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All Journal International Journal of Advances in Applied Sciences Cakrawala Pendidikan Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan Ekonomi (JUPE) Jurnal Pendidikan Sains Jurnal Pendidikan Indonesia Tadris: Jurnal keguruan dan Ilmu Tarbiyah J-PEK (JURNAL PEMBELAJARAN KIMIA) BIOEDUKASI Orbital: Jurnal Pendidikan Kimia Indonesian Journal of Chemistry Jurnal Pembelajaran Sains JCER (Journal of Chemistry Education Research) Dinasti International Journal of Management Science Jurnal Karinov Indonesian Journal for Social Responsibility Jurnal Graha Pengabdian Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Kajian Pembelajaran dan Keilmuan Journal of Disruptive Learning Innovation (JODLI) Journal of Comprehensive Islamic Studies (JOCIS) Bulletin of Culinary Art and Hospitality Jurnal MIPA dan Pembelajarannya Pena Dimas: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurna Beta Kimia Journal of Environment and Sustainability Education Engagement: Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Unimus Journal of Social Work and Science Education International Journal of Studies in International Education Frontier Advances in Applied Science and Engineering

Muntholib

Universitas Negeri Malang

Author-ID : 2518736

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PEMANFAATAN LIMBAH SAPI PERAH UNTUK BIOGAS SEBAGAI ENERGI TERBARUKAN PADA KELOMPOK PETERNAK Santoso, Aman; Sumari, Sumari; Marfuah, Siti; Muntholib, Muntholib; Retnosari, Rini
Jurnal Graha Pengabdian Vol 2, No 2 (2020)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (815.494 KB)

Abstrak: Tujuan kegiatan pengabdian ini adalah memberikan slusi untuk pengelolaan limbah ternak. Peternakan sapi merupakan sumber penghasilan bagi masyarakat pedesaan. Dampak peternakan salah satunya limbahnya mengganggu lingkungan, berbau tidak enak dan sumber penyakit. Masyarakat umumnya belum bias mengolah limbah menjadi biogas. Biogas berpotensi menggantikan penggunaan LPG, yang dapat digunakan untuk memenuhi kebutuhan bahan bakar warga. Metode yang digunakan dalam adalah pelatihan dan pendampingan. Hasil kegiatan ini adalah telah pemahaman peternak tentang proses pengolahan limbah dan terwujudnya reaktor pengolah limbah dengan model kubah tertanam dalam tanah berkapasitas 6 kubik. Reaktor ini memberikan manfaat berupa energi gas yang dialirkan ke kompor serta siap digunakan memasak cukup untuk keluarga 3-4 orang.Abstract: the purpose of this service activity is to provide slusi for livestock waste management. Cattle farming is a source of income for rural communities. One of the impacts of animal husbandry is that the environment disturbs, smells bad and is a source of disease. The general public cannot yet process waste into biogas. Biogas has the potential to replace the use of LPG, which can be used to meet the fuel needs of citizens. The method used in the training and assistance. The results of this activity are farmers' understanding of the waste treatment process and the realization of a waste treatment reactor with a dome model embedded in a 6 cubic-capacity soil. This reactor provides benefits in the form of gas energy which is flowed to the stove and is ready to use enough cooking for a family of 3-4 people.

