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All Journal Cakrawala Pendidikan Jurnal Visi Ilmu Pendidikan SUPREMASI: Jurnal Pemikiran, Penelitian Ilmu-Ilmu Sosial, Hukum dan Pengajarannya Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Mamangan Jurnal Pendidikan Ilmu Sosial AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Teori dan Praksis Pembelajaran IPS AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Yupa: Historical Studies Journal International Journal Pedagogy of Social Studies DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Moral Kemasyarakatan JCES (Journal of Character Education Society) Atthulab: Islamic Religion Teaching and Learning Journal Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Aulad : Journal on Early Childhood JETL (Journal Of Education, Teaching and Learning) Harmony : Jurnal Pembelajaran IPS dan PKN Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Business Innovation and Entrepreneurship Journal Social, Humanities, and Educational Studies (SHEs): Conference Series Diakronika The Indonesian Journal of Social Studies J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Ta'dib: Jurnal Pendidikan Islam Syntax Idea ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Riayah: Jurnal Sosial dan Keagamaan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Ideguru: Jurnal Karya Ilmiah Guru International Journal of Educational Management and Innovation (IJEMI) Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of English Education and Linguistics International Journal of Social Service and Research OrchidAgro Journal of Education Research Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Sosio-Didaktika: Social Science Education Journal Jurnal Cakrawala Pendas Jurnal Basicedu Journal of Innovation and Research in Primary Education Langgam International Journal of Social Science Education, Art and Culture Social Studies Conference Proceedings Mamangan Social Science Journal IRSYADUNA: Jurnal Kemahasiswaan Jurnal Penelitian Ilmu Pendidikan Indonesia HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal Sahid Mengabdi JOURNAL EDUCATIONAL MANAGEMENT REVIEWS AND RESEARCH TarbiyahMU Journal Education Innovation Jurnal Pendidikan Progresif SASANGGA: Journal of Education and Learning Journal of Pedagogical and Teacher Professional Development
Nana Supriatna
Universitas Pendidikan Indonesia
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PENGGUNAAN KONSEP ILMU SOSIAL DALAM KONSTRUKSI PEMBELAJARAN SEJARAH KRITIS Supriatna, Nana
Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v22i1.1877

Abstract

This article contains thoughts on the use of social science concepts in the construction of a critical study of history. In view of critical theory, the teaching of history is not only oriented to the past but also the present and contemporary issues. Learning not only highlight the critical history or glorify the greatness of the past but also about the failures and weaknesses in the nation that has been passed that should be corrected in the present. Such learning should be able to include all groups of society as historical figures, including the students in it. History does not only emphasize on national development, but also include local issues are more relevant to students interests. Learning the history of this kind can be presented using a variety of approaches as a way to make students active learners as well as historical actors of his day. This paper criticizing the teaching of history in schools depart from the views essentialis and perenialis and critical importance of developing the teaching of history in accordance with such critical views by using the concept of learning in particular analytical concept.Key words: learning, critical history, curriculumTulisan ini berisi pemikiran tentang penggunaan konsep ilmu sosial dalam konstruksi pembelajaran sejarah kritis. Dalam pandangan teori kritis, pembelajaran sejarah tidak hanya berorientasi pada masa lalu melainkan juga masa kini dan persoalan kontemporer. Pembelajaran sejarah kritis tidak hanya menonjolkan atau mengagungkan kebesaran masa lalu melainkan juga tentang kegagalan dan kelemahan bangsa pada masa yang telah dilewati yang harus diperbaiki pada masa kini. Pembelajaran seperti ini  harus dapat memasukkan semua kelompok masyarakat sebagai tokoh sejarah, termasuk para siswa di dalamnya. Sejarah tidak hanya menekankan pada perkembangan nasional, tetapi juga memasukkan isu-isu lokal yang lebih relevan dengan kepentingan siswa. Pembelajaran sejarah seperti ini dapat disajikan dengan menggunakan beragam pendekatan dengan cara menjadikan siswa sebagai pembelajar yang aktif sekaligus sebagai pelaku sejarah pada jamannya. Tulisan ini mengkritisi pembelajaran sejarah di sekolah yang berangkat dari pandangan perenialistis dan esensialistis serta pentingnya mengembangkan pembelajaran sejarah kritis sesuai dengan pandangan kritis  antara lain dengan menggunakan pembelajaran konsep khususnya konsep analitis. Kata kunci: pembelajaran, sejarah kritis, kurikulum
PENGGUNAAN KONSEP ILMU SOSIAL DALAM KONSTRUKSI PEMBELAJARAN SEJARAH KRITIS Supriatna, Nana
Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v22i1.1877

