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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Hydrogen: Jurnal Kependidikan Kimia Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Abdi Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Empiricism Journal ASEAN Journal of Science and Engineering Education (AJSEE) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Nuras : Jurnal Pengabdian Kepada Masyarakat International Journal of Essential Competencies in Education Journal of Authentic Research International Journal of Ethnoscience and Technology in Education Multi Discere Journal Sasambo: Jurnal Abdimas (Journal of Community Service) Indonesian Journal of STEM Education
Prayogi, Saiful
Universitas Pendidikan Mandalika
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Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System Bilad, Muhammad Roil; Zubaidah, Siti; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1935

Abstract

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.
Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

Abstract

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.
Examining the Strategic Role of Soft Skills and Their Implications for Supporting Resource Development: A Narrative Literature Review Pathan, Pathan; Prayogi, Saiful; Mansur, Mansur; Alaydrus, Kadir Alfan; Faisatullah, Moh
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.3082

Abstract

This narrative literature review examines how soft skills function strategically within human-resource and educational contexts and explores their implications for designing support resources. The review draws on twenty peer-reviewed studies published between 2015 and 2025, selected through systematic screening of keywords such as soft skills, human resources, and educational resources. Through interpretative thematic analysis, the study identifies core competencies of soft skills: communication, collaboration, problem-solving, adaptability, leadership, empathy, time management, creativity, and metacognition. Findings highlight the strategic role of soft skills in recruitment, professional development, team dynamics, and organizational culture within education, as well as systemic implications for curriculum design, assessment practices, teacher preparation, and institutional policy. Major barriers include curricular inertia, limited facilitator capacity, measurement challenges, and equity gaps in learner engagement. The review recommends embedding explicit soft skills into educational program frameworks and investing in sustained educator training. Future research should undertake detailed, longitudinal analyses of student soft-skills development using robust quantitative measures alongside qualitative approaches to identify effective instructional strategies and contextual factors that drive sustainable skill acquisition.
Overcoming Challenges in STEM Education: A Literature Review That Leads to Effective Pedagogy in STEM Learning Suhirman Suhirman; Saiful Prayogi
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4715

Abstract

The current study aims to analyze trends in studies related to challenges of STEM-based learning, analyzing the challenges of STEM education, describing solution approaches to overcome challenges in STEM education, and describing effective STEM pedagogy. To achieve the goals of this study, a literature review related to STEM education and learning was conducted, specifically by performing a bibliometric analysis. The bibliometric analysis is related to a coherent literature review with the theme of "Challenges of STEM-based Learning," analyzed from SCOPUS databases. The results of the study show that to date the existing study trends have addressed a number of challenges related to STEM education, especially those related to STEM pedagogy. The current study proposes a number of approaches to address challenges in STEM education, the focus is on how effective STEM education can be implemented in learning routines. Finally, it was concluded that some effective pedagogical aspects in STEM education and learning include: creating an innovative learning environment that encourages inquiry, experimentation, and critical thinking; utilizing various authentic learning methods and relevant learning resources; facilitating a collaborative learning environment; creating an inclusive learning environment; and reflecting and improving teaching practices.
A Scientific Creativity-Based Teaching Factory Model to Improve Vocational High School Students’ Soft Skills in the Renewable Energy Engineering Program Pathan Pathan; Saiful Prayogi; Lovy Herayanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20940

Abstract

This study aimed to examine the effectiveness of a scientific creativity-based Teaching Factory (TEFA) model in improving vocational high school students’ soft skills in the Renewable Energy Engineering Program and to identify the factors supporting such improvement. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase involved 44 eleventh-grade TESHA students at SMK Negeri 1 Pringgabaya, divided into an experimental group (n = 22) and a control group (n = 22). The experimental group participated in scientific creativity-based TEFA learning through a solar panel lamp project, while the control group received expository instruction. Quantitative data were collected using a soft skills scale administered as a pretest and posttest, and were analyzed using descriptive statistics, N-gain, t-tests, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with students and a teacher to explain the factors influencing changes in students’ soft skills. The results showed that the soft skills scores of the experimental group increased from the moderate to the high category, whereas those of the control group remained in the moderate category. The mean N-gain of the experimental group was in the moderate category, while that of the control group was in the low category. The ANCOVA results indicated a significant difference in posttest scores between the two groups after controlling for pretest scores. Improvements were observed across all dimensions of soft skills, namely communication, teamwork, problem solving, responsibility, and adaptability. The qualitative findings revealed that the improvement in soft skills was supported by authentic projects, role distribution, communication of ideas, resolution of technical problems, product revision, student worksheets, assessment rubrics, and teacher guidance. Therefore, the scientific creativity-based TEFA model is effective in improving the soft skills of vocational high school students in the Renewable Energy Engineering Program.
An Inquiry-Creative Learning Model to Improve Students’ Critical Thinking Skills in Machining Engineering Instruction H Mansur; Saiful Prayogi; Nova Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20941