High School Students’ Mental Models on Chemical Equilibrium Hilya Ulinnaja; Subandi Subandi; Muntholib Muntholib
Jurnal Pendidikan Sains Vol 7, No 2: June 2019
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Abstract: Chemical equilibrium knowledge has many abstract concepts that often lead to alternative conceptions and misconceptions. One way that can be used to find out students’ conceptions is to identify their mental models.The purpose of this study was to investigate students’ mental models in understanding knowledge of chemical equilibrium. This study applied a survey research design. The subjects were 12thgrade high school students consisting of 181 students distributed into 5 classes. Da-ta was collected through a written test using the Mental Models Test on Chemical Equilibrium (M2T-CE) consisting of 18 two-tier multiple choice items. Data analysis was performed by categorizing stu-dent’ mental models into initial, synthetic and scientific mental models. The results showed that 51.60% of respondents had a scientific mental model, 23.52% of them had a synthetic mental model, and 24.88% of others had an initial mental model. Whereas the respondents’ average score of chemical equilibrium mental models was 63.36 from a maximum score of 100. This score belongs to the good category.Key Words: initial mental models, synthetic mental models, scientific mental models, chemical equilibriumAbstrak: Pengetahuan kesetimbangan kimia memiliki banyak konsep abstrak yang sering mengarah pada konsepsi alternative dan kesalahpahaman. Salah satu cara yang dapat digunakan untuk mengetahui konsepsi siswa adalah untuk mengidentifikasi model mental mereka. Tujuan penelitian ini adalah untuk menyelidiki model mental siswa dalam memahami pengetahuan tentang kesetimbangan kimia. Penelitian menggunakan desain penelitian survei. Subjek penelitian adalah siswa SMA kelas 12 yang terdiri dari 181 siswa yang didistribusikan ke dalam 5 kelas. Data dikumpulkan melalui tes tertulis menggunakan Tes Model Mental pada Kesetimbangan Kimia (M2T-CE) yang terdiri dari 18 item pilihan ganda dua tingkat. Analisis data dilakukan dengan mengelompokkan model mental siswa ke dalam model mental awal, sintetis dan ilmiah. Hasil penelitian menunjukkan bahwa 51,60% responden memiliki model mental ilmiah, 23,52% dari mereka memiliki model mental sintetik, dan 24,88% lainnya memiliki model mental awal. Sedangkan skor rata-rata responden dari model mental kesetimbangan kimia adalah 63,36 dari skor maksimum 100. Skor ini termasuk dalam kategori baik.Kata kunci: model mental awal, model mental sintetik, model mental ilmiah, kesetimbangan kimia

HUBUNGAN ANTARA KETERAMPILAN METAKOGNISI DENGAN HASIL BELAJAR KONSEP MOL Rini Wijayanti; Suhadi Ibnu; Muntholib Muntholib
J-PEK (Jurnal Pembelajaran Kimia) Vol 2, No 1 (2017): J-PEK (Jurnal Pembelajaran Kimia)
Publisher : Universitas Negeri Malang

Metakognisi adalah kemampuan berpikir seseorang di mana objek berpikirnya adalah dirinya sendiri. Tujuan penelitian ini adalah mengetahui keterampilan metakognisi, hasil belajar Konsep Mol, dan hubungan antara keterampilan metakognisi dengan hasil belajar Konsep Mol peserta didik peserta didik SMA Negeri 2 Mejayan Madiun. Penelitian ini merupakan penelitian korelasional. Instrumen yang digunakan dalam penelitian ini adalah soal subjektif tes hasil belajar Konsep Mol dan Metacognitive Awareness Inventory (MCI). Hasil penelitian menunjukkan bahwa 1) skor rata-rata keterampilan metakognisi peserta didik adalah 73,68; 2) Skor rata-rata hasil belajar Konsep Mol peserta didik adalah 58,87; dan 3) terdapat hubungan yang kuat antara keterampilan metakognisi dengan hasil belajar Konsep Mol peserta didik dengan koefisien korelasi 0,609.

Chemical Literacy of First Year Students on Carbon Chemistry Nursida Djaen; Sri Rahayu; Yahmin Yahmin; Muntholib Muntholib
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p041