Abstract

This article contains thoughts on the use of social science concepts in the construction of a critical study of history. In view of critical theory, the teaching of history is not only oriented to the past but also the present and contemporary issues. Learning not only highlight the critical history or glorify the greatness of the past but also about the failures and weaknesses in the nation that has been passed that should be corrected in the present. Such learning should be able to include all groups of society as historical figures, including the students in it. History does not only emphasize on national development, but also include local issues are more relevant to students' interests. Learning the history of this kind can be presented using a variety of approaches as a way to make students active learners as well as historical actors of his day. This paper criticizing the teaching of history in schools depart from the views essentialis and perenialis and critical importance of developing the teaching of history in accordance with such critical views by using the concept of learning in particular analytical concept.Key words: learning, critical history, curriculumTulisan ini berisi pemikiran tentang penggunaan konsep ilmu sosial dalam konstruksi pembelajaran sejarah kritis. Dalam pandangan teori kritis, pembelajaran sejarah tidak hanya berorientasi pada masa lalu melainkan juga masa kini dan persoalan kontemporer. Pembelajaran sejarah kritis tidak hanya menonjolkan atau mengagungkan kebesaran masa lalu melainkan juga tentang kegagalan dan kelemahan bangsa pada masa yang telah dilewati yang harus diperbaiki pada masa kini. Pembelajaran seperti ini  harus dapat memasukkan semua kelompok masyarakat sebagai tokoh sejarah, termasuk para siswa di dalamnya. Sejarah tidak hanya menekankan pada perkembangan nasional, tetapi juga memasukkan isu-isu lokal yang lebih relevan dengan kepentingan siswa. Pembelajaran sejarah seperti ini dapat disajikan dengan menggunakan beragam pendekatan dengan cara menjadikan siswa sebagai pembelajar yang aktif sekaligus sebagai pelaku sejarah pada jamannya. Tulisan ini mengkritisi pembelajaran sejarah di sekolah yang berangkat dari pandangan perenialistis dan esensialistis serta pentingnya mengembangkan pembelajaran sejarah kritis sesuai dengan pandangan kritis  antara lain dengan menggunakan pembelajaran konsep khususnya konsep analitis. Kata kunci: pembelajaran, sejarah kritis, kurikulum
The Development of 21st Century Cultural Intelligence through Discovery Learning and First-Person Historical Presentation Vinco, Michael Silvester Mitchel; Supriatna, Nana; Mulyana, Agus
Paramita: Historical Studies Journal Vol 29, No 2 (2019): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v29i2.16216

