Articles

PENGEMBANGAN BAHAN AJAR LEMBAR KERJA SISWA MATERI INTERAKSI MAKHLUK HIDUP DENGAN LINGKUNGAN

Jurnal Teknologi Informasi Komunikasi Pendidikan Vol 2, No 2 (2014): Jurnal Teknologi Informasi Komunikasi Pendidikan
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Abstract

The objectives of this study are ( 1 ) to analyze the potential and conditions for the development of worksheets as IPA teaching materials chapter interactions living creatures with the environment, ( 2 ) analyze the characteristics of IPA worksheet, (3)  produce worksheets as IPA teaching materials chapter interactions living creatures with the environment.The study used research and development approach, conducted in SMP Negeri 4 Gunung Sugih, SMP Negeri 1 Gunung Sugih and SMP Trijaya. Conclusions of research are : ( 1 ) SMP Negeri 4 Gunung Sugih potentially for the development worksheet as IPA teaching materials, ( 2 ) development results in the form worksheet as IPA teaching materials, ( 3 ) worksheet as IPA teaching materials are effective used as a medium of learning, which is evidenced by the gain value in the treatment class is 0.54 which is better than the control class gain that value was 0.36.Tujuan penelitian ini adalah (1) menganalisis potensi dan kondisi untuk pengembangan LKS IPA sebagai Bahan Ajar  IPA pada materi  interaksi makhluk hidup dengan lingkungan, (2) menganalisis karakteristik Bahan Ajar LKS IPA, (3) menghasilkan Bahan Ajar LKS IPA yang digunakan sebagai sumber belajar IPA materi  interaksi makhluk hidup dengan lingkungan.Penelitian menggunakan pendekatan penelitian dan pengembangan, dilakukan di SMP N 1 Gunung Sugih, SMPN 4 Gunung Sugih dan SMP Tri Jaya Gunung Sugih. Kesimpulan penelitian adalah: (1) SMP Negeri 4 Gunung Sugih berpotensi untuk pengembangan bahan ajar LKS IPA, (2) karakteristik bahan ajar LKS IPA yang dikembangkan adalah LKS Inkuiri dimana siswa menemukan sendiri konsep dan prinsip dari materi yang dipelajari, (3) hasil dari pengembangan ini adalah berupa produk bahan ajar LKS IPA yang divalidasi oleh ahli media, ahli materi dan ahli desain pembelajaran.Kata kunci : bahan ajar, ilmu pengetahuan alam, lembar kerja siswa

PENGARUH BAHAN AJAR MODUL REMEDIAL TERHADAP HASIL BELAJAR KOGNITIF SISWA

Jurnal Bioterdidik Vol 2, No 4 (2014): Jurnal Bioterdidik
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Abstract

This study was aimed to know the influence of using remedial modules learning material on the minimum completeness criteria (MCC) student achievement. The research design was equivalent control group. Samples were all of the VIII class who have remedial and was selected by purposive sampling. The research data were quantitative and qualitative. The quantitative data were the average of pretest, posttest and gain were analyzed by U-test. The qualitative data was the student responses questionnaire were analyzed decriptively. The results showed that student achievement was increase with value average of pretest (35.38); posttest (73.42); and gain (0.59). The most of students (90.44%) gived positive respond to the using of remedial modules learning material. Thus, learning use remedial modules learning material influence to increas the MCC in the Human Circulatory System subject matter. Penelitian ini bertujuan untuk mengetahui pengaruh bahan ajar modul remedial terhadap pencapaian kriteria ketuntasan minimal (KKM) siswa. Desain penelitian adalah kelompok kontrol ekivalen. Sampel penelitian adalah seluruh kelas VIII yang mengalami remedial dan dipilih secara purposive sampling. Data penelitian berupa kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretest, postest dan gain yang dianalisis menggunakan uji U. Data kualitatif berupa angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hasil belajar mengalami peningkatan dengan rata-rata nilai pretest (35,38); posttest (73,42); dan gain (0,59). Sebagian besar siswa (90,44%) memberikan tanggapan positif terhadap penggunaan bahan ajar modul remedial. Dengan demikian, pembelajaran dengan menggunakan bahan ajar modul remedial berpengaruh dalam meningkatkan KKM siswa pada materi pokok Sistem Peredaran Darah Manusia.  Kata kunci : hasil belajar kognitif siswa, modul remedial, sistem peredaran darah manusia

PENGGUNAAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

Jurnal Bioterdidik Vol 3, No 1 (2015): Jurnal Bioterdidik
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Abstract

This research aimed to know the effect of Problem Based Learning (PBL) for improving students learning activities and students learning outcomes on environment subject matter. Samples were X5 and X6 from SMA N 1 Trimurjo 2013/2014 academic year that was choosen by purposive sampling. The research design was pretest-postest non equivalent. The quantitative data were students learning outcomes from pretest, postest score which analyzed using t-test and U-test. The qualitative data were students learning activities data,  questionnaire responses that were analyzed descriptively. The result showed that the average of learning activities increased in every aspect with adequate criteria (68,18). Most of students (77,27%-95,45%) gave positive responds and involved in PBL. PBL model improved students learning outcomes with N-gain average on medium criteria (67,98%). N-gain average of C4 indicator cognitif on experiment class was significantly different but was not significantly different on N-gain average of C2 indicator cognitif. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Problem Based Learning (PBL) dalam meningkatkan aktivitas dan hasil belajar siswa pada meteri pokok lingkungan. Sampel penelitian adalah siswa kelas X5 dan X6 SMA N 1 Trimurjo tahun pelajaran 2013/2014 yang dipilih secara purposive sampling. Desain penelitian adalah pretes postes tak ekuivalen. Data kuantitatif diperoleh dari nilai pretes-postes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data aktivitas, angket tanggapan dan keterlibatan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar meningkat di setiap aspek dengan kriteria cukup (68,18). Sebagian besar siswa (77,27%-95,45%) memberikan tanggapan positif terhadap model PBL dan terlibat dalam proses pembelajaran PBL. Penggunaan model PBL meningkatkan hasil belajar siswa dengan rata-rata N-gain berkriteria sedang (67,98%). Rata-rata N-gain pada indikator kognitif C4 kelas eksperimen berbeda signifikan, sedangkan rata-rata N-gain pada indikator kognitif C2 tidak berbeda signifikan. Kata kunci : aktivitas belajar, hasil belajar, lingkungan, model PBL

PENGGUNAAN LEMBAR KERJA SISWA BERBASIS KETERAMPILAN PROSES SAINS TERHADAP KETERAMPILAN PROSES SAINS

Jurnal Bioterdidik Vol 2, No 2 (2014): Jurnal Bioterdidik
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Abstract

This research was aimed to know the effect of  student work sheet (SWS) based science process skill (SPS) towards student SPS. This research design was pretest-post test non-equivalent group. Samples were VIIC and VIIF that was chosen by purposive sampling. Quantitative data was obtained from the average value of test and analyzed by using t-test and U-test. Qualitative data was description of  student SPS, learning activities data and questionnaire responses were analyzed descriptively. The results showed that the students SPS was still low, it was proofed by pretest average 13.07; post test average 25.75; and N-gain average 0.15. N-gain average on observation skils 0.17; interpretation skill 0.08; and communication skill 0.33. Whereas students average of learning activities was 60.25% with middle criteria. Beside that, the most of students (92.5%) gave postive responsed towards SWS based SPS. Thus, learning used SWS based SPS was influenced not significantly to improve students SPS. Penelitian ini bertujuan untuk mengetahui pengaruh lembar kerja siswa (LKS) berbasis  keterampilan proses sains (KPS) terhadap KPS siswa. Desain penelitian adalah  pretes-postes kelompok tak ekuivalen. Sampel yaitu kelas VIIC dan VIIF yang dipilih secara  purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan U. Data kualitatif berupa deskripsi KPS, data aktivitas belajar, dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa KPS siswa masih rendah yang dibuktikan dengan rata-rata pretes 13,07; rata-rata postes 25,75; dan rata-rata N-gain sebesar 0,15. Rata-rata N-gain pada keterampilan observasi 0,17; keterampilan interpretasi 0,08; dan keterampilan komunikasi sebesar 0,33. Sedangkan rata-rata aktivitas belajar siswa sebesar 60,25%  yang berkriteria sedang. Selain itu, sebagian besar siswa (92,5%) memberikan tanggapan positif terhadap LKS berbasis KPS. Dengan demikian, pembelajaran menggunakan LKS berbasis KPS berpengaruh tidak signifikan dalam meningkatkan KPS siswa. Kata kunci :  aktivitas belajar, KPS, LKS berbasis KPS 

