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All Journal JOURNAL OF AL-ADZKA: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH Auladuna Ta´dib Conciencia Al Ilmi Al-Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Edukasi Matematika dan Sains Suska Journal of Mathematics Education JIP: Jurnal Ilmiah PGMI JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini Southeast Asian Journal of Islamic Education Muaddib : Studi Kependidikan dan Keislaman Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Islamic Management: Jurnal Manajemen Pendidikan Islam JURNAL ILMIAH CAHAYA PAUD Journal AL-MUDARRIS Al-Riwayah: Jurnal Kependidikan Jurnal Basicedu International Journal of Elementary Education Journal on Education DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar AIUA Journal of Islamic Education Jurnal Pendidikan dan Konseling Jurnal Ilmiah Bina Edukasi Studia Manageria: Jurnal Manajemen Pendidikan Islam JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Scientia Cendekia: Media komunikasi penelitian dan pengembangan pendidikan islam Muaddib: Islamic Education Journal Al-Bidayah: Jurnal Pendidikan Dasar Islam Al-Riwayah : Jurnal Kependidikan Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Penelitian Pendidikan Matematika Ibtida: Media Komunikasi Hasil Penelitain Pendidikan Guru Madrasah Ibtidaiyah TAAWUN: Jurnal Pengabdian Kepada Masyarakat Ulil Albab JUDIKDAS: Jurnal Ilmu Pendidikan Dasar Indonesia IJIGAEd: Indonesian Journal of Islamic Golden Age Education SITTAH: Journal of Primary Education Southeast Asian Journal of Islamic Education Limas Pendidikan Guru Madrasah Ibtidaiyah Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) ULIL ALBAB Innovative: Journal Of Social Science Research Jurnal Pendidikan dan Pengabdian Masyarakat Guruku: Jurnal Pendidikan Profesi Guru Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Al-Bidayah : Jurnal Pendidikan Dasar Islam
Tutut Handayani
Universitas Islam Negeri Raden Fatah Palembang
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INTERAKSI EDUKATIF DI SEKOLAH Handayani, Tutut
Al-Riwayah: Jurnal Kependidikan Vol 7, No 2 (2015): Pendidikan Luar Sekolah
Publisher : STAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32489/al-riwayah.102

Abstract

Theoretically, one of the dominant factors that influence the development of individual character are environmental factors which is a condition that allows the process of personal character development. Creating an conducive environment to the development of character Grikusumo Salaf Islamic School students is done by creating a tradition /habituation practical in everyday life in all their daily activities in relation to the quality of their religious or otherwise. Attempt the formation of character through this Salaf Islamic school in addition to the above character education can also be done simultaneously through the educational value of the following steps. First, apply a “modeling” or “exemplary” or “uswah hasanah”. Second, efforts to explain or clarify to students constantly about the value of good and evil has been done in the Girikusumo Salaf Islamic School. Third, implementing the SIS is based on character education. Character education is an important tool in the formation of student character. In practical guidance and counseling services in the schooling setting, character education is implemented through two ways, first directly through the services of guidance and counseling provided to students/ counselees, which are grouped into four components: (1) the component of basic service, (2) the component of responsive service, (3) the component of individual planning service, and (4) the components of the system support service. Loads of character education materials written in guidance and counseling services that include the areas of personal guidance, social guidance, learning guidance, career guidance, and character development. Second, indirectly, by example attitude and behavior of guidance and counseling teachers/counselors along with the cultivation of creative cultural, innovative, productive, collaborative, discipline, sense of belonging, and responsibility.
INTERAKSI EDUKATIF DI SEKOLAH Handayani, Tutut
Al-Riwayah: Jurnal Kependidikan Vol 7, No 2 (2015): Pendidikan dan Model Pembelajaran Aktif
Publisher : STAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32489/al-riwayah.102