Abstract

The research was conducted during history learning activity in Year 11 Social 3 (Ilmu Pengetahuan Sosial 3) Santo Fransiskus Asisi Senior High School (a school with Catholic characteristic) on April-June 2018. In some opportunities, this research also included Mujahidin Senior High School (a school with Islamic characteristic). This research used action research methodology with Kemmis & Taggart model. The analysis of data used constructivism learning theories and symbolic interaction theories. This research discusses about various cultural stereotypes which are thriving in West Kalimantan, especially Pontianak. Obstacles in social interaction because of stereotypes among various cultural groups are one of challenges in 21st century that is related to cultural intelligence. First-person historical presentation as one of history education methods is developed in this research. Students involved in this research would be enriched in not only their knowledge, but also their empathy toward various cultural groups. So, this learning is successful in growing students’ cultural intelligence, as can be seen their empathic attitudes and accepting the difference among those various groups. Penelitian ini dilakukan pada pembelajaran sejarah di kelas 11 Ilmu Pengetahuan Sosial (IPS) 3 SMA Santo Fransiskus Asisi Pontianak (sekolah berciri khas Katolik), pada bulan April-Juni 2018. Pada beberapa kesempatan penelitian ini juga melibatkan SMA Mujahidin Pontianak (sekolah berciri khas Islam). Penelitian ini menggunakan metode penelitian tindakan dengan model Kemmis & Taggart. Analisis data menggunakan teori-teori pembelajaran konstruktivis dan teori interaksi simbolis. Penelitian ini membahas berbagai stereotipe kebudayaan yang berkembang di Kalimantan Barat, khususnya di Kota Pontianak. Hambatan-hambatan di dalam pergaulan sosial karena stereotipe antara berbagai kelompok kebudayaan merupakan salah satu tantangan di abad ke-21 yaitu berkaitan dengan kecerdasan budaya. First-person historical presentation sebagai salah satu metode pendidikan sejarah dikembangkan di dalam penelitian ini. Peserta didik yang terlibat di dalam pendekatan ini akan diperkaya tidak hanya pengetahuan mereka, tetapi juga empati mereka terhadap berbagai kelompok kebudayaan. Dengan demikian pembelajaran ini berhasil menumbuhkan kecerdasan budaya peserta didik. Seperti tampak pada sikap-sikap berempati dan menerima perbedaan di antara beragam kelompok tersebut. 
DEKONSTRUKSI SEJARAH PERANG KERAJAAN-KERAJAAN ISLAM DI ASIA TENGGARA DALAM PEDAGOGI SEJARAH Supriatna, Nana
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 9, No 2 (2008): Perkembangan Islam di Indonesia
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (180.483 KB) | DOI: 10.17509/historia.v9i2.12177

Abstract

In this article, subject-matter of history at the junior and senior high schools as well (SMP and SMA) on Islamic Sultanates in the Nusantara region “is deconstructed” from the “history of wars” to become Islamic history which is now relevant to the contemporary social issues faced by the Muslim ummah in Indonesia. Common issues such as poverty, ummah enforcement, working ethos, entrepreneurship, social networking (silaturahim) and the commemoration of the glorious grandeur of the past maritime world of the Sultanates, are all historic issues which are still problems faced by the Muslim ummah and, are more interesting as foci of inquiry in the learning process of history class. Deconstruction of war history in history pedagogy is necessary and in accordance with contextual approach and, at the same time as a response to the accusation that Islam is identical with violence and terrorism. Deconstruction in history pedagogy is to build a new image on Islamic history which. It is very important for the Islamic ummah to response all kinds of challenges which they confront at this time. In this article the notion of deconstruction is carried out on conventional history which stresses too much on progress account experienced by the Sultanates in the Nusantara, including wars which becomes problematic topic and contextual with the real life of the students. The results of deconstruction will be constructed by using interrelated construction of topics, concepts, emancipator questions, and associate to contemporary social problems which are faced by the Muslims.
Pengembangan Kreativitas Imajinatif Abad Ke-21 dalam Pembelajaran Sejarah Supriatna, Nana
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 2, No 2 (2019): Pendidikan Sejarah abad 21
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.097 KB) | DOI: 10.17509/historia.v2i2.16629