Abstract

Abstract Vocational education in machining engineering often continues to emphasize the mastery of practical procedures, while students’ critical thinking skills in analysing problems, evaluating alternatives, and making technical decisions have not been optimally developed. This study aimed to examine the effectiveness of the Inquiry-Creative Learning model in improving students’ critical thinking skills and to identify the supporting and inhibiting factors in its implementation. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase used a quasi-experimental pretest-posttest control group design involving 63 eleventh-grade students in the Machining Engineering Program, consisting of 30 students in the experimental group and 33 students in the control group. The qualitative phase involved six students from the experimental group and two mechanical engineering teachers through semi-structured interviews and observations. The test instrument measured four indicators of critical thinking, namely analysis, inference, evaluation, and decision-making. The data were analysed using descriptive statistics, gain, N-gain, ANOVA, Mann-Whitney U test, eta squared, and thematic analysis. The results showed that the mean score of the experimental group increased from 36.00 to 71.20, while that of the control group increased from 37.58 to 47.36. The N-gain score of the experimental group was 0.539, which was in the moderate category, whereas that of the control group was 0.145, which was in the low category. ANOVA showed significant differences in posttest scores (F = 157.207; p < 0.001; η² = 0.720), gain scores (F = 110.140; p < 0.001; η² = 0.644), and N-gain scores (F = 221.174; p < 0.001; η² = 0.784), which were further supported by the Mann-Whitney U test. The qualitative data revealed that group discussion, real problems, hands-on practice, availability of tools, and teacher readiness supported students’ critical thinking, whereas limited time, low self-confidence, and student passivity served as inhibiting factors. This study concludes that Inquiry-Creative Learning is effective in improving students’ critical thinking skills and has implications for vocational learning that is investigative, reflective, contextual, authentic, and collaborative.
Sciencepreneurship-Based Community Empowerment Model for Developing Appropriate Technology to Improve Rural Communities’ Entrepreneurial Intention Zulpan Zulpan; Saiful Prayogi; Nova Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20942

Abstract

This study aimed to evaluate the effectiveness of a sciencepreneurship-based community empowerment model in developing appropriate technology to improve the entrepreneurial intention (EI) of rural communities. The study was conducted in Krayan Jaya Village, Long Ikis District, Paser Regency, East Kalimantan, involving 40 participants divided into two groups: an appropriate technology group for producing tote bags made from spunbond fabric (Group A) and an appropriate technology group for developing a solar-powered water pump (Group B). This study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase used a quasi-experimental multi-group pretest-posttest design, while the qualitative phase involved observation and semi-structured interviews. Entrepreneurial intention was measured using a 20-item Likert-scale questionnaire covering entrepreneurial orientation, internal motivation, risk-taking courage, and self-perception as a prospective entrepreneur. The data were analysed using descriptive statistics, assumption testing, the Wilcoxon signed-rank test, N-gain, ANCOVA, and thematic analysis. The results showed that the mean EI score of Group A increased from 50.80 to 78.45, with an N-gain of 0.56, while that of Group B increased from 52.00 to 74.50, with an N-gain of 0.48. The Wilcoxon test indicated significant improvement in both groups (p < 0.001). ANCOVA showed a significant difference in effectiveness between the groups after controlling for pretest scores (F = 7.156; p = 0.011; partial eta squared = 0.162), with the adjusted mean of Group A higher than that of Group B. The qualitative data revealed that involvement in appropriate technology development, institutional support, and business opportunities strengthened EI, whereas limited capital, fear of failure, technical complexity, and marketing challenges acted as barriers. This model is relevant for participatory, contextual, and sustainable rural community empowerment, particularly when supported more systematically by village-owned enterprises and local facilitators.
Effectiveness of the Teaching Factory Model in Vocational Education to Improve Design Thinking among Students in the Electronics Engineering Expertise Program Moh Faisatullah; Saiful Prayogi; Muhammad Roil Bilad
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21000