PENGARUH PENDEKATAN SAINS TEKNOLOGI MASYARAKAT TERHADAP HASIL BELAJAR DAN KEMAMPUAN AFEKTIF SISWA

Jurnal Bioterdidik Vol 2, No 6 (2014): Jurnal Bioterdidik
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Abstract

This research was knowing the use of applicating approach science technology community toward students learning result and students affective abilities. The research designs were non equivalent pretest – posttest. The research sample were students in IXA and IXB class that was selected by purposive sampling technique. The qualitative data was gotten by students affective abilities and questionnaire of students, that were analyzed descriptive. The quantitative data were the average score of test, that was analyzed by t-test and U-test. The result showed that the students affective (asking questions, proposing an opinion, working together, convince in answering questions) achieve an average of 80% which is in good criteria. Beside that the students learning outcomes also develop, with N-gain average score was 74.42. The students also gives positive responses to applicating approach STC. Thus, it can be concluded that the used of approach STC increase with of students learning result and students affective abilities in application of biotechnology.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan pendekatan Sains Teknologi Masyarakat (STM) terhadap hasil belajar dan kemampuan afektif siswa. Desain penelitian adalah pretes postes tak ekuivalen. Sampel penelitian adalah siswa kelas IXA dan IXB yang dipilih secara purposive sampling. Data kualitatif berupa kemampuan afektif siswa, dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Hasil penelitian menunjukkan kemampuan afektif siswa yaitu mengajukan pertanyaan, mengusulkan pendapat, bekerjasama, dan meyakinkan dalam menjawab pertanyaan mencapai rata-rata yaitu 80% berkriteria baik. Hasil belajar siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 74.42. Selain itu, semua siswa memberikan tanggapan positif yaitu senang terhadap penggunaan pendekatan STM. Dengan demikian, pembelajaran menggunakan pendekatan STM berpengaruh terhadap peningkatan hasil belajar dan kemampuan afektif siswa pada materi penerapan bioteknologi.Kata kunci : bioteknologi, hasil belajar, kemampuan afektif, STM

PENGARUH PENGGUNAAN LINGKUNGAN SEKITAR SEKOLAH SEBAGAI SUMBER BELAJAR TERHADAP KEMAMPUAN BERFIKIR KRITIS

Jurnal Bioterdidik Vol 2, No 3 (2014): Jurnal Bioterdidik
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Abstract

This study aimed to determine the effect of the use at environment around the school to the students critical thinking skills. The design is pretest - posttest non equivalent. The samples were class VIIA and VIIB which selected by purposive sampling. The quantitative data obtained from the average of pretest, posttest and gain were analyzed by using U test. The qualitative data obtained from observation sheet of learning activities and questionnaire responses of students treated descriptively. The results showed that the use of the environment around the school was effective in improving learning outcomes seen from (N-gain 0.74) higher and significantly different and student learning activities by 78.49 % , aspects of collecting data was the highest activity of the student . In addition , most students (± 70 %) gave a positive response . Thus the use of the environment around the school has a positive effect on the ability of critical thinking and activity of students in the subject matter of the ecosystem. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan lingkungan sekitar sekolah terhadap kemampuan berpikir kritis siswa. Desain penelitian adalah pretest-postest non ekuivalen.  Sampel penelitian adalah kelas VIIA dan VIIB  dipilih dengan purposive sampling. Data penelitian berupa kuantitatif dan  kualitatif. Data kuantitatif diperoleh dari pretest dan posttest diolah menggunakan uji-U. Data kualitatif merupakan aktivitas belajar siswa dan angket tanggapan siswa diolah secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan lingkungan sekitar sekolah efektif dalam meningkatkan hasil belajar dilihat dari (N-gain 0,74) lebih tinggi serta berbeda nyata dan aktivitas belajar siswa sebesar 78,49%,  aspek mengumpulkan data merupakan aktivitas tertinggi yang dilakukan siswa. Selain itu, sebagian besar siswa (±70%) memberikan tanggapan positif. Dengan demikian penggunaan lingkungan sekitar sekolah berpengaruh dalam meningkatkan kemampuan berpikir kritis dan aktivitas siswa pada materi pokok ekosistem.Kata kunci: ekosistem, kemampuan berpikir kritis, lingkungan sekitar sekolah