Abstract

“Bangsa Indonesia belum merdeka sejak tahun 1945”. Itulah jawaban seorang peserta didik di salah satu Sekolah Menengah Atas (SMA) di Bandung ketika ditanya gurunya dengan kalimat tanya “Bagaimana cara bangsa Indonesia mengisi kemerdekaan setelah memproklamasikan kemerdekaannya pada tanggal 17 Agustus 1945? Jawaban itu muncul ketika guru melontarkan pertanyaan kepada seluruh kelas dan salah seorang siswa mengangkat tangan dan langsung menjawabnya. Kegiatan tanya jawab itu berlangsung saat seorang guru pamong mengajar sesuai Kurikulum Tahun 2013. Artikel ini dikembangkan dari hasil observasi terhadap proses pembelajaran yang dilakukan oleh guru Sejarah dan mahasiswa peserta Program Pengalaman Lapangan (PPL) Departemen Pendidikan Sejarah, UPI, di salah satu SMA di Bandung. Melalui dialog antara dosen, mahasiswa dan guru pamong disepakati kegiatan pembelajaran lebih fokus pada pencapaian kompetensi inti kedua (KI-2) disamping pencapaian Kompetensi Dasar (KD). Salah satu unsur KI-2 adalah kreatifitas yang dikembangkan lebih lanjut menjadi kreatifitas-imajinatif serta dihubungkan dengan keterampilan yang banyak digarap oleh kalangan pendidik guna menyiapkan peserta didik berperan aktif di abad ke-21 ini. Creativity and Innovation yang dikembangkn oleh Trilling and Fadel (2009), Piirto (2011) dan Griffin (2012), digunakan sebagai rujukan. Kurikulum Tahun 2013 dijadikan sebagai guideline terkait dengan KI dan KD dan diperkaya dengan curriculum as an experiences dan dikembangkan dalam pembelajaran kontekstual. Peserta didik ditempatkan sebagai pelaku sejarah pada zamannya (Supriatna, 2007).
SOCIAL STUDIES COMIC: APPLICATION OF NEUROPEDAGOGY APPROACH TO SOCIAL STUDIES TEXT BOOK OF SMP KELAS VII Supriatna, Nana; Fauzi, Wildan Insan; Holilah, Mina
International Journal Pedagogy of Social Studies Vol 4, No 2 (2019): Research Social Studies
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijposs.v4i2.21705

Abstract

Research on brain based learning began intensive since the 1990s and mostly revolves around the teaching and learning process. The abundance of research on neuorsains has a profound effect on the speed of brain-based learning research. Meanwhile, research on history textbooks mostly takes the theme of historiography and minimal research on its use in learning. This is where the importance of research is brain based learning and social studies textbooks. Textbook research related to brain-based learning has been initiated by the team since 2013. This year's research, researchers will conduct further research on brain-based learning as the basis for making IPS comic textbooks. Based on the study of previous research findings, the application of Neuropedagogy in IPS textbooks in the form of comics includes: time line, a glimpse of info, historical lessons, behind characters, mind maps, historical caricatures, historical humor, historical mysteries, contemporary issues, if history, and memorizing strategies . The main limitation of this research problem is how is the application of brain-based learning in social studies text books VII class? This research uses a research and development approach model with the steps in this process referring to the form of a cycle.
ANALYSIS OF STUDENTS ECOLOGICAL INTELLIGENCE Pratiwi, Rani Tania; Disman, Disman; Supriatna, Nana; Wiyanarti, Erlina; Agustira, Deden
International Journal of Educational Management and Innovation Vol 1, No 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v1i2.1825

Abstract

In December 2018, Kuningan University launched the Green Campus. The eco - campus program is motivated by, among others, that the campus environment is expecting to be a comfortable, clean, shady (green), beautiful, and healthy place to gain knowledge. The campus environment as an inseparable part of the urban ecosystem is not insignificant in its role and contribution to increasing or reducing global warming. Besides that, what is also important is how the campus community can implement Environmental Science and Technology in a Real Field. Therefore the Eco-Campus program is aimed at increasing the awareness and concern of the campus community as a collection of scientific societies to participate and be responsible for reducing Global Warming. However, er, of all these issues, the most important thing is how we can apply the concept in our daily behavior better known as green behavior, then how this behavior can be transmitted and taught in the context of education. Sometimes we think too hard about behaviors like what can say green behavior
Introduction "Mangrove" Ecoliteracy for IPS Learning on Elementary School Herawati, Ignasia Anggi; Supriatna, Nana; Sulastri, Sulastri
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (138.967 KB)