Abstract

This study aimed to examine the effectiveness of the Teaching Factory (TEFA) model in vocational education in improving the design thinking of students in the Electronics Engineering Expertise Program and to identify the supporting and inhibiting factors in its development. The study employed mixed methods with an explanatory sequential design. The quantitative phase applied a quasi-experimental pretest-posttest control group design involving 39 eleventh-grade students at SMK Negeri 1 Pringgabaya, consisting of 19 students in the experimental group who participated in TEFA-based learning and 20 students in the control group who participated in expository instruction. The quantitative instrument was a 30-item Likert-scale design thinking questionnaire based on six dimensions of design thinking. The data were analyzed using descriptive statistics, N-gain, paired-samples t-test, independent-samples t-test, ANOVA, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with seven students from the experimental group and one Electronics Engineering teacher, and the data were analyzed thematically. The results showed that the experimental group experienced a greater improvement in design thinking than the control group. The mean N-gain of the experimental group was 0.63, while that of the control group was 0.39. The tests of gain, N-gain, posttest scores, ANOVA, and ANCOVA showed significant differences with large effect sizes. Improvement also occurred across all dimensions of design thinking, particularly mindfulness to the process and impacts on others, human-centeredness, and collaboratively working with diversity. The qualitative findings showed that the development of design thinking was supported by authentic learning contexts, orientation toward user needs, collaboration, prototyping, testing, product revision, teacher guidance, and practical facilities. The main obstacles included limited time, uneven coding ability, technical constraints related to sensors and circuits, and the tendency to choose safe solutions. Therefore, TEFA was effective in improving the design thinking of Electronics Engineering students in the vocational school context.
STEM-Based Teaching Module with a Realistic Mathematics Education Approach to Improve Critical Thinking Skills among Vocational High School Students in an Automotive Engineering Program Kadir Alpan Alaydrus; Sutarto Sutarto; Saiful Prayogi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21001

Abstract

This study aimed to examine the effectiveness of a STEM-based teaching module with a Realistic Mathematics Education (RME) approach in improving the critical thinking skills of vocational high school students in the Automotive Engineering Expertise Program. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase was conducted through a quasi-experiment using a pretest-posttest control group design, while the qualitative phase was conducted through semi-structured interviews with mathematics teachers. The participants were 62 eleventh-grade Motorcycle Engineering students at SMK Negeri 1 Pringgabaya, consisting of 31 students in the experimental group and 31 students in the control group. The experimental group received instruction using the STEM-RME-based teaching module, whereas the control group received expository instruction. The quantitative instrument was a written test consisting of 15 multiple-choice items and 5 open-ended questions. The data were analyzed using descriptive statistics, gain scores, N-Gain, paired-samples t-test, independent-samples t-test, mixed-design ANOVA, and thematic analysis. The results showed that the mean score of the experimental group increased from 22.39 to 28.97, while that of the control group increased from 22.23 to 24.87. The mean N-Gain of the experimental group was 0.53, categorized as moderate, whereas that of the control group was 0.20, categorized as low. The paired-samples t-test showed a significant improvement in the experimental group, t(30) = 27.95, p < 0.001, and in the control group, t(30) = 7.52, p < 0.001. The independent-samples t-test showed significant differences in the posttest score, t(56.81) = 11.20, p < 0.001, gain score, t(60) = 9.30, p < 0.001, and N-Gain, t(60) = 9.64, p < 0.001. The mixed-design ANOVA revealed a significant time × group interaction, F(1,60) = 86.43, p < 0.001. The teacher interview findings indicated that students found it easier to understand mathematical concepts when the material was connected to automotive contexts, such as wheels, tires, rims, disc brakes, gears, sprockets, pulleys, and tangent lines on vehicle components. The teachers also emphasized that real-life contexts, teaching aids, modeling, discussion, and visualization helped students overcome difficulties in visualizing geometry and encouraged them to provide reasoning and check the reasonableness of their answers. Thus, the STEM-RME-based teaching module was effective in improving students’ critical thinking skills.
A Village Community Empowerment Model for Waste Management to Enhance Community Entrepreneurial Intention Burhanuddin Burhanuddin; Saiful Prayogi; Nova Kurnia; Muhali Muhali; Ika Nurani Dewi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21230