Abstract

Theoretically, one of the dominant factors that influence the development of individual character are environmental factors which is a condition that allows the process of personal character development. Creating an conducive environment to the development of character Grikusumo Salaf Islamic School students is done by creating a tradition /habituation practical in everyday life in all their daily activities in relation to the quality of their religious or otherwise. Attempt the formation of character through this Salaf Islamic school in addition to the above character education can also be done simultaneously through the educational value of the following steps. First, apply a “modeling” or “exemplary” or “uswah hasanah”. Second, efforts to explain or clarify to students constantly about the value of good and evil has been done in the Girikusumo Salaf Islamic School. Third, implementing the SIS is based on character education. Character education is an important tool in the formation of student character. In practical guidance and counseling services in the schooling setting, character education is implemented through two ways, first directly through the services of guidance and counseling provided to students/ counselees, which are grouped into four components: (1) the component of basic service, (2) the component of responsive service, (3) the component of individual planning service, and (4) the components of the system support service. Loads of character education materials written in guidance and counseling services that include the areas of personal guidance, social guidance, learning guidance, career guidance, and character development. Second, indirectly, by example attitude and behavior of guidance and counseling teachers/counselors along with the cultivation of creative cultural, innovative, productive, collaborative, discipline, sense of belonging, and responsibility.
THE EFFECT OF EVERYONE IS A TEACHER HERE LEARNING STRATEGY ON LEARNING RESULT OF VIII CLASS ON BIOLOGY LEARNING Berlian, Zainal; Riswanda, Jhon; Ariska, Feby; Handayani, Tutut
Al 'Ilmi : Jurnal Pendidikan MIPA Vol 4 No 1 (2015): Al 'Ilmi : Jurnal Pendidikan MIPA
Publisher : Universitas Islam Negeri Raden Fatah

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

Abstract

This study aims to determine the effect of active learning strategy type everyone is a teacher here to the results of students' Biology learning. This type of research is a quantitative research. The population used is the entire class VIII in one school in Musi Banyuasin Regency which consists of three classes. The technique used is purposive sampling technique, from three classes of population are taken two classes that are used as sample of experimental class and control class that is class VIII.1 and VIII.2 with the number of students as much as 54 people. Data collection is done by giving test and questionnaire of student responses. After the data obtained from the research results then the data is analyzed by 2 ways, namely by inferential analysis techniques and n-gain. Inferential technique is used to find out the influence of active learning strategy type everyone is a teacher here on student learning outcomes. The results showed that there is a positive influence of the use of active learning strategy type of everyone is a teacher here on student learning outcomes, it can be seen from the t-test that is tcount 4,167> ttabel 1,675 and significance value 0,000<0,05, hence Ha accepted and H0 is rejected, and based on the comparison of mean values and the percentage of student learning outcomes indicates that the experimental class is superior to the control class. Keywords: active learning, everyone is a teacher here, learning strategy, learning result
ANALISIS KESULITAN BELAJAR MATEMATIKA MATERI OPERASI HITUNG CAMPURAN SISWA KELAS IV DI MI HIJRIYAH II PALEMBANG Zakiyah, Emi; Handayani, Tutut; Sofyan, Fuaddilah Ali
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 9, No 1 (2019): JANUARI - JUNI
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v9i1.3006