This research aims to develop and validate chemical literacy test instruments on competency and knowledge aspects and to measure the chemical literacy of first-year science education students. Instrument development involved expert consultation, expert judgment, and testing of 114 first-year students majoring in chemistry for the analysis of item validity and instrument reliability. The instrument was developed using the Research& Development model by Borg and Gall (1989). The developed instrument consisted of 30 valid item items with Cronbach's Alpha reliability coefficient of 0.718. The analysis was carried out on 28 first-year students of the Jember State University Science Education Study Program who had studied carbon chemistry. Data analysis showed that the average score of students' chemical literacy was 59.7 in the moderate category.ReferencesAdawiyah, R., & Wisudawati, A. (2017). Pengembangan instrumen tes berbasis literasi sains. Indonesian Journal of Curriculum and Educational Technology Studies, 5(2), 112–121.Akengin, H., & Sirin, A. (2013). A comparative study upon determination of scientific literacy level of teacher candidates. Educational Research and Reviews, 8(19), 1882–1886.Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan edisi 2. Jakarta: Bumi Aksara.Assessment, P. for I. S., & service), S. (Online. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Publications de l’OCDE.Barnea, N., Dori, Y. J., & Hofstein, A. (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice, 11(3), 218–228.Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. ERIC.Celik, S. (2014). Chemical literacy levels of science and mathematics teacher candidates. Australian Journal of Teacher Education, 39(1), 1.Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303.Cigdemoglu, Ceyhan, & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317.De Ovira, E. (2018). PENGEMBANGAN DAN VALIDASI TES KIMIA DENGAN FRAMEWORK PISA PADA MATERI KELAS XI SEMESTER 1. Menara Ilmu, 12(80).DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 582–601.Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.Gall, M. D., & Borg, W. R. (1989). Educational Research. A Guide for Preparing a Thesis or Dissertation Proposal in Education. ERIC.Gerlach, K., Trate, J., Blecking, A., Geissinger, P., & Murphy, K. (2014). Valid and reliable assessments to measure scale literacy of students in introductory college chemistry courses. Journal of Chemical Education, 91(10), 1538–1545.Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008.Impey, C. (2013). Science literacy of undergraduates in the united states. Organizations, people and strategies in astronomy, 2(2), 353–364.Kemendikbud, R. I. (2014). Permendikbud No. 49 Tahun 2014 tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kemendikbud.Laugksch, R. C., & Spargo, P. E. (1996). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2), 121–143.Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 29–48.Muntholib, M., Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. (2020). Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics. Indonesian Journal of Chemistry.Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science education, 87(2), 224–240.Norris, S. P., & Phillips, L. M. (2009). Scientific literacy. The Cambridge handbook of literacy, 271–285.OECD, F. (2016). FDI in Figures. Organisation for European Economic Cooperation Paris.OECD, P. (2015). Assessment and analytical framework: Science. Reading, Mathematic and Financial Literacy,(Interscience: Paris, 2016), 24–25.Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.Permendikbud, R. I. (t.t.). Nomor 59 tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas. Madrasah Aliyah, Jakarta: Depdikbud.Rahayu, S. (2017). Mengoptimalkan aspek literasi dalam pembelajaran kimia abad 21. Prosiding Seminar Nasional Kimia UNY, 319–324.Rifal, M., & Rauf, W. (2018). Analisis Penggunaan Bahan Bakar Etanol-Pertalite Pada Motor Honda Scoopy 110 cc. Gorontalo Journal of Infrastructure and Science Engineering, 1(1), 55–64.Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225.Sumarni, W., Supardi, K. I., & Widiarti, N. (2018). Development of assessment instruments to measure critical thinking skills. IOP Conference Series: Materials Science and Engineering, 349(1), 012066.Sunarti, T. (2015). Pemahaman literasi sains mahasiswa calon guru fisika Universitas Negeri Surabaya. Seminar Nasional Fisika dan Pembelajarannya, 2015, 34–39.Tarhan, L., & Sesen, B. A. (2010). Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia-Social and Behavioral Sciences, 2(2), 2631–2636.Thummathong, R., & Thathong, K. (2018). Chemical literacy levels of engineering students in Northeastern Thailand. Kasetsart Journal of Social Sciences, 39(3), 478–487.Traiwichitkhun, D., & Wongwanich, S. (2014). Causal Model of Research Competency via Scientific Literacy of Teacher and Student Lertporn Udompong. Procedia-Social and Behavioral Sciences, 116, 1581–1586.Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110–116.

Analysis of chemistry teachers' covalent bond conceptual understanding through diagnostic interview technique Muntholib Muntholib; Mashfufatul Ilmah; Yahmin Yahmin
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p108

Conceptual understanding of the subject matter is crucial for teachers in conducting instruction. The covalent bond is one of the essential knowledge of chemistry. This knowledge underlies most of the chemistry body knowledge. The purpose of this study is to investigate the chemistry teachers' conceptual understanding of covalent bonds. This study applied a descriptive qualitative research design. The research subjects were eight chemistry teachers from different schools. Data collection was carried out using a diagnostic interview technique guided by the semi-structured interview protocol. Data analysis was performed using phenomenography techniques. The results show that 25.00% of the interviewees well understood the covalent bond concepts, 22.75% do not understand, and 52.25% have misconceptions. Chemistry teachers have misconceptions about the concepts of intents of atom forming bonds, coordination bonds, types of atoms that form covalent bonds, polar and nonpolar covalent bonds, the level of covalent bonds polarity, Lewis structure writing, and covalent bond length.