Abstract

Mangroves are now increasingly rare in Indonesian waters because almost all of the mangroves have been damaged. This is certainly very alarming considering that mangroves actually have a very important role for the survival of all living things. Referring to the problem, it is necessary to introduce ecoliteracy of "mangroves" as a small action aimed at inviting students to save mangrove ecosystems that have been damaged one of the ways by replanting mangrove plants around the waters, to instill students' caring attitudes towards the environment and foster a student's love for environment. The method used in this research is literature study which refers to literature review in the form of articles in journals, books, and other reliable sources related to the research title. Based on the results of the study, explaining that in social studies learning at school students not only acquire basic theories but also the need to develop social skills possessed by students specifically in maintaining and preserving mangroves
Theoretical Aspects Of Ecological Intelligence Development Of Students In Elementary Schools Zulfikar, Hari Ahmad; Supriatna, Nana; Nurbaeti, Iyus
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.411 KB)

Abstract

The environment is defined as a place where living things carry out their life activities. Clean and sustainable environment can sustain continuous life(sustainability).Therefore, intelligence is needed to support it, one of the intelligence that is the basis for this ecological intelligence (ecoliteracy). Every behavior or action of a person based on ecological intelligence,it does not only have an impact on himself and others, but also on other living things and the nature around where a person lives or in other terms "empathy for all forms of life". Current conditions in elementary schools have not shown students who have ecological intelligence. The development of social skills or character of students in elementary schools still focuses on human interaction. Through ecopedagogy, teachers need to link interactions between humans and the environment or nature. The purpose of writing this article is to describe some aspects of the theory of ecological intelligence development of students in elementary schools. This study uses a literature study (literature review) which produces a description of several theories in developing ecological intelligence of students in elementary schools
Effect of Effectiveness of Application Used Cooperative Learning Model Type Numbered Head Together (NHT), Teams Games Tournament (TGT) and Course Review Horay (CRH) against Increased Critical Thinking Skill of Students: (Experimental Study in Class fifth grade Social Science Subject In Cluster three Sub District Garawangi, Kuningan Regency) Fitriyani, Yani; Supriatna, Nana
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (389.153 KB)