PROFIL GURU DALAM PEMBELAJARAN IPA PADA KELAS III SEKOLAH DASAR

Jurnal Bioterdidik Vol 2, No 7 (2014): Jurnal Bioterdidik
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Abstract

The purpose of this research is to describe how the teachers teach science for grade three of Rajabasa elementary school. The research subjects are  six teachers who teached science for grade three of Rajabasa elementary school by using purposive sampling technique. The research data was qualitative data that was obtained from description of teacher’s learning process. Data analysis was gotten from learning activity observation sheet that was compared with process standard, scientific approach and contructivism. The research result show that  science learning that was done by teachers who teach grade three of Rajabasa elementary school is not suit enough with process standard (83,4%), scientific approach (66,7%)  and contructivism (66,7%). Thus, the science learning that was done by teachers who teach grade three of Rajabasa elementary school is not suit enough with those three cases.Penelitian ini bertujuan untuk mendeskripsikan profil guru dalam pembelajaran IPA pada kelas III Sekolah Dasar di Rajabasa. Subjek penelitian ini adalah enam guru yang mengajar IPA pada kelas III Sekolah Dasar di Rajabasa menggunakan teknik purposive sampling. Data penelitian ini adalah data kualitatif yang diperoleh dari deskripsi proses pembelajaran yang dilaksanakan oleh guru. Analisis data diperoleh dari lembar observasi kegiatan pembelajaran yang dibandingkan dengan standar proses, pendekatan saintifik, dan konstruktivisme. Hasil penelitian menunjukkan bahwa pembelajaran IPA yang dilaksanakan oleh guru-guru kelas III pada SD di Rajabasa adalah kurang sesuai dengan standar proses (83,4%), pendekatan IPA saintifik (66,7%) dan konstruktivisme (66,7%). Dengan demikian, pembelajaran IPA yang dilaksanakan oleh guru-guru kelas III pada SD di Rajabasa adalah kurang sesuai dengan ketiga hal tersebut.Kata kunci: konstruktivisme, pembelajaran IPA, pendekatan saintifik, profil guru, standar proses

PENGGUNAAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

Jurnal Bioterdidik Vol 3, No 1 (2015): Jurnal Bioterdidik
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Abstract

This research aimed to know the influence of PBL model to improve students learning activity and learning outcomes. The design was pretest-posttest non equivalent group by purposive sampling, so class X4 and X3 were choosen as research subjects. The quantitative data were obtained from the average  value of test that were analyzed using t-test and U-test. The qualitative data were student learning activity, students response and involvement questionnaire, that were analyzed descriptively. The result showed that the learning activity average improved with good criteria (77.39). PBL could increased students learning outcomes with high criteria (71.04). Most of students responds gave positive to the using of PBL model. Thus, it can be concluded that learning using PBL model was influence to improve the student learning activity and learning outcomes.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model PBL dalam meningkatkan aktivitas dan hasil belajar siswa. Desain yang digunakan adalah pretes-postes kelompok non ekuivalen dengan pusposive sampling, sehingga kelas X4 dan X3diambil sebagai subjek penelitian. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji t dan uji-U. Data kualitatif berupa aktivitas belajar siswa, angket tanggapan serta keterlibatan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas belajar meningkat dengan kriteria baik (77,39). Penggunaan model PBL dapat meningkatkan hasil belajar siswa dengan kriteria tinggi (71,04). Sebagian besar siswa juga memberikan tanggapan positif dan keterlibatannya dalam penggunaan model PBL. Dengan demikian, pembelajaran menggunakan model PBL berpengaruh dalam meningkatkan aktivitas dan hasil belajar siswa.  Kata kunci : aktivitas belajar, hasil belajar, lingkungan, model PBL

