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All Journal SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Indonesian Journal of Educational Studies DINAMIKA Jurnal Ilmiah Teknik Mesin Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran UNM Journal of Biological Education Biology Teaching and Learning Jurnal IPA Terpadu Jurnal Environmental Science Biosfer: Jurnal Pendidikan Biologi Jurnal Biologi Tropis Pendas : Jurnah Ilmiah Pendidikan Dasar Anterior Jurnal Jurnal Ilmiah Ecosystem Biolearning Journal Jurnal Biotek Jurnal Mangifera Edu Jurnal Educatio FKIP UNMA Jurnal Ilmiah Kanderang Tingang Jurnal Amal Pendidikan Jurnal Dedikasi Bioscientist : Jurnal Ilmiah Biologi Journal of English Language and Education International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Kajian Pembelajaran dan Keilmuan Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Jurnal Pendidikan Terapan Seminar Nasional Hasil Penelitian LP2M UNM Edukimbiosis: Jurnal Pendidikan IPA Jurnal Amal Pendidikan Ininnawa: Jurnal Pengabdian Masyarakat Omega: Jurnal Ilmu Pendidikan dan Sains Fisika Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Jurnal Abdi Negeriku SMART: Jurnal Pengabdian Kepada Masyarakat Guidance: Jurnal Bimbingan dan Konseling Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Bionature Jurnal Pendidikan dan Profesi Keguruan International Journal of Educational Practice and Policy SPEKTRA: Jurnal Kajian Pendidikan Sains
Firdaus Daud
Universitas Negeri Makasar
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The Influence of the Problem-Based Learning (PBL) Model Oriented Towards the Deep Learning Approch in Biology Learning on Cognitive Learning Outcomes and Science Literacy Ermy Amelia; Firdaus Daud; Andi Asmawati Azis; Nurhayati B; Faisal Faisal
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1449

Abstract

The dominance of lecture-based instruction in biology learning limits students’ ability to relate concepts to real-life phenomena, interpret graphical or tabular data, and construct scientific arguments, resulting in low cognitive achievement and inadequate science literacy. This study aims to examine the effect of a Deep Learning-based Problem-Based Learning (PBL) model on students’ cognitive learning outcomes and science literacy. A quantitative, quasi-experimental design was employed, involving an experimental and a control class selected via simple random sampling. Data were collected using pretest-posttest instruments and analyzed using descriptive statistics and the Independent Samples T Test. The results showed that the experimental class achieved higher average posttest scores for cognitive learning outcomes (60.86 vs. 56.33) and science literacy (72.25 vs. 68.67) compared to the control class. Hypothesis testing confirmed that the Deep Learning-oriented PBL model significantly influenced cognitive learning outcomes (t = −7.577; p = 0.000 < 0.05) and science literacy (t = −8.391; p = 0.000 < 0.05). These findings indicate that the Deep Learning-oriented PBL model is more effective than the Deep Learning-oriented Direct Instruction model in developing students’ cognitive learning outcomes and science literacy in 21st-century biology education.
DEVELOPMENT OF AN IT INTEGRATED BIOLOGY MODULE BASED ON PAPUAN LOCAL WISDOM ON BIODIVERSITY MATERIAL FOR GRADE X SENIOR HIGH SCHOOL STUDENTS Epit H. Magai; Firdaus Daud; Muhiddin Palennari; Rachamaty; Asmawaty Azis
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 6 (2026): MAY
Publisher : RADJA PUBLIKA

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

Abstract

Learning becomes meaningful when it is carried out in a contextual manner. But, Biology education in Papua tends to follow national standards, as the textbooks used in schools are provided by the government which does not include elemnts of Papuan local wisdom. In addition, information technology is essential for developing 21st-century learning skills. This biology module based on Papuan local wisdom and integrated with IT can serve as an option in the learning process. This study aims to develop a biology module based on Papuan local wisdom that is integrated with IT. This study employs a research and development (R&D) methodology using the 4D (four-D) model, which includes the define, design, development, and disseminate stages. The developed product is a biology module containing material on biodiversity linked to Papuan local wisdom and supported by the integration of information technology in the form of educational images and videos accessible via QR codes. Product validity was assessed by two validators to evaluate content, language, and presentation. Meanwhile, the practicality and effectiveness test was conducted on 14 tenth-grade science students at Meepago State High School. The test results showed that the developed modules met the criteria for very validity, very practicality, very effective.
The Impact of a Deep Learning Approach on Students’ Science Process Skills and Learning Outcomes in Biology Alexander Lado Wungubelen; Nurhayati B.; Ismail; Firdaus Daud; Alimuddin Ali
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.881