Abstract

This research was conducted because of the low critical thinking of students on social studies, this study aims to determine the Effectiveness of the application Cooperative Learning Model Type Numbered Head Together (NHT), Teams Games Tournament (TGT) and Course Review Horay (CRH) on Increasing Critical Thinking skill of Students in Social Studies. This type of research was quasi-experimental research, with a Counterbalance design research design. The subject in this study were fifth grade students of Gugus III Garawangi sub-district, Kuningan regerency, class V SDN Pakembangan Garawangi sub-district, class V SDN kutakembaran 1 Garawangi sub-district, and Class V SDN Kutakembaran 2 Garawangi sub-district, all schools are located in Kuningan District, West Java, where each class was an experimental class. Data collection techniques used are instrument test in this study was the multiple choice questions. Data analysis used to the analisis of statistic. The results of data analysis used statistic tests with t-test (independent samples t-test) at the 95% level of confidence obtained value tcount> ttable and probability value sig. (2-tailed) < 0.05, this shows that there are differences in the students' critical thinking skills so that the hypothesis is accepted, the results show the results of the mean of student that the Cooperative Learning Model Numbered Head Together (NHT), Teams Games Tournament (TGT) and Course Review Horay (CRH) are effectively used to improve students' critical thinking skills in social studies subject in class fifth of Cluster 3 sub-District of Garawangi, Kuningan Regency, west java
Co-Authors - Sapriya AA Sudharmawan, AA Abdul Azis Wahab Abdul Hakam, Kama Abidin, Rahman Acep Rahmat Acep Supriadi Agus Mulyana Agus Mulyana Agus Mulyanto Agustira, Deden Ahmal Ahmal Aim Abdulkarim Aisiah Aisiah Aldi Cahya Maulidan Alfisyah Alfisyah Alif Ilman Mansyur Amanullah, Muhammad Abror Andi Ima Kusuma Andriani, Eli Nurlela Anggraini, Diana Noor Anggriani, Ni Ketut Anik Widiastuti Anik Widiastuti Aprianti, Yuli aqwaliah, yuni Asnimawati, Asnimawati Asty Yunita Benu Asy’ari, Hasyim Atep Sujana Aulia Novemy Dhita Ayuningtyas, Riva Bahri, Saiful Cahyaningrum, Siti Indah Cicilia Melinda Ciptro Handrianto Dadang Sundawa, Dadang Dahlena, Alni Dedi Setiawan Didin Saripudin Disman Disman Disman, Disman Eftiza Khairunniza, Liza Dwi Eirnanda, Aflaha Eli Nurlela Andriani Encep Supriatna Eneng Martini Enok Maryani Erawati, Erna Rostika Erlina Wiyanarti Ersis Warmansyah Abbas Fadlurrahman, Farras Farhana, Husna Felia Siska Firdaus, Rizal Esya Fitria Sari Fitriyani, Yani Gustiana, Asep Deni Gyta Sari Harahap, Dharma Hamdani, Haris Hamlan andi hana lestari Handani, Sari Sri Hari Mulyadi, Hari Hartutik (Hartutik) Hasni Hasni Hasni Hasni Hendayani, Santi Hendra Kurniawan Herawati, Ignasia Anggi Heronimus Delu Pingge Heryati, Tuti I Made Pageh Idrus Affandi Ihsan, Muzhir Iis Husnul Hotimah Ima Rahmawati Irfan Marjuqi, Adi Irma Siti Nuravipah Jumadi Jumadi Jumadi Jumadi Jumriani, Jumriani Kama Abdulhakam Khairunniza, Liza Khotibul Umam Kokom Komalasari krisdayanti, devi Kristanto, Kiki Labibatussolihah, Labibatussolihah Lanlan Muhria Leli Yulifar Lingga Utami Mamat Ruhimat, Mamat Marjuqi, Adi Irfan Maulana, Amri Dhimas Mawarni, Venti Meylawati, Nur Insani Mina Holilah, Mina Misnah Misnah Moch Eryk Kamsori Moh Said Muhamad Azisy Ramdani Muksin, Asep Mulya, Agus Surya Mulyanah, Uyun Murdiyah Winari Murdiyah Winarti Mustika, Dena Muthohharoh, Fajrin Muthia Mutiani Mutiani Nabila Jasmine Najamuddin Najamuddin, Najamuddin Nanang Kosim Nashar Nashar Neiny Ratmaningsih Neni Maulidah Niken Vioreza Nour Muhammad Adriani Nuhiyah, N Nur'aini, Fatwa Nurbaeti, Iyus Nurmalia Susanti Oka Agus Kurniawan Shavab, Oka Agus Kurniawan Piki Setri Pernantah Pratiwi, Rani Tania Prayogi, Dimas Dwi Priandini, Dara Pribadi, Pandu Prihatiningsih Prihatiningsih, Prihatiningsih Putro, Rendy Wahyu Satriyo Rahman Rahman Rahmawati, Deasy Ratmaningsih, Neiny Rima Fransiska Rinawati Risal Maulana Risma Nuriyanti Rohana Abdullah Rohili, Lili Said Hamid Hasan Santi Santika Sapriya Sapriya Sapriya Sari, Mia Zultrianti Saripudin, Didin Sariyatun Sariyatun Sekarrini, Nastiti Zahra Septiansi, Ira Septiansyah Tanjung Shabirah Sulistiyani Siska, Felia Siti Nurbayani Siti Nurbayani K Sona Minasyan SORMIN, SALMAN ALPARIS Sri Gusmayanti, Aneu Sulaeman, Maman Sulastri Sulastri Sumantri, Yeni Kurniawati Syarifudin, Aip Tanjung, Septiansyah Tatat Hartati Uyun, Hairul Vinco, Michael Silvester Mitchel Vioreza, Niken Vioreza, Niken Wahyu Sopandi Wawan Darmawan Wawan Darmawan Wawan Setiawan Widi Kasetyaningsih, Sufi wildan Insan Fauzi Yani Kusmarni Yani Kusmarni, Yani Yeni Kurniawati Yeni Kurniawati Sumantri Yonanda, Devi Afriyuni Yuliawati, Astri Yulifar, Leli Yuver Kusnoto, Yuver Zachary, Hafidz Zamroni, M Afif Zulfikar, Hari Ahmad