate-to-high GM (Empowered); and (3) low numeracy but high GM (Affective Potential). Findings confirm that numeracy skills and GM do not always align, underscoring the need for integrated cognitive and affective interventions. Significant differences in numeracy skills and GM distribution were found between clusters. The different characteristics between clusters lead to diverse service strategies offered for each cluster. These strategies include a cognitive distortion journaling and belief disputes for double susceptible students; career visualization and leadership simulation for empowered students; and mathematical mindfulness and emotion regulation for affective potential students. Data-driven GC services are crucial in supporting students' academic and psychological development.
Students’, Pre-Service Mathematics Teachers’, and In-Service Mathematics Teachers’ Perception on Calculus Learning Video Shelly Lubis; Wahyu Setyaningrum; Abdul Halim Abdullah; Muhamad Rizky Al Gafari; Habibullah Habibullah
EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i2.8599

Abstract

Calculus is a branch of mathematics that must be studied in school, especially at the high school level. One of the subjects in calculus is the application of integral on the volume of solid of revolution. The use of learning video as media can help students in a conceptual understanding of the volume of solid of revolution, which is one of the abstract objects in calculus. This article discusses the development of solid revolution learning videos' volume. It describes students' perception, pre-service mathematics teachers, and in-service mathematics teachers in the video. The subjects who participated in this study were 48 students in grade 12 in one state high school in Sambas Regency, West Borneo, 8 pre-service mathematics teachers of one of the universities in Yogyakarta, and 3 high school mathematics teachers in Sambas Regency. Data were collected by using a questionnaire consisting of several open questions. Through open questions, subjects were intended to express their ideas or opinions about the learning video. The finding showed that most respondents have positive perceptions of calculus learning video. 76,74% of students agree that the video is suitable for use at the beginning of learning this subject; all in-service mathematics teachers agree, and 75% of pre-service mathematics teachers also agree. This indicates that the learning video can be used as one of the teaching aids in the learning of solid revolution
Hubungan Kemampuan Pemecahan Masalah Matematis dengan Self-regulated learning Murid Ditinjau dari Perbedaan Gender Laras Setyowati; Wahyu Setyaningrum
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 5 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i5.5865

Abstract

Fokus kajian ini diarahkan pada hubungan antara self-regulated learning dan kemampuan pemecahan masalah matematis siswa kelas VIII SMP pada materi persamaan garis lurus dengan mempertimbangkan perbedaan gender. Pendekatan yang diterapkan ialah kuantitatif melalui metode korelasional. Subjek penelitian berjumlah 60 siswa yang terdiri atas 30 siswa laki-laki serta 30 siswa perempuan. Pengumpulan data dilakukan menggunakan angket self-regulated learning dan tes kemampuan pemecahan masalah matematis sebagai instrumen penelitian. Analisis data dilaksanakan melalui statistik deskriptif dan inferensial dengan bantuan IBM SPSS Statistics, yang mencakup uji normalitas, uji homogenitas, korelasi Pearson Product Moment, serta Independent Samples t-Test. Temuan penelitian memperlihatkan bahwa data memenuhi asumsi normalitas dan homogenitas. Pengujian korelasi Pearson mengindikasikan adanya hubungan positif yang signifikan antara self-regulated learning dan kemampuan pemecahan masalah matematis siswa dengan koefisien korelasi sebesar r = 0,853 serta nilai signifikansi p < 0,05. Jika ditinjau berdasarkan gender, kekuatan hubungan pada siswa laki-laki tampak lebih tinggi dibandingkan siswa perempuan, walaupun keduanya termasuk dalam kategori hubungan sangat kuat. Di sisi lain, hasil Independent Samples t-Test mengungkapkan bahwa tidak terdapat perbedaan signifikan antara siswa laki-laki dan perempuan baik pada variabel self-regulated learning maupun kemampuan pemecahan masalah matematis. Dengan demikian, self-regulated learning dapat dipahami sebagai faktor penting yang mendukung kemampuan pemecahan masalah matematis siswa sehingga pengembangannya dalam pembelajaran matematika perlu mendapat perhatian.
Media Digital Berbasis STEM Berorientasi pada Numerasi dan Self-regulated Learning Materi Sistem Persamaan Linear Dua Variabel Puspita, Geni; Setyaningrum, Wahyu
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.48194

Abstract

The numerical ability in Indonesia is still low and has an influence on students' academic achievement, including student's problemsolving ability. The purpose of this research was to produce STEM-based digital learning media which can develop students' numeracy and self-regulated learning in the subject of Two-Variable Linear Equation System (SPLDV) for VIII grade and its validation, practicality and effectiveness. The research adopted Research and Development (R&D) model through ADDIE with five main processes including arrays: analyze, design, develop, implement and evaluate. Subjects The subjects of this research were 22 eighth graders at a MTsN in Sleman Regency in the odd semester of academic year 2024/2025. Data were collected using a questionnaire and numeracy test, then analyzed by paired sample t-test and N-gain formula. Results indicated that learning media which was a form of smartphone application was appropriate, feasible and effective with the average numeracy score increase from 36.91 to 79.27 and for self-regulated learning test was from 44.95 to 74.09. The integration of the STEM approach with the self-regulated learning strategy was proven to improve students' numeracy and self-regulated learning. Future study is required to develop the interactive learning media can improve its content and interface and has effectiveness on a wider sample and school level.
Analisis Perspektif Siswa pada Penggunaan ChatGPT sebagai Media Pembelajaran Matematika Fase F di SMA Negeri 30 Jakarta Ervina Lutfiyati; Indar Prabowo; Wahyu Setyaningrum
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4512