Abstract

Despite the growing emphasis on student-centered learning in science education, many biology classrooms continue to rely on teacher-centered instruction, resulting in limited development of students’ science process skills and learning outcomes. This study aimed to investigate the effect of the Deep Learning approach on science process skills and biology learning outcomes among Grade XI students at SMA Negeri 1 Adonara Barat. A quasi-experimental study employing a nonequivalent control group design was conducted with 70 students selected through purposive sampling. Thirty-five students were assigned to the experimental group and 35 students to the control group. Data were collected using a science process skills essay test and a biology achievement multiple-choice test and were analyzed using descriptive and inferential statistics. The results showed that students taught through the Deep Learning approach achieved higher science process skills than those receiving conventional instruction, as reflected by a high N-gain score (0.70), 89% classical mastery, and a significant difference between groups (p = 0.001). The experimental group also demonstrated superior biology learning outcomes with an N-gain score of 0.65, 83% classical mastery, and a significant difference compared with the control group (p = 0.000). These findings suggest that meaningful, mindful, and joyful learning experiences enhance scientific inquiry skills and conceptual understanding. Furthermore, improvements in science process skills were accompanied by better academic achievement, indicating a close relationship between scientific practices and learning outcomes. Therefore, the Deep Learning approach is an effective pedagogical strategy for improving both science process skills and biology learning outcomes in secondary education.
Developing a Local Socio Scientific Issues-Based Biology Module Using the RQA Approach for Environmental Change A Aida Ariya; Muhiddin Palennari; Nurhayati B; Firdaus Daud; Alimuddin Ali
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1368

Abstract

Purpose: This study was conducted to design a Biology module grounded in local Socio Scientific Issues (SSI) and integrated with (RQA) approach for environmental change topics. It also aimed to evaluate the module’s validity, practicality, and effectiveness in facilitating Biology learning at the senior high school level. Methods: This research employed a Research and Development (R&D) design adapted from the Borg and Gall development model. The study was conducted at UPT SMA Negeri 2 Sinjai with 59 tenth-grade students and two Biology teachers. Data collection was carried out using expert validation instruments, practicality questionnaires completed by teachers and students, and learning achievement tests administered through pretest and posttest. The collected data were then analyzed using Gregory’s content validity coefficient to determine validity, percentage analysis to assess practicality, and N-Gain analysis to measure the increase in students’ learning outcomes. Findings: The developed module achieved a Content Validity coefficient of 1.00, which reflects a very high level of validity. This result was supported by the strong ratings given by both validators across all 35 assessed indicators. In terms of practicality, the module received an average score of 94% from teachers and 89% from students, placing both results in the highly practical category. Furthermore, the effectiveness evaluation produced an average N-Gain score of 0.77, which falls within the high category, with 73% of students demonstrating a high level of learning improvement. Research Implications: The module can be used as an alternative contextual teaching material that supports active learning and improves students’ understanding of environmental change. Originality: This study offers a locally contextualized Biology module that uniquely integrates SSI with the RQA approach to connect biological concepts with real environmental issues.
Biology Learning in the AI Era: Investigating the Effects of Digital Fatigue, Cognitive Load, and Moral Reasoning on Student Outcomes Rizky Aprilliani Nurdin; Andi Mu&#039;nisa; Asham Bin Jamaluddin; Firdaus Daud; Ismail
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.966

Abstract

This study aimed to examine the effects of digital fatigue, cognitive load, and moral reasoning on biology knowledge and biology attitudes, as well as the effect of biology knowledge on biology attitudes among senior high school students in Makassar City during the era of Artificial Intelligence (AI). A cross-sectional design was employed involving 500 students from 10 senior high schools in Makassar City. Data were collected through questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results revealed that digital fatigue, cognitive load, and moral reasoning had positive and significant effects on both biology knowledge and biology attitudes (p < 0.05). Biology knowledge also had a positive and significant effect on biology attitudes (β = 0.386, p < 0.05). The R² values indicated that the model explained 69.3% of the variance in biology knowledge and 73.9% of the variance in biology attitudes. These findings suggest that cognitive factors, moral reasoning, and digital learning experiences play important roles in enhancing biology knowledge and shaping students’ attitudes toward biology in the AI era.
The Effect of Socio-Scientific Issue Learning Approach on Problem-Solving Skills, Science Literacy, and Biology Learning Outcomes of Grade XI Students at SMAN 1 Gowa Uki Cahyana; Firdaus Daud; Andi Asmawati Azis; Yusmina Hala; Faisal Sudrajat
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.980

