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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA KALAMATIKA Jurnal Pendidikan Matematika Desimal: Jurnal Matematika ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL PENDIDIKAN TAMBUSAI Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah FONDATIA Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Autentik : Jurnal Pengembangan Pendidikan Dasar MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Riset Pembelajaran Matematika Sekolah Koordinat : Jurnal Pembelajaran Matematika dan Sains Pasundan International of Community Services Journal (PICS-J) Jurnal PEKA (Pendidikan Matematika) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Pedagogia: Jurnal Ilmiah Pendidikan ANTHOR: Education and Learning Journal Al-Irsyad Journal of Mathematics Education International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidik Indonesia SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Mathematics Education Journal

Rohimah, Siti Maryam

Universitas Pasundan

Author-ID : 841962

Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Critical Thinking Processes in Numeracy Tasks among Primary School Students with High Mathematics Anxiety Dian Kusmaharti; Via Yustitia; Hanim Faizah; Siti Maryam Rohimah; Luluk Faridah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28226

This study investigates the influence of mathematics anxiety on the critical thinking processes of primary school students when solving numeracy tasks. Using a qualitative case study design, data were collected through written responses and follow-up interviews with students categorized according to their levels of mathematics anxiety. Analysis focused on three indicators of critical thinking: clarification, strategy, and inference. The findings show that students with high mathematics anxiety typically demonstrated the ability to extract key information from problem statements and diagrams, demonstrating strength in clarification. However, their ability to formulate strategies and provide justified inferences was limited, as they often relied on rote recall, omitted calculation steps, and expressed uncertainty about their answers. These patterns show how anxiety specifically hampers the ability to perform calculations and make confident decisions, even when students demonstrate basic comprehension. The study underscores the need for pedagogical approaches that simultaneously develop numeracy skills and address affective barriers, thereby supporting students’ capacity to engage in reasoning and problem solving more effectively.

Enhancing Students’ Critical Thinking, Creativity, and Mathematical Self-Esteem Through Worked-Example Learning With Culturally Responsive Pedagogy Alamsyah, Trian Pamungkas; Rohimah, Siti Maryam
Koordinat Jurnal MIPA Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i2.161

This study aims to examine the impact of worked-example learning integrated with Culturally Responsive Pedagogy (CRP) on enhancing students’ critical thinking, creativity, and mathematical self-esteem. The research design employed was quasi-experimental, involving two groups of students: a control group that received conventional instruction and an experimental group that experienced the worked-example method based on Culturally Responsive Pedagogy. The participants in this study is 20 students of Natural Sciences Education program at Sultan Ageng Tirtayasa University during the first semester. Tests and questionnaires were used to gather data, and independent sample t-tests were used to compare the mean scores of the various groups. The worked-example method provides structured problem-solving examples to help students learn solution steps, while the CRP approach offers a culturally relevant learning environment and encourages students’ emotional engagement. Results indicated that students in the experimental group achieved higher averages in critical thinking, creativity, and mathematical self-esteem compared to those in the control group. These findings suggest that the combination of the worked-example method and Culturally Responsive Pedagogy effectively enhances students’ critical and creative thinking skills and fosters positive mathematical self-esteem. Moreover, this approach has been shown to make mathematics learning more inclusive and meaningful for students from diverse cultural backgrounds. This study contributes to mathematics education by proposing a learning strategy that not only supports cognitive development but also prioritizes cultural inclusivity, thereby promoting students’ academic success and personal growth

Pengaruh Pendekatan Realistic Mathematics Education Berbantuan Media Scratch untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SD Violina Resty Lavayette; Siti Maryam Rohimah; Moh. Nurhadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