Abstract

Waste management in rural areas continues to face several challenges, including low levels of household waste sorting, limited waste-processing facilities, and the underutilization of waste as an economic resource. This study aimed to analyze the improvement in rural community entrepreneurial intention after participating in a waste bank-based empowerment program. A mixed-methods approach with an explanatory sequential design was employed. The quantitative phase used a pre-experimental one-group pretest-posttest design without a control group, while the qualitative phase was conducted through semi-structured interviews. The participants consisted of 10 program participants from Senteluk Village, Batulayar District, West Lombok Regency, and one waste bank manager. The quantitative instrument was an entrepreneurial intention questionnaire based on the Theory of Planned Behavior, covering three dimensions: attitude toward behavior, subjective norms, and perceived behavioral control. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired sample t-test, while qualitative data were analyzed thematically. The results showed that the mean entrepreneurial intention score increased from 15.30 in the pretest to 51.30 in the posttest, with a mean gain of 36.00. The paired sample t-test indicated a significant difference between pretest and posttest scores, t(9) = 29.50; p < 0.001. The qualitative findings revealed that the program encouraged a shift in participants’ perspectives on waste, strengthened social support, increased participants’ self-confidence, and fostered interest in waste-based enterprises, particularly organic fertilizer production. However, limitations related to equipment, capital, and market access still require attention. This study concludes that waste bank-based empowerment is associated with increased entrepreneurial intention among rural communities, although the sustainability of its impact requires further mentoring and the strengthening of the local business ecosystem.
Co-Authors Abdul Rais Nur Agus Muliadi Agus Muliadi Agus Muliadi Agus Muliadi Ahmad Harjono AHMADI Ahmadi Ahmadi Ahzan, Sukainil Ahzan, Sukainil Akbar Juliansyah Alaydrus, Kadir Alfan Ali Imran Alibar, Muhamad Amelia, Ria Aminullah Aminullah Aminullah Aminullah, Aminullah Amirullah A. Gere Anita Fitriani Anita Fitriani Annisa Hafizoh Ardi, Raden Fanny Printi Ariansyah Ariansyah, Ariansyah Aris Doyan Armansyah Armansyah Armansyah Armansyah As’ari, Muhammad Auliya Wulandara Ayub, S. Azhul Azmil Sani Azizah, Lathifatul Muwafiq Azmi, Irham Azra Fauzi Baiq Asma Nufida Baiq Asma Nufida Baiq Azmi Sukroyanti Baiq Azmi Sukroyanti Baiq Hanum Ekayanti Baiq Mirawati Baiq Mirawati Baiq Rina Amalia Safitri Bayani, Faizul Bilad, Muhammad Roil Bq Azmi Sukroyanti Bq Azmi Syukroyanti Bq. Azmi Sukroyanti Bq. Azmi Syukroyanti Bukhari, Hasbullah Bin Burhanuddin Burhanuddin Dadang Warta Candra Wira Kesuma Darminto . Devi Lestari Dharmawati, Indah Dharmawibawa, Iwan Dody Dwi Pangga Dwi Sabda Budi Prasetya Dwi Sabda Budi Prasetya E Nursa’ban E Nursa’ban E. Ewisahrani Ekayanti, Baiq Hanum El Yazidi, Rachid F Fathurrahmaniah Faisatullah, Moh Farida