Abstract

This study investigates the effect of the Socio-Scientific Issue (SSI) learning approach on problem-solving skills, science literacy, and biology learning outcomes of Class XI students at SMAN 1 Gowa. The decline in students' problem-solving skills and science literacy, evidenced by Indonesia's consistently low scores in international assessments such as PISA, calls for innovative instructional approaches. This quasi-experimental study employed a Non-Equivalent Control Group Design with 72 students divided into an experimental class (SSI approach) and a control class (Scientific Approach/5M). Data were collected using essay tests, multiple-choice tests, and structured observation. Analysis included descriptive and inferential statistics using IBM SPSS version 26. Results showed that the SSI class achieved a higher posttest mean in problem-solving skills (81.03 vs. 79.67), science literacy (83.69 vs. 79.22), and cognitive learning outcomes (87.78 vs. 80.14) compared to the control class. Independent Samples T-Test confirmed significant differences for all three variables (p = 0.000 < 0.05). The SSI approach proved more effective than the Scientific Approach in simultaneously developing students’ 21st-century competencies, particularly through contextual engagement with socio-scientific issues related to the human reproductive system.
DEVELOPMENT OF A DEEP LEARNING BASED E-MODULE INTEGRATED WITH UNIVERSAL DESIGN FOR LEARNING (UDL) ON THE RESPIRATORY SYSTEM Andi papada; Adnan; Faisal; Firdaus Daud; Muhiddin Palennari
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/5ms6xm18

Abstract

The rapid advancement of education has led to a shift toward more flexible and student-centered learning. However, instructional materials used in schools are still largely conventional and lack interactivity, which may reduce student engagement and limit conceptual understanding. Therefore, integrating deep learning approaches with Universal Design for Learning (UDL) principles into digital teaching materials is considered important to promote meaningful and inclusive learning. This study focuses on developing an e-module on the respiratory system based on a deep learning approach integrated with UDL principles, as well as evaluating its validity, practicality, and effectiveness. This research adopts a research and development (R&D) approach using the ADDIE model. The study was conducted at SMAN 6 Sinjai, involving 30 students as participants. Data were collected through expert validation sheets, practicality questionnaires completed by teachers and students, and learning outcome tests. Data analysis was carried out using Aiken’s V to assess validity, percentage analysis to evaluate practicality, and N-Gain to measure effectiveness. The developed e-module incorporates meaningful, conscious, and enjoyable learning activities, contextual problem-solving tasks, and multiple forms of representation, engagement, and expression to accommodate diverse learners. The results show that the e-module has high validity, is practical for classroom implementation, and is effective in improving students’ conceptual understanding, as indicated by the N-Gain results. These findings imply that the developed e-module can facilitate more meaningful, inclusive, and effective biology learning, particularly in enhancing students’ understanding of the respiratory system.
Deep learning in biotechnology: Comparing PjBL and direct instruction on students’ critical and creative thinking skills Isrul, Muhammad; Azis, Andi Asmawati; Nurhayati, B.; Daud, Firdaus; Palennari, Muhiddin
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.3140

Abstract

Developments in 21st-century education highlight critical and creative thinking as essential competencies that must be strengthened in biology learning, especially in biotechnology, which requires analysis, problem-solving, and science-based decision-making. However, empirical evidence on the integration of deep learning approaches into project-based learning (PjBL) and direct instruction models in biotechnology learning remains limited. This study aimed to analyze the effect of integrating deep learning approaches into PjBL and direct instruction on students’ critical and creative thinking skills. A quasi-experimental non-randomized pretest–posttest control group design was employed. The participants were 72 twelfth-grade students from State High School 3 Makassar, equally assigned to two groups. The experimental group learned through PjBL integrated with deep learning, whereas the control group learned through direct instruction integrated with deep learning. Data were collected using critical and creative thinking skills tests and analyzed using ANCOVA. The results showed that the instructional model significantly affected students’ critical thinking skills, with p-value = 0.005 (p < 0.05), and creative thinking skills, with p-value = 0.018 (p < 0.05). Students taught through PjBL integrated with deep learning obtained higher scores than those taught through direct instruction. Therefore, this model is more effective for biotechnology learning overall.
Free nutritious meal program and healthy eating behavior: The mediating roles of knowledge and awareness Masdar, Rinaldi; Taiyeb, A. Mushawwir; Jamaluddin, Asham Bin; Daud, Firdaus; Syamsiah
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.3182