IDENTIFIKASI KESULITAN SISWA DALAM MENYELESAIKAN SOAL-SOAL HIDROLISIS GARAM MENGGUNAKAN LANGKAH PENYELESAIAN SOAL Muh. Iqbal Fitranda; Muntholib Muntholib
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 1 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i12020p032

Hidrolisis garam termasuk materi pelajaran kimia yang kompleks yang sulit dipahami oleh sebagian siswa. Penelitian ini dilakukan untuk mengetahui letak kesulitan siswa dalam menyelesaian soal-soal hidrolisis garam. Penelitian ini menggunakan rancangan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah 72 siswa kelas XI SMAN 9 Malang yang telah belajar hidrolisis garam. Instrumen penelitian ini adalah tes algoritmik terbuka yang terdiri atas 10 butir soal yang valid dengan Cronbach's Alpha reliability coefficient sebesar 0,713. Hasil analisis menunjukkan bahwa tingkat kesulitan siswa dalam menyelesaikan soal-soal tes hidrolisis garam adalah 26,80% dengan kategori rendah.

Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics Muntholib Muntholib; Suhadi Ibnu; Sri Rahayu; Fauziatul Fajaroh; Sentot Kusairi; Bambang Kuswandi
Indonesian Journal of Chemistry Vol 20, No 2 (2020)
Publisher : Universitas Gadjah Mada

This study aims to (1) develop and validate a multiple choice chemical literacy test instrument (MC-CLTI) on chemical kinetics and (2) conduct a small survey on chemical literacy of first year chemistry students. The development of the instrument involved expert consultation and judgment, validation and two times pilot studies. The first pilot study involved 119 first year chemistry students while the second pilot study involved 197 second year chemistry students. The final form of MC-CLTI consists of 30 valid and reliable items (Cronbach's Alpha coefficient = 0.744). The survey showed that the average score of respondents' chemical literacy was 63.24. This score is in the range of the average scores reported by several previous studies.

Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi Ismiatul Zaroh; Muntholib Muntholib; Ridwan Joharmawan
Orbital: Jurnal Pendidikan Kimia Vol 6 No 1 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i1.12191

Scientific argumentation is a critical part of scientific practice that should be learned by learner in the science classroom. Scientific argumentation can deepen students' understanding and make their reasoning apparent. Integrating argumentation in instruction necessitates the availability of assessment instruments. This study aims to develop a scientific argumentation test and investigate students' argumentation skills on reaction rates. This study applied a research and development design to develop a scientific argumentation test followed by a survey on students' scientific argumentation skills. The analysis of the validity and reliability of the scientific argumentation test involved three experts and 199 high school students. Meanwhile, the survey on students' scientific argumentation skills involved 86 high school students. The expert panel gave an average score of 94.8% (very worthy) to the developed scientific argumentation test. The empirical analysis of the test shows that all items (9 essay items) were valid with reliability of 0.777. The survey showed that students' abilities in: making claims were moderate (56.59%), providing evidence were very weak (18.35%), and making explanations were also very weak (14.21%). The results of this study imply that learning strategies that can improve students' scientific argumentation skills are needed.

CRITICAL THINKING SKILLS AND THEIR RELATIONSHIP WITH THERMOCHEMICAL LEARNING OUTCOMES OF GRADE 11TH STUDENTS Peter Juvenaris Manek; Aman Santoso; Muntholib Muntholib
Jurnal Pembelajaran Sains Vol 5, No 2 (2021)
Publisher : Prodi Pendidikan IPA FMIPA Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um033v5i2p83-90

Critical thinking skills are key cognitive skills that include interpretation, analysis, evaluation, inference, explanation, and self-regulation. Thermochemistry topics include knowledge (products of science) and science process skills that to learn them require critical thinking skills. In addition, this topic can also be used to develop critical thinking skills. The purpose of this study was to analyze the critical thinking skills of grade 11 students and their relationship with their thermochemical learning outcomes. This study applies a correlational descriptive research design. The subjects of this study were 266 grade 11 students of SMAN 2, SMAN 8, and SMAN 9 Malang. Data collection is carried out using tests. This research instrument was developed by the researcher himself. The critical thinking skills test on Thermochemistry consists of 10 valid essay questions with a Cronbach Alpha coefficient of 0.82, while the thermochemical learning outcomes test consists of 15 valid multiple-choice questions with a Cronbach Alpha coefficient of 0.74. The results showed that the average score of students' thermochemical critical thinking skills was 67.64% and the average score of students' thermochemical learning outcomes was 76.19%. Correlation analysis using Spearman Rank Correlation showed that these two study variables were significantly correlated [sig. (2-tailed) 0.00 < 0.01] and in the direction of medium strength [relationship strength +0.261]. This shows that students who have good critical thinking skills tend to have learning outcomes as well and vice versa.