Abstract

Tujuan penelitian  ini untuk mengetahui bentuk-bentuk; faktor yang menyebabkan dan upaya mengatasi kesulitan belajar matematika materi operasi hitung campuran siswa kelas IVD di MI Hijriyah II Palembang. Jenis penelitian ini deskriptif kualitatif. Informan penelitian ini yaitu kepala Madrasah, guru matematika dan siswa kelas IVD yang mengalami kesulitan belajar. Teknik pengumpulan data yaitu observasi, wawancara dan dokumentasi. Teknik analisis data yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menyebutkan (1) bentuk kesulitan belajar matematika materi operasi hitung campuran yaitu siswa sulit menghitung saat mengerjakan latihan, memahami simbol; memahami konsep dan menuliskan hasil penjumlahan bilangan. (2) faktor yang menyebabkan kesulitan belajar matematika materi operasi hitung campuran yaitu faktor internal seperti konsentrasi belajar tidak bertahan lama, kemampuan mengingat beberapa siswa rendah, siswa berkesulitan dalam memahami maksud soal dan kesulitan menghitung. Faktor eksternalnya seperti guru dalam memberikan pemahaman terlalu cepat, tidak menggunakan media dan siswa yang sering berbicara pada saat guru menjelaskan. (3) upaya untuk mengatasi kesulitan belajar yaitu diadakannya bimbingan belajar, mengadakan remedial untuk yang nilainya rendah, mengubah metode yang digunakan, memberi motivasi dan nasehat, menggunakan media yang sesuai materi.
Pengembangan Bahan Ajar Berbasis Pendekatan Struktural Bahasa pada Mahasiswa UIN Raden Fatah Palembang Sholikhah, Hani Atus; Astuti, Mardiah; Handayani, Tutut
Southeast Asian Journal of Islamic Education Southeast Asian Journal of Islamic Education, Vol. 2(2), 2020
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v2i2.2163

Abstract

Tujuan dalam penelitian ini adalah (1) membuat perancangan atau pendesainan bahan ajar materi bahasa berbasis pendekatan struktural; (2) melaksanakan  prosedur operasional bahan ajar materi bahasa berbasis pendekatan struktural; (3) menganalisis efektifitas penerapan bahan ajar materi bahasa berbasis pendekatan struktural. Pengumpulan data penelitian meliputi observasi, angket, dan wawancara. Instrumen pengembangan model adalah dengan one two one dan angket uji lapangan. Dengan pendekatan struktural bahasa dengan prosedur penelitian pengembangan (RnD), diperoleh bahan ajar materi bahasa Indonesia MI berbasis pendekatan struktural bahasa untuk tingkat dasar. Subjek dalam penelitian ini adalah mahasiswa semester II yang mengikuti MK Materi  Bahasa Indonesia MI di Program Studi PGMI FITK UIN Raden Fatah Palembang. Dari uji lapangan diperoleh hasil bahwa Bahan ajar berbasis pendekatan struktural pada materi ajar mata pelajaran bahasa di PGMI FITK UIN Raden Fatah Palembang yang dikembangkan efektif pada hasil belajar mahasiswa. Hal ini berdasarkan nilai rata-rata hasil tes atau evaluasi akhir pada saat field test.
PENGEMBANGAN BAHAN AJAR METODOLOGI PEMBELAJARAN BAHASA INDONESIA DI PGMI FITK UIN RADEN FATAH PALEMBANG Sholikhah, Hani Atus; Handayani, Tutut
Jurnal Ilmiah Bina Edukasi Vol 13 No 2 (2020): Jurnal Ilmiah Bina Edukasi
Publisher : Direktorat Riset dan Pengabdian pada Masyarakat (DRPM) Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/jedukasi.v13i2.1151

Abstract

The aims of this study were (1) designing teaching materials "Metodologi Pembelajaran Bahasa Indonesia"; (2) implementing valid operational procedures for teaching materials "Metodologi Pembelajaran Bahasa Indonesia"; (3) carry out practical operational procedures for teaching materials "Metodologi Pembelajaran Bahasa Indonesia", (4) analyze the effectiveness of teaching materials "Metodologi Pembelajaran Bahasa Indonesia". Collecting research data using observation, questionnaires, and interviews. Research and development of teaching materials "Metodologi Pembelajaran Bahasa Indonesia" uses the Tessmer development model. From the results of expert validation, one to one trials, and field trials at PGMI UIN RF Palembang, it was found that the teaching materials developed were valid and effective. The effectiveness of the use of "Metodologi Pembelajaran Bahasa Indonesia" teaching materials can be seen in student learning outcomes. From the results of the evaluation, the mean value is greater than SKKNI, which is 83> 70 / C
PENERAPAN MODEL PEMBELAJARAN AKTIF TIPE STUDENT FACILITATOR AND EXPLAINING (SFE) TERHADAP AKTIVITAS BELAJAR SISWA Nurjanah, Ana; Putri, Agustiany Dumeva; Handayani, Tutut
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA Vol 2, No 2 (2018): JURNAL PENELITIAN PENDIDIKAN MATEMATIKA
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/jp2m.v2i2.1639