Mathematics teaching at the elementary education level still faces challenges in improving students’ understanding of mathematical concepts, mainly because learning practices tend to be teacher-centered and have not optimally utilized interactive media. This study aims to analyze differences in the improvement of students’ mathematical concept understanding and evaluate the effectiveness of the Realistic Mathematics Education approach supported by Scratch media on elementary school students’ mathematical concept understanding. This study used a quantitative approach with a quasi-experimental nonequivalent groups design involving an experimental class and a control class. Data were collected through tests and observation, then analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and effect size calculation. The results show that the experimental class obtained an average N-Gain of 0.53 or 53.56%, while the control class obtained an average N-Gain of 0.32 or 32.41%. The hypothesis test results showed a significance value below 0.001, with Cohen’s d effect size of 1.005, which falls into the large effect category. These findings indicate that the Realistic Mathematics Education approach assisted by Scratch media is effective in improving elementary school students’ mathematical concept understanding. This study contributes to the development of mathematics learning strategies based on context and interactive media and provides practical implications for elementary school teachers in designing mathematics learning that is more relevant, engaging, and meaningful.

PENGARUH MODEL PROJECT-BASED LEARNING BERBANTUAN QUIZIZZ TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK Anisa Nurjanah; Siti Maryam Rohimah; Beni Yusepa
Al-Irsyad Journal of Mathematics Education Vol 4 No 2 (2025): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v4i2.273

Penelitian ini bertujuan untuk mengetahui pengaruh model Project-Based Learning (PjBL) berbantuan Quizizz terhadap hasil belajar matematika peserta didik kelas V sekolah dasar. Latar belakang penelitian ini adalah rendahnya hasil belajar matematika yang disebabkan oleh penerapan metode pembelajaran konvensional yang kurang melibatkan peserta didik secara aktif serta belum optimalnya penggunaan media pembelajaran digital interaktif. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan model PjBL berbantuan Quizizz dan kelas control yang menggunakan model pembelajaran konvensional. Terdapat Gap pada kurangnya integrasi antara pembelajaran berbasis proyek dengan media digital yang interaktif dalam pembelajaran matematika sekolah dasar. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara hasil belajar peserta didik yang menggunakan model PjBL berbantuan Quizizz dengan peserta didik yang menggunakan model konvensional. Penerapan model PjBL yang menekankan pada pemecahan masalah nyata, ditambah dengan fitur gamifikasi dari aplikasi Quizizz, meningkatkan motivasi belajar dan pemahaman konsep matematika peserta didik. Peneliti menyimpulkan bahwa integrasi antara model PjBL dan Quizizz efektif dalam meningkatkan hasil belajar matematika dan dapat menjadi alternatif pembelajaran inovatif di sekolah dasar.

PENGARUH MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN APLIKASI BAAMBOOZLE TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS Azyra Fitria Amalika; Siti Maryam Rohimah; Siti Sholiha Nurfaidah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12553

The sluggish learning interest and high levels of academic anxiety among students due to the rigid presentation of geometry material isolated from sociocultural realities are the background of this research. These obstacles trigger students' failure to visualize spatial figures independently in school mathematics learning. The main focus of this study is to explore the manifestation of ethnomathematics and the similarities of geometric shapes in traditional culinary products, namely the West Javanese kue blok (block cake) and the metal bars of the saron gamelan instrument. The steps of this descriptive qualitative research with an ethnographic approach are operated through purposive sampling involving traditional craftsmen and outlet owners. The actual data collection procedure is collected in depth through participatory observation techniques, semi-structured interviews, and structured documentation, which are then processed using an interactive analysis model including data reduction, presentation, and drawing conclusions. The research findings show that the making of kue blok reflects the three-dimensional dimensions of the block, the linear equation of the recipe, and the philosophical value of simplicity. Meanwhile, the anatomy of the saron contains the geometric concepts of the plane plane of the trapezoid, rectangle, and the transformation of mechanical energy into acoustic vibrations of the pitch precisely. The main conclusion confirms that contextualizing mathematics based on local Indonesian wisdom has proven effective in boosting intellectual agility while supporting the sustainable preservation of national cultural heritage. Educational practitioners are recommended to design daily lesson plans that consistently optimize real-world objects around the classroom. ABSTRAK Kelesuan minat belajar serta tingginya tingkat kecemasan akademik peserta didik akibat penyajian materi geometri yang kaku dan terisolasi dari realitas sosiokultural melatarbelakangi penelitian ini. Hambatan tersebut memicu kegagalan siswa dalam memvisualisasikan bangun ruang secara mandiri pada pembelajaran matematika sekolah. Fokus utama kajian ini adalah mengeksplorasi manifestasi etnomatematika dan kesamaan bentuk geometri pada produk kuliner tradisional kue balok khas Jawa Barat dan bilah logam instrumen gamelan saron. Langkah-langkah penelitian kualitatif deskriptif dengan pendekatan etnografi ini dioperasikan melalui penarikan sampel secara purposive yang melibatkan pengrajin adat dan pemilik outlet. Prosedur pengumpulan data aktual dihimpun secara mendalam lewat teknik observasi partisipatif, wawancara semi-terstruktur, serta dokumentasi terstruktur, yang selanjutnya diolah menggunakan model analisis interaktif meliputi reduksi data, penyajian, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa pembuatan kue balok merefleksikan dimensi tiga dimensi balok, persamaan linier resep, dan nilai filosofis kesederhanaan. Sementara itu, anatomi saron mengandung konsep geometri bidang datar trapesium, persegi panjang, serta transformasi energi mekanik menjadi getaran akustik laras nada secara presisi. Simpulan utama menegaskan bahwa kontekstualisasi matematika berbasis kearifan lokal nusantara terbukti efektif mendongkrak ketangkasan intelektual sekaligus mendukung pelestarian warisan budaya nasional secara berkelanjutan. Praktisi pendidikan direkomendasikan merancang rencana pelaksanaan pembelajaran harian dengan mengoptimalkan benda nyata di sekitar ruang kelas secara konsisten.