IMPACT OF EXPLICIT SCIENTIFIC INQUIRY INSTRUCTION HYBRID MODE WITH SOCIOSCIENTIFIC ISSUE CONTEXT ON STUDENTS’ CRITICAL THINKING SKILLS IN CHEMICAL KINETICS Eli Khusmawardani; Muntholib muntholib; Yahmin yahmin
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p131-137

This study aimed to explore whether Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the context of Socioscientific Issues could improve the students' critical thinking skills. The research design was a one group pretest-posttest design. The research sample was 31 science eleventh graders at SMA Mojosari for the academic year 2021/2022. The data was collected using a critical thinking skills test on Chemical Kinetics which consists of 27 valid questions with a Cronbach Alpha reliability of 0.756. A paired-samples t-test showed that the Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the Socioscientific Issues context improved students’ critical thinking skills (p = 0.00 < 0.05). The improvement was strong as its N-gain score was 0.58 (upper–medium category) and d-effect size was 1.40 (much larger than typical category). This shows that statistically ESII hybrid mode in the context of SSI can improve students' critical thinking skills. Therefore, this strategy can improve students' critical thinking skills in the instruction that allows students to interpret, analyze, explain, evaluate, and draw conclusions

Co-Authors A. M. Setiawan Adilah Aliyatulmuna Agustina, Nur Indah Aji Prasetya Wibawa Alvionita, Mieke Aman Santoso Andoko Andoko, Andoko Andreas Syah Pahlevi Anugrah Ricky Wijaya Ardianty, Annida Elfiana Citra Ardyansyah, Ananta Armaini, Armaini As'ad, As'ad Atika Sari Puspita Dewi Aulin Risyda Risyda Badarussyamsi, Badarussyamsi Badarusyamsi, Badarusyamsi Bambang Kuswandi Danar Danar Delima, Cicci Ima Deni Ainur Rokhim Dewi, Ratna Kumala Dhea Paradita Dian Fajar Nuryah Edi Kusnadi Eli Hendrik Sanjaya Eli Khusmawardani Eli Khusmawardani Elmafiza Indillah Elsje Theodora Maasawet Endang Budiasih Endang Ciptawat Eva Iryani, Eva Evy Damayanthi Faiq Nur Saidah Faqih, Khoirul Fardhani, Indra Fatchur Rohman Fauziatul Fajaroh Fithrah Auliya Fitri Damayanti Fuadi Afif Habiddin Hadi Nur Hadi Suwono Haidar Ali Hayuni Retno Widarti Heri Pratikto Hermanto, Yon Ade Lose Hilya Ulinnaja Iqbal Bilgrami Biruni Islamiyah, Kafita Krisnatul Ismiatul Zaroh Isna Istikhanif Farida Isnanik Juni Fitriyah Khusmawardani, Eli Kumala Dewi, Ratna Lilik Eka Radiati M. Syahran Jailani Mardayanti, Arlen Marzuq, Achmad Barik Mashfufatul Ilmah Maya Sari Mazarina Devi Mohd Shafie Rosli Muh. Iqbal Fitranda Muhamad Toyib Muhammad Roy Asrori Mujahidah, Amiroh Nabilah Munzil Muzainah Muzainah Muzainah, Muzainah Naif Alsulami Nandang Mufti Nasikh Nihayah, Umi Husnun Nurin Fitriana Nursida Djaen Nurul Falah Hashim Nurzila, Nurzila Parlan . Parmoko Parmoko, Parmoko Peter Juvenaris Manek Purwandari, Intan Diah Purwaningtyas, Diah Retnosari, Rini Ridwan Joharmawan Rina Rifqie Mariana Rini Wijayanti Rong Cao Rosli, Mohd Shafie Saeed Ahmad Santa, Eldat Wira Saparullah Saparullah Sari, Eka Puspita Kartika Sentot Kusairi Setiawan, Nur Candra Eka Silvi Rahmawati Wibowo siswanto, iwan Siti Marfuah, Siti Siti Mualifah Sri Rahayu SRI RAHAYU Subandi Subandi Suhadi Ibnu Suhadi Ibnu Sukijo Sukijo Sumari Sumari Tuatul Mahfud Tyas, Frida Kristining Umi Latifah Umi Latifah Us, Kasyful Anwar WAHYU HIDAYAT, NUR Yahmin Yahmin Yessi Affriyenni Yudhi Utomo Zelen Surya Minata

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