Abstract

Penelitian ini bertujuan mengetahui bagaimana aktivitas belajar siswa setelah diterapkan model pembelajaran aktif tipe Student Facilitator and Explaining. Penelitian ini merupakan penelitian dengan menggunakan metode deskriptif. Penelitian ini dilakukan di SMPN 46 Palembang. Sampel penelitian adalah siswa kelas VIII 3 yang berjumlah 40 siswa. Pengumpulan data dalam penelitian ini menggunakan lembar observasi. Setelah data diperoleh kemudian dianalisis menggunakan teknik deskripsi persentase. Hasil dari penelitian dapat disimpulkan bahwa penerapan model pembelajaran aktif tipe Student Facilitator and Explaining  dapat meningkatkan aktivitas siswa di SMPN 46 Palembang. Hal ini dilihat dari hasil observasi aktivitas siswa, pada pertemuan pertama rata-rata aktivitas belajar siswa sebesar 54,26% dan meningkat pada pertemuan kedua menjadi 73,02% kemudian pada pertemuan ketiga meningkat menjadi baik sekali dengan persentase 81,24%.
Development Of Problem-Based Learning Materials (PBL) In Theme 7 Class 5 At MI Adabiyah 2 Palembang Tutut Handayani; Hani Atus Sholikhah; Muhammad Agil Muzawir
AIUA Journal of Islamic Education Vol 2, No 1 (2020)
Publisher : AIUA Journal of Islamic Education

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

Abstract

This research aims to: (1) develop Thematic Problem Based Learning (PBL) based Thematic design planning in sub-theme 3, theme 7 class V SD / MI, (2) testing Problem Based Learning (PBL) thematic teaching material on sub-theme 3 , theme 7 class V SD / MI is valid, (3) testing Problem Based Learning (PBL) thematic teaching materials on sub-theme 3, theme 7 class V SD / MI is practical, and (4) testing Problem based Learning (PBL) thematic teaching materials on sub-theme 3, theme 7 class V SD / MI is effective. The research method used is a research and development method with a model developed by Tessmer named formative evaluation which consists of 5 stages: self evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. Data collection used was documentation, questionnaire and test. Data validity test uses a questionnaire at the expert review and one- to-one stage, the practicality of the data uses a questionnaire at the small group stage while the effectiveness test uses a test at the field test stage. The subjects of this study were students of class V 4 MI Adabiyah 2 Palembang with a total of 34 people. The results showed that: (1) design planning thematic based learning problem based learning (PBL) can be used to test its validity which is carried out at the expert review and one to one stage. This can be seen from the evaluation at the self evaluation stage in the form of comments and suggestions used to revise teaching materials to be used as prototype I so that their validity can be tested at a later stage, (2) assessment of the validation questionnaire results conducted at the expert review stage and one to one in the form of scores with an average of 80 so that it is categorized valid, (3) the assessment of the results of the practicality questionnaire carried out on the Small Group in the form of a score of 83 so that it is categorized as very practical, and (4) the assessment of the results of the effectiveness test conducted on the Field Test in the form of a score with an average of 86 so it can be said to be very effective.
Analisis Kesulitan Belajar Matematika Materi Operasi Hitung Campuran Siswa Kelas IV di MI Hijriyah II Palembang Emi Zakiyah; Tutut Handayani; Fuaddilah Ali Sofyan
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 9, No 1 (2019): JANUARI - JUNI
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v9i1.3006