Abstract

The Free Nutritious Meal Program (FNMP), known in Indonesia as Makan Bergizi Gratis (MBG), is a government initiative designed to improve students' nutritional status and promote healthy eating behavior. However, evidence regarding how the program influences students’ eating behavior remains limited. This study examined the effect of FNMP implementation on healthy eating behavior, digestive system knowledge, and nutritional awareness, as well as the mediating roles of knowledge and awareness. A cross-sectional survey was conducted among 622 eleventh-grade students from five public senior high schools in Makassar, Indonesia, selected through multistage sampling. Data were collected using questionnaires and multiple-choice tests and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that the FNMP implementation had a significant positive effect on healthy eating behavior (β = 0.089, p = 0.043). However, the FNMP implementation did not significantly affect digestive system knowledge or nutritional awareness. Consequently, neither variable mediated the relationship between FNMP implementation and healthy eating behavior. These findings indicate that the FNMP directly improves healthy eating behavior through school-based interventions. Integrating nutrition education into the program may strengthen its effectiveness in promoting sustainable healthy eating practices among students.
Development and Evaluation of a Biology Learning Module Integrating Microlearning Videos for Teaching the Human Immune System Andi Tirta Angraeni; Ismail Ismail; Faisal Faisal; Firdaus Daud; Rachmawaty Rachmawaty
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1542