Abstract

Penelitian ini bertujuan untuk menganalisis perspektif siswa terhadap penggunaan ChatGPT dalam pembelajaran matematika tingkat lanjut di SMA Negeri 30 Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan 62 siswa kelas XII yang dipilih secara purposive dari kelompok pengguna aktif ChatGPT. Data dikumpulkan melalui observasi, wawancara, kuesioner, dan tes esai pada materi limit, turunan, dan integral. Analisis difokuskan pada empat dimensi, yaitu kegunaan, kemudahan, niat perilaku, dan kepercayaan. Hasil penelitian menunjukkan bahwa siswa memiliki perspektif positif terhadap ChatGPT sebagai alat bantu pembelajaran yang praktis, terutama dalam membantu penyelesaian soal, memahami materi, dan memperoleh ide. Namun, terdapat variasi tingkat kepercayaan yang menunjukkan bahwa penggunaan ChatGPT tidak selalu diikuti dengan pemahaman konsep yang mendalam. Sebagian besar siswa menunjukkan sikap kritis dengan melakukan verifikasi dan revisi terhadap jawaban yang diperoleh. Temuan ini menegaskan pentingnya peran guru dalam membimbing penggunaan teknologi berbasis kecerdasan buatan secara kritis dan efektif agar tetap mendukung pengembangan pemahaman konsep dan kemampuan berpikir kritis siswa.
SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96887

Abstract

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.
Co-Authors Abdul Halim Abdullah Abdullah, Abdul Halim Abdullah, Abdul Halim Abu Yazid Raisal Adi Susanto Aji Purwinarko, Aji Al Gafari, Muhamad Rizky Alfauzan Ramadhanny Simangunsong Ali Mahmudi Ali, Mohamad Bilal Ali, Mohamad Bilal Amelia, Risna Aminuyati Andestian, Defin Aoyama, Kazuhiro Arif Sapta Mandala Ariyadi Wijaya Aryani, Nila Prasetya Atmini Dhoruri Azizah, Nur Lailatul Caturiyati Caturiyati Caturiyati Depi Ardian Nugraha Dita Aldila Krisma Dyah Ayu Puspita Ardani Edward E. Pandelaki, Edward E. Eka Purwanto , Ungsari Rizki Eka Purwanto, Ungsari Rizki Elly Arliani Erlyanna Nur Risqi Ervina Lutfiyati Fabian, Khristin Fadilla Camellia Fanggidae, Janrino Junus Rivaldi Fitriana Yuli Saptaningtyas Franyoto, Yuvianti Dwi Gunawan Gunawan Guntur, Muhamad Ikhsan Sahal Habibie, Akmal Hibban Habibullah Habibullah Habibullah, Habibullah Hakim, Nur Akmalul Hakim, Titi Adriani Handayawati, Ponco Heri Retnawati Hery Murtianto, Yanuar Hery Nugroho, Hery Hidayati, Diah Nur Himmawati Puji Lestari I Bagiana Ika Puspitaningrum Ilham Rizkianto Inayati, Syarifah Indar Prabowo Inggri Ramadhani Widigda Irdatul Fitri Irsyad, Aan Nur Islam, Muhamad Anbiya Nur Jailani Jailani Kana Hidayati Kazuhiro Aoyama Koes Sundoro , Aries Koes Sundoro, Aries Kusmita , Lia Kuswari Hernawati La Ode Adin Hasrun Bici Laras Setyowati Loviga Denny Pratama Loviga Denny Pratama Loviga Denny Pratama Lubis, Shelly Lusyana, Evvy Maharani, Ika Dewi Fitria Mahmudah, Faisa Nirbita Mami Hastuti Mardiansyah, M Fadil Margaretta, Shinta Bella Maria Ulfah Marsigit Marsigit Marsigit Mayang Purbaningrum Meilina, Dika Dwi Melda Datu Kalu Mohamad Bilal Ali Muhamad Rizky Al Gafari Muhammad Faisal Muhammad Fauzan Murdanu Mutmainah Mutmainah Myelnawan Myelnawan Nanny Setiawati Hadirahardja, Maria Caecilia Nasution, Sela Lufita Salim Nauqi Aprilia Putri Noordin, Muhamad Kahir bin Nur Hadi Waryanto Nur Insani Nurhikmah Widi Asriani Pangestu, Saka Aji Pastoriko, Fransiskus Magnis Pratama, Loviga Denny Pratama, Loviga Denny Pulungan, Delyanti Azzumarito Purwoko, Agus Puspita, Geni Raden Rosnawati Ramadhan, Sahrul Rastuti, Musafir Ratri Murdy Andari Raudya Thauzahra Rhomiy Handican Rohmah, Riska Nur RR Rianto, Vivi Sahid Sahrul Ramadhan Salsabila, Nilza Humaira Saragih, Novilda Angela Septianisha, Nurul Indah Shelly Lubis Sintia Wulandari Siti Munisih Sofiatun, Isna Sri Andayani Sri Andayani Sri Suryaningtyas Sugiman Sugiman Sugiman Sugiman Sugiman SUGIYANTO Suprapti, Atik - Syukrul Hamdi Tuharto Tuharto Utami, Nopi Tri Vepi Apiati Wahyu Hardyanto Yanuarita, Heylen Amildha Ying, Chiang Yi Yosafat Ardian Kristiarta