Bahalwan Firdaus, Laras Fitri, Muliana Fitria Sarnita Fitriani Fitriani Fitriani, Herdiyana Fuaddunnazmi Fuaddunnazmi Fuaddunnazmi, Fuaddunnazmi Fujiah Fujiah Fujiah, Fujiah Gargazi Gargazi Gere, Amirullah A. Gummah, S. Gummah, Syifa'ul Gummah, Syifa’ul Gummah, Syifaul Gummah, Syifaul Gummah, Syifa’ul Gummah, Syifa’ul H Mansur Habibi Habibi Habibi, H habiburrahman, Lalu Hafsah Taha Haifaturrahmah, Haifaturrahmah Haryanto, lutfin Helmi Rahmawati Helmi Rahmawati Heryani, Nunik Hikmawati . Hikmawati Hikmawati Hisbulloh Als Mustofa Hulyadi, Hulyadi Hunaepi Hunaepi Hunaepi, Hunaepi I Ketut Sukarma I Wayan Karmana I Wayan Karmana I Wayan Karmana, I Wayan Ika Nurani Dewi Ilyas Ilyas Indah Dharmawati Indriaturrahmi, Indriaturrahmi Irham Azmi Iskandar, Jono Islahudin Islamiyah Islamiyah Islamiyah Islamiyah, Islamiyah Isti Fitriana Azizah Istin Fitriana Aziza Iwan Doddy Dharmawibawa Iwan Dody Dharmawibawa Jono Iskandar Jupriadi, Lalu Kadir Alpan Alaydrus Kouamé, Alfred Niamien Kouamé, Alfred Niamien Kuang-Chih Tseng Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Lisda Ramdhani Lovy Herayant Lovy Herayanti Lovy Herayanti M. Muhali M. R. Bilad, M. R. Maya Afrilyana Méité, Namory Méité, Namory Menap Mirawati, Baiq Moh Faisatullah Muh. Rangga Wali Muhali , Muhali Muhali Muhali Muhali Muhali Muhamad Ikhsan Muhammad Asy'ari Muhammad Asy’ari Muhammad Asy’ari Muhammad Ikhsan Muhammad Ikhsan Muhammad Roil Bilad Muhammad Roil Bilad Muhammad Salahuddin Muhammad Suhardi Muhammad Yamin Muhammad Yusril Yusup Muhmmad Asy’ari Mujitahid Mujitahid Mujriah Muliadi, A. Mustofa, Hisbulloh Als Nayla, Elma Syafira Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Vutu Verawati Nova Kurnia Nova Kurnia Nugroho, Ferry Anggoro Ardy Nunik Heryani Nur, Abdul Rais Owusu-Darko, Isaac Pahriah Pahriah Pangga, Dwi Pathan Pathan Pathan, Pathan Prasetya, Dwi Sabda Budi Putri, Merla Wahida Putriawati, Wiwin Rachid El Yazidi Raden Fanny Printi Ardi Rahmawati Rahmawati Ratna Azizah Mashami Rayis, Widuri Permata Anggarbini Retnasari, Baiq Ayu Rijal, Khaerul Rizal, Saipul Rospin Hidayati RR. Ella Evrita Hestiandari Salvetti, Fernando Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Sari’ah Sari’ah Sari’ah Sari’ah Sari’ah, Sari’ah Sarkingobir, Yusuf Siti Zubaidah Sri Yuliyanti Suhirman Suhirman Sukainil Ahzan Sukainil Ahzan Sukainil Ahzan Sukaisih, Roniati Sukroyanti, Baiq Azmi Sukroyanti, Bq Azmi Sukroyanti, Bq. Azmi Sulami Sibua Suryati Suryati Sutarto Sutarto Sutarto Sutarto Syahrial Ayub Syahrial Ayub Syamsiar, Syamsiar Syifa’ul Gummah Syifaul Gummah Syifaul Gummah Syifaul Gummah Syifa’ul Gummah Syifa’ul Gummah Syukroyanti, Bq Azmi Syukroyanti, Bq. Azmi Taha, Hafsah Taufik Samsuri Taufik Samsuri Taufik Samsuri Tseng, Kuang-Chih Verawati, I Putu Verawati, N. N. S. P. Verawati, N. N. S. P. Verawati, Ni Nyoman Sri Vutu W Widia W. Wahyudi, W. Wa Nirmala Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wali, Muh. Rangga Wati, Ella Erma Widuri Permata Anggarbini Rayis Wirawan Putrayadi Wirawan Putrayadi Wirawan Putrayadi Wirawan Putrayadi, Wirawan Wulandara, Auliya Yaya, Ouattara Leygnima Yuliyanti, Sri Yusup, M. Y. Yusup, Muhammad Yusril Zulkarnaen Zulpan Zulpan