Abstract

Purpose: This study was done to create and check a Biology learning module that uses videos to teach people about the human immune system. The goal was to see if this module is really good if it is useful and if it actually works. The study looked at the Biology learning module and the immune system to find this out. Methods: This study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with Grade XI students at SMA Negeri 4 Bulukumba, Indonesia. The module was validated by two experts and evaluated for practicality through questionnaires completed by two biology teachers and 23 students. Its effectiveness was assessed with 41 students (23 in the experimental class and 18 in the control class). Data were analyzed using Gregory’s validity coefficient, descriptive percentage analysis, and normalized gain (N-gain). The ADDIE model provided a systematic framework for developing a valid, practical, and effective biology learning module integrated with microlearning videos. Findings : T he developed module achieved a Gregory validity coefficient of 1.00, indicating very high validity. Teacher and student practicality scores reached 91.88% and 80%, respectively, indicating that the module is practical for classroom use. Furthermore, the experimental class achieved a higher N-gain score (0.72, high) than the control class (0.49, moderate), demonstrating that integrating microlearning videos into the Biology module effectively improved students' learning outcomes on the human immune system. Research Implications: The findings suggest that the developed module can serve as an effective instructional resource for teaching abstract Biology concepts while supporting independent and technology-enhanced learning in senior high schools. Originality: Unlike previous studies that primarily examined microlearning videos as standalone instructional media, this study integrates microlearning videos into a systematically developed Biology learning module and comprehensively evaluates its validity, practicality, and effectiveness, thereby contributing to the development of innovative Biology teaching materials for senior high school education.
Co-Authors A Aida Ariya A. Mushawwir Taiyeb A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir Adinda Maharani Adnan Adnan Adnan Adnan Afni, Andi Nur Agustina Agustina Ahmad, Ammar Faris Ainun Mardia HM Akbar, Muh Syaiful Alexander Lado Wungubelen Alifya Suci Poetry Naf'an Alimuddin Alimuddin Ali Alimuddin Ali Alimuddin Ali Amiruddin, Ilhamsyah Andi Asmawati Azis Andi Asmawati Azis Andi Citra Pratiwi Andi Citra Pratiwi Andi Faridah Arsal Andi Hasnah Andi Martiani Andi Mu&#039;nisa Andi Mu’nisa Andi Nurfaizah Yusuf Andi papada Andi Ririn Puspitasari Andi Tirta Angraeni Annisa Paramaswary Aslam Annisa Tri Damayanti Anugrah Yusuf Anwar, Alya Fikriyah Ariaty B, Eka Arifa Novia Arifin Arifah Novia Arifin Arifah Novia Arifin, Arifah Novia Arini Rahmadana, Arini Arna Ningsih Arsad Bahri Arsad Bahri Arsyad, Miftahul Jannah Asham Bin Jamaluddin Askar, Asriani Askarmis Rudini Aslam, Annisa Paramaswary Asmawati Asmawati Asmawaty Azis Atirah, Nur Audriansyah, Lulu Ulfah Aziz, Andi Asmawati Besse Khalidatunnisa Budi Setiawan Carlina, Rini Chatrina Sinambela citra pratiwi, andi Citra Sakinah Cut Ratna Dewi D. A. Rahmawati, D. Darnawati Darnawati Darnawati, Darnawati Dewi Permata Ayu Dewi Yuyun Dian Aswita Dian Dwi Lestari Dinda Marzuki Dinipatriany, Andi Elli Epit H. Magai Era Fasira Ermy Amelia Fadhilah Utami A Fadil Muhammad Faisal Faisal Faisal Faisal Faisal Faisal Sudrajat Fasira, Era Fatmawaty Alimuddin Firdiani, Dian Fitrah Tunnisa Fitrahtunnisa Fitriah Halifah Pagarra Halifah Pagarra Halimah Husain Hamid, Muliana Gunawan Hamidah Samad Hamsina, St Harmini Harmini Hartati Hartono Hartono Hartono Hartono Haryanti Haryanti Hasan, Nurhidayah Haslinar, Haslinar Hastin Indrawati Helmi Abdullah Hiola, Siti Fatmah Husniarti Husnul Syafitra Intan Marzuki Ismail . Ismail Ismail Isnaeni Thahir Junda, Muh Kadir, St. Fatima Kasman, Irmawati Khoirunnisa, Araminta Diah Lulu Ulfah Audriansyah Mar'ah, Zakiyah Martiani, Andi Marwidayanti, Marwidayanti Marzuki, Nur Intan Masdar, Rinaldi Mu'nisa, Andi Muh. Junda Muhammad Arsyad Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Darwis Muhammad Isrul Muhammad Junda Muhammad Mifta Fausan Muhammad Rizaldi Trias Jaya Putra Nurdin Muhammad Wiharto Muhammad Wiharto Muhiddin Muhiddin Muhiddin Palennari Muhiddin, Muhiddin Mukminati, Sri Mulyati Mulyati Mus, Nurzakiyyah Mushawwir Taiyeb Nabila Nur Syahirah Nafisah Hanim Nahirah Asse Nahirah, Nahirah Nani Kurnia, Nani Nasir, Darmawati Nelly Suryani Basri Nihza Zazkiah Yusuf Nikma Amin Nur Aisyah Ainun Nur Haslinar Hasan Nur Hayati Nur Intan Marzuki Nur Khairah Sukma Nur Rabiy’atul Awaliyah Nur Rezki Octavia Nur Rezki Octavia nurbaya nurbaya Nurfiana Abdullah Nurhayati B Nurhayati B Nurhayati B. Nurhidayah Hasan Nuriani Nuriani, Nuriani Nurinayah, Nurinayah Nurmiati Nurmiati Nurul Arini Oslan Jumadi Oslan Jumadi Padati, Eunike Christy Patongai, Dian Dwi Putri Ulan Sari Pratiwi, Andi Citra Qurniasty Qurniasty Rachamaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahmat, Awal Nur Rahmawati Rahmi Rahmi Reski, Fiska Indah Rina Yusrina Risnawati Ristiana, Evi Rizky Aprilliani Nurdin Rosdiana Ngitung Rosmalah Rosmalah Rosmawati Rosmawati Ruslan Ruslan Saenab, Sitti Saleh, Andi Rahmat Saparuddin Saparuddin Saparuddin Saparuddin Saru, Amaliah Amriani Amran Septian Dwi Cahyo Sitti Aisyah Sitti Saenab, Sitti St. Fatmah Hiola St. Nuryati R Suhaeri Suhaeri Sundariati, Sundariati Sura’, Yoel Syamsiah Syamsiah . Syamsiah Syamsiah Syamsiah, Syamsiah Syamsul Rizal Syamsuriyani Syarifah Fadilah Abbas Taiyeb A. Mushawwir Thiara Adzkia Muthmainnah Tri Widya Ramadhani AY Uki Cahyana Ulfa Auliah Dwiyanti Ulviah, Arifah Ummul Mujaahidah Usman K, Rismalasari Warni Warni Warti Nunu Dwi, Warti Widyani Wirna Arsyad YENNI T Tompe Yusmina Hala Yusminah Hala Yusminah Hala Yusuf, Andi Yuni Kurnia