PENGARUH OPEN-ENDED LEARNING BERBANTUAN AUGMENTED REALITY UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SD Septi Nurul Hasanah; Siti Maryam Rohimah; Moh. Nurhadi
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12898

The low cognitive abilities and limited spatial visualization abilities of students in identifying and solving abstract non-routine word problems are the background of this research. These operational problems trigger the failure of elementary school children in designing systematic mathematical problem-solving strategies. The main focus of this scientific study is to detect the profound influence of the application of an open-ended learning pattern assisted by augmented reality technology in boosting the mathematical problem-solving abilities of elementary school students. This quantitative research path applies a quasi-experimental method with a nonequivalent control group design scheme. A total of 44 fifth-grade students in the elementary school environment were involved as observation subjects through a purposive sampling technique, then analyzed using the non-parametric Mann-Whitney U statistical test. Quantitative data from the final evaluation (posttest) empirically revealed a very clear disparity in performance, where the experimental group successfully achieved an average score of 73.33, while the control class only obtained a score of 61.30. The measurement of the effect size (effect size) of the correlation coefficient produced a score of 0.36, which indicates the strength of the effect is in the medium category (medium effect). The main conclusion confirms that the collaboration of an open learning approach with real-time virtual objects effectively stimulates independent critical thinking based on all Polya stage indicators. Education practitioners are recommended to utilize this interactive instrument as an alternative adaptive instructional strategy to ensure the comprehensive and sustainable success of the modern numeracy transformation agenda. ABSTRAK Rendahnya kecakapan kognitif serta keterbatasan kemampuan visualisasi spasial murid dalam mengidentifikasi dan memecahkan soal cerita non-rutin yang abstrak melatarbelakangi penelitian ini. Masalah operasional tersebut memicu adanya kegagalan anak usia dasar dalam merancang strategi penyelesaian matematika yang sistematis. Fokus utama kajian ilmiah ini adalah mendeteksi pengaruh mendalam dari penerapan pola open-ended learning berbantuan teknologi augmented reality dalam mendongkrak kemampuan pemecahan masalah matematik siswa sekolah dasar. Jalur riset kuantitatif ini menerapkan metode kuasi eksperimen berskema nonequivalent control group design. Sebanyak 44 murid kelas V di lingkungan sekolah dasar tersebut dilibatkan sebagai subjek amatan melalui teknik sampling purposive, lalu dianalisis menggunakan uji statistik non-parametrik Mann-Whitney U. Data kuantitatif hasil evaluasi akhir (posttest) secara empiris menyingkap disparitas performa yang sangat nyata, di mana kelompok eksperimen sukses meraih rerata nilai sebesar 73,33, sedangkan kelas kontrol hanya memperoleh angka 61,30. Pengukuran ukuran efek (effect size) koefisien korelasi menghasilkan skor sebesar 0,36, yang mengindikasikan kekuatan pengaruh berada pada kategori sedang (medium effect). Simpulan utama menegaskan bahwa kolaborasi pendekatan pembelajaran terbuka dengan objek virtual secara real-time efektif menstimulasi kemandirian berpikir kritis berdasarkan seluruh indikator tahapan Polya. Praktisi pendidikan direkomendasikan memanfaatkan instrumen interaktif ini sebagai alternatif strategi instruksional adaptif untuk menyukseskan agenda transformasi numerasi modern secara menyeluruh dan berkelanjutan.