Abstract

Tujuan penelitian  ini untuk mengetahui bentuk-bentuk; faktor yang menyebabkan dan upaya mengatasi kesulitan belajar matematika materi operasi hitung campuran siswa kelas IVD di MI Hijriyah II Palembang. Jenis penelitian ini deskriptif kualitatif. Informan penelitian ini yaitu kepala Madrasah, guru matematika dan siswa kelas IVD yang mengalami kesulitan belajar. Teknik pengumpulan data yaitu observasi, wawancara dan dokumentasi. Teknik analisis data yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menyebutkan (1) bentuk kesulitan belajar matematika materi operasi hitung campuran yaitu siswa sulit menghitung saat mengerjakan latihan, memahami simbol; memahami konsep dan menuliskan hasil penjumlahan bilangan. (2) faktor yang menyebabkan kesulitan belajar matematika materi operasi hitung campuran yaitu faktor internal seperti konsentrasi belajar tidak bertahan lama, kemampuan mengingat beberapa siswa rendah, siswa berkesulitan dalam memahami maksud soal dan kesulitan menghitung. Faktor eksternalnya seperti guru dalam memberikan pemahaman terlalu cepat, tidak menggunakan media dan siswa yang sering berbicara pada saat guru menjelaskan. (3) upaya untuk mengatasi kesulitan belajar yaitu diadakannya bimbingan belajar, mengadakan remedial untuk yang nilainya rendah, mengubah metode yang digunakan, memberi motivasi dan nasehat, menggunakan media yang sesuai materi.
PENANAMAN NILAI MORAL DAN KEMANDIRIAN BELAJAR DI MADRASAH IBTIDAIYAH DAARUL AITAM PALEMBANG Meeya Maulina Ismala; Tutut Handayani; Mardiah Astuti; Amir Hamzah
Auladuna: Jurnal Pendidikan Dasar Islam Vol 6 No 2 (2019): DECEMBER
Publisher : Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/auladuna.v6i2a4.2019

Abstract

AbstrakTujuan dari penelitian ini yaitu untuk mengetahui bagaimana moral siswa di MI Daarul Aitam,  mengetahui kemandirian belajar siswa di Madrasah Ibtidaiyah Daarul Aitam Palembang, dan untuk mengetahui strategi penanamaan nilai moral dan kemandirian belajar di Madrasah Ibtidaiyah Daarul Aitam Palembang. Jenis penelitian yang digunakan yakni kualitatif. Sumber data yang digunakan adalah data primer dan sekunder. Alat pengumpulan data yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukan bahwa: (1) kondisi moral siswa di Madrasah Ibtidaiyah Daarul Aitam Palembang sudah terlihat baik, dilihat dari nilai religiusnya, cara bersosial siswa, dan kegiatan pembiasaan yang dilakukan siswa di Madrasah Daarul Aitam, (2) kondisi kemandirian belajar siswa di Madrasah Ibtidaiyah Darul Aitam Palembang, juga dikatakan baik karena dalam kegiatan belajar mereka sangat ulet, kreatif, aktif, dan mandiri terutama dalam kegiatan belajar di kelas seperti kegiatan kelompok serta sangat aktif mengikuti kegiatan di luar kelas seperti kegiatan ekstrakurikuler, dan (3) strategi yang digunakan keteladanan atau contoh, kegiatan spontan, teguran, pengondisian lingkungan, dan kegiatan rutin.AbstractThe purpose of this research were to determine the students’ moral value, independent learning in Madrasah Ibtidaiyah (MI) Daarul Aitam Palembang, and to know the strategies in engaging moral value and independent learning in MI Daarul Aitam. The method used was qualitative research. Data sources were primary and secondary data. The instruments were observation, interviews, and documentation. The results of this study indicated that: (1) the moral condition of students in Madrasah Ibtidaiyah Daarul Aitam Palembang was good from religious side, students’ interaction, and regular activities carried out by the students in Madrasah Daarul Aitam, (2) the condition of students' independence in Madrasah Ibtidaiyah Darul Aitam Palembang was also good because of the learning activities of the students were very resilient, creative, active, and independent, especially in classroom learning activities such as group activities and they were very active to participate outside the classroom such as extracurricular activities, and (3) strategies used were examplary, spontaneous activities, reprimands, environmental conditioning, and routine activities.
Co-Authors Abdurrahmansyah Abdurrahmansyah Achmad Fadil Ade Akhmad Saputra Ade Rosad Agra Dwi Saputra Agustiany Dumeva Putri, Agustiany Dumeva Ahmad Syarifuddin Ahmad Syarifudin Al Ihwanah Al-Ihwana Al-Ihwana Ali Murtopo Amil Salim Amir Hamzah Amir Rusdi Anita Agustina, Anita Anita Fitriani Aquami Ariska, Feby Arjoni, Arjoni Asmuni Asmuni Ayu Citra Pratiwi Ayu Nur Shawmi Ayu Nur Shawmi Bastomi Bastomi Cici Megareta Darwin Eka Saputra Desi Nur Safitri Desti Ayukasari Dewi Wahyuni Dian Andesta Bujuri Dian Erlina Dian Sapalena Dini Saskia Dora Wulan Duski Ibrahim Dwi Amalia Eka Putri Samarinda Elhefni Elhefni Elsa Cindrya Elsa Cindryah Emi Zakiyah Emilia Fitri Erfa Astriani Erika Meisari Eva Yunita Evan Sahibul Muzakkir Fahmi Fahmi Fahmi Faisal Fajry Fajry Febrianty Febrianty Febrin Lutftia Anastasya Ferra Ferra Fidian Abron Fitri Oviyanti Fitri, Izza Fuaddilah Ali Sofyan Fuaddilah Ali Sofyan Fuaddillah Ali Sofyan Handayani Handayani Hani Atus Sholikhah Hani Atus Sholikhah Hasviani, Octia Ikhwan Sidik Ines Tasya Jadidah Izza Fitri Janalia Janalia karen diva Kasinyo Harto Kasinyo Harto Khaf Shah Khoiri Wahyudi Lasmiaro Lasmiaro Lidia Lidia Listina Sekar Taufiqa M. Anasrul Dwi Novriansyah Mamkua Amirullah Mardiah Astuti Mardiah Astuti Maryamah Masnun Baiti Meeya Maulina Ismala Miftahul Husni Miftahul Jannah Putri Husma Muhammad Afandi Muhammad Agil Muzawir Muhammad Isnaini Muhammad Yusuf Mukti Mukti Muqowim Mutia Dewi Mutiara Fajar Najiha Amalia Natasya Ananda Nendria Nendria Novia Ballianie Novita Sari Nur Laily Nurjanah, Ana Nurlaeli Nurlaili, Nurlaili Nurlaina Nurlaini Nyimas Atika Putri, Yecha Febrieanitha Rama Satria Riswanda, Jhon Riswanda, Jhon Rita Ariani Riyo Andesta Rizqy Aisyah Leonia Robiyanto Robiyanto Rohliyati Rohliyati Saipul Annur Shaleh Shaleh Shaleh Shaleh Sholikhah, Hani Atus Siti Fatimah Siti Wardah Sofyan, Fuaddilah Ali Sunardi Sunardi Suroso Suroso Syarwinda Syarwinda Syutaridho Syutaridho Tastin Tiara Pebriani Tri Destika Wati Tyara Maharani Umi Rahmawati Ummi Umayroh Wahyuni, Dinda Tri Waspodo Waspodo Wina Adha Vitri Wina Adha Vitri Yoga Yuniadi Yuniar Yuniar Yuyun Sartinah Zainal Berlian Zakiyah, Emi Ziadatul Raudho