Developing Ethnomathematics Teaching Materials Using the Wooden Puppet Context Through a Culturally Responsive Teaching Approach Siti Maryam Rohimah; Eka Firmansyah; Feby Inggriyani; Bunga Yasmin Oktapianti; Desi Anawati
Mathematics Education Journal Vol. 20 No. 3 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i3.pp823-850

This study aimed to develop ethnomathematics teaching materials using the wooden puppet context through Culturally Responsive Teaching (CRT) to enhance elementary students’ numeracy literacy while integrating local cultural values in support of Sustainable Development Goal 4 (Quality Education). This study employed a Research and Development (R&D) method based on a multiphase design model at a public elementary school in Jelekong, West Java, Indonesia. The study involved 66 fifth-grade students, comprising 33 students in the testing, evaluation, and revision phase and 33 students in the classroom implementation phase. The development process comprised needs analysis, teaching material development, expert validation, initial testing, evaluation, revision, and classroom implementation. Data were collected using numeracy literacy tests, classroom observations, questionnaires, and interviews. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using the Shapiro–Wilk normality test, a paired-samples t-test, normalized gain, and effect size. The findings indicate that the developed teaching materials are valid and practical, while classroom implementation was associated with a statistically significant improvement in students’ numeracy literacy, as indicated by a high normalized gain and a very large effect size. These findings suggest that ethnomathematics teaching materials developed using the wooden puppet context through CRT may support students’ numeracy literacy while promoting appreciation of Sundanese cultural heritage.

Implementing Snack Food Composition Label Analysis for Numeracy Learning in Elementary School: A Study in Teacher Professional Education Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan; Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan; Yuni Indriyani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.8

The use of authentic contexts in numeracy learning is important to help prospective elementary school teachers design meaningful and contextual mathematics instruction. However, a gap remains in the literature regarding how prospective teachers perceive the feasibility and potential of authentic context-based numeracy activities. This study aimed to explore how elementary student teachers in a Teacher Professional Education (TPE) program perceive the feasibility and potential of implementing the activity "Analysis of Composition Labels of Snack Foods" as a vehicle for promoting numeracy learning. A descriptive qualitative method was employed, involving 57 TPE students who completed a perception questionnaire following the learning activity. Data triangulation was conducted through semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, while open-ended responses were analyzed through content analysis using NVivo 12. Findings revealed that 92.98% of participants regarded the activity as feasible and relevant for initial numeracy assessment, recognizing its contextual nature, engaging quality, and ease of implementation. The activity was found to support the development of cognitive and practical skills, including proportional reasoning, unit conversion, critical thinking, and data interpretation. Furthermore, the activity demonstrated applicability across multiple elementary school subjects, reflecting its potential as a cross-curricular instructional approach. These findings suggest that snack food composition label analysis is a feasible and beneficial learning activity that can be meaningfully integrated into core elementary mathematics topics, including fractions, measurement, and data presentation.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN VIDEO ANIMASI TERHADAP PENINGKATAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK SEKOLAH DASAR Ihsan Saeful Rohim; Ramlan Ramlan; Siti Maryam Rohimah
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.4121

Penelitian ini dilatar belakangi oleh rendahnya hasil belajar matematika peserta didik di SDN Sukanagara 01, di mana 51,86% peserta didik belum mencapai Kriteria Ketuntasan Tujuan Pembelajaran (KKTP) pada materi pecahan. Permasalahan utama meliputi kesulitan peserta didik dalam memahami konsep pecahan, rendahnya motivasi belajar, dan pembelajaran yang masih berpusat pada guru. Penelitian ini bertujuan mengkaji pengaruh model Problem Based Learning (PBL) berbantuan video animasi terhadap peningkatan hasil belajar matematika peserta didik. Rumusan masalah meliputi: (1) bagaimana gambaran proses pembelajaran dengan model PBL berbantuan video animasi, (2) apakah terdapat perbedaan hasil belajar yang signifikan, (3) seberapa besar peningkatan hasil belajar, dan (4) seberapa besar efektivitas model PBL berbantuan video animasi. Penelitian menggunakan metode kuantitatif dengan desain quasi-experimental tipe nonequivalent control group design pada 54 peserta didik kelas IV yang dibagi menjadi kelas eksperimen (27 siswa) dan kelas kontrol (27 siswa). Instrumen penelitian berupa tes hasil belajar matematika materi pecahan yang telah divalidasi dengan reliabilitas 0,858 (sangat baik). Hasil penelitian menunjukkan: (1) implementasi model PBL berbantuan video animasi berjalan sangat baik dengan rata-rata aktivitas guru 86,325% dan peserta didik 88,15%; (2) terdapat perbedaan hasil belajar yang sangat signifikan (p=0,001<0,05) dengan rata-rata kelas eksperimen 82,41 dan kelas kontrol 49,26; (3) peningkatan hasil belajar kelas eksperimen mencapai 74,91% (kategori tinggi) sedangkan kelas kontrol hanya 23,19% (kategori rendah); (4) efektivitas model PBL berbantuan video animasi tergolong sangat tinggi dengan effect size 3,901 (kategori besar). Temuan ini menunjukkan bahwa kombinasi model PBL dan video animasi efektif meningkatkan hasil belajar matematika peserta didik sekolah dasar.

Co-Authors Ahmad Ahmad Ahmad, Ahmad Anaya, Salma Nur Andinisa Rahmaniar, Andinisa Anisa Nurjanah Azyra Fitria Amalika Beni Yusepa Beni Yusepa Ginanjar Putra Bunga Yasmin Oktapianti Carlian, Yayan Dadang Iskandar, Dadang Dadang Juandi Darhim Darhim Darta, Darta Desi Anawati Devi Rahmiati Dheni Harmaen Dian Kusmaharti Drs. H. Ramlan M.Sn. Eggie Nugraha Eggie Nugraha Eka Firmansyah Faizah, Hanim Farah, Zahida Fazriyah, Nurul Fitria, Amie Hamdani, Acep Roni Hendrayani, Dhea Ihsan Saeful Rohim Indriyani, Yuni Inggriyani, Feby Jayawarsa, A.A. Ketut Luluk Faridah Meilany, Parida Meiyunisa, Rika Moh Nurhadi Moh. Nurhadi, Moh. Muhammad Rifqi Mahmud Ningtias, Auliyah Indah Nurcahyo, Anggoro Ari Nurdiansah, Yusup Nurfadhilah, Tiara Rossa Nurhadi, Mohd. Nurqodariyah, Utamy Oktapianti, Bunga Yasmin Permana, Jaka Praja, Azis Lukman Pratiwi, Inne Marthyane Puri Pramudiani Putri, Sarah Anida R, Salma Fauziah Rachman, Zulfikar Ali Ramlan Renata Sutisna Firmansyah Reva Intelliana Anggraeni Rina Indriani Sarah Anida Putri Septi Nurul Hasanah Siti Sholiha Nurfaidah Siti Sholiha Nurfaidah Subaryo Subaryo Sufyani Prabawanto, Sufyani Sunata Taufiqulloh Dahlan Taufiqulloh Dahlan Trian Pamungkas Alamsyah, Trian Pamungkas Turmudi Via Yustitia Violina Resty Lavayette Wahyu Sopandi Wulandari, Cindy Wulandari, Eka Dyah Ayu Yullys Helsa Yuni Indriani

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