PENGARUH MODEL PEMBELAJARAN BERDASARKAN MASALAH (PBM) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA

Jurnal Bioterdidik Vol 1, No 3 (2013): jurnal bioterdidik
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Abstract

Based on interview with biology teacher in SMP N 22 Bandar Lampung, student’s critical thinking skill were not optimally developed. Alternative that can be used to improve student’s critical thinking is problem based learning (PBL) model. This experiment aims to find out the influence of PBLmodel towards improvement of student’s critical thinking skill. This is quasi experiment using pretest posttest group non equivalent design. Sample are students from VIIIA and VIII B  which selected from population by random sampling method. Quantitative data from the average of pretest, posttest and N-gain which statistically analyzed with Mann Whitney-U test. Qualitative data are student’s critical thinking skilldescription, learning activities and student’s response about applicating PBL model which descriptively analyzed. Result of this experiment showed that student’s critical thinking skill improved significantly in giving reason (18,34%) and giving solution (44,36%)whereas not in formulating problem, hypothesize and interpretating statement.The student’s learning activities in all observed aspects (78,49%).  Student’s learning activities improved in asking question (6,4%)and presenting group discussion result (16,45%) which are at high level. The students (86,25%)  also give positive response in PBL.  Keywords:  problem based learning model, critical thinking skill, human digestive system

PERBANDINGAN MODEL JIGSAW DENGAN NHT TERHADAP HASIL BELAJAR PADA MATERI SISTEM PENCERNAAN

Jurnal Bioterdidik Vol 3, No 2 (2015): Jurnal Bioterdidik
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Abstract

This research was aimed to know student’s learning achievement which is higher between Jigsaw and NHT in digestive system material. The research design was pretest-posttest comparative group with purposive sampling so that students of XI IPA1 and XI IPA2 class SMA Negeri 1 Kedondong used as subjects. Quantitative data obtained from the average value of pretest, posttest, and N-gain were analyzed using U-test and t-test. Qualitative data obtained from description of learning activities. The research result showed that NHT improved learning achievement with average N-gain (0,43). Improvement of N-gain C2 indicator (0,57), C3 (0,25), C4 (0,44), and C5 (0,44). Student’s learning activities average of NHT (59,03%) medium criteried. Jigsaw class (53,70)% low criteried. Thus, model NHT influenced significantly to improve activities and students learning achievement of digestive system subject matter.Penelitian ini bertujuan untuk mengetahui hasil belajar yang lebih tinggi antara Jigsaw dengan NHT pada materi sistem pencernaan. Desain penelitian pretes postes kelompok pembanding dengan purposive sampling sehingga kelas XI IPA1 dan XI IPA2 SMA Negeri 1 Kedondong sebagai subjek. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain dianalisis menggunakan uji U dan uji t. Data kualitatif berupa deskriptif aktivitas belajar. Hasil penelitian NHT meningkatkan hasil belajar dengan rata-rata N-gain (0,43). Peningkatan terjadi pada N-gain indikator C2 (0,57), C3 (0,25), C4 (0,44), dan C5 (0,44). Rata-rata aktivitas belajar siswa yang menggunakan NHT (59,03%) berkriteria sedang. Kelas Jigsaw (53,70%) berkriteria rendah. Dengan demikian, NHT berpengaruh signifikan dalam meningkatkan aktivitas dan hasil belajar siswa pada materi pokok sistem pencernaan.Kata kunci : hasil belajar, NHT, pembelajaran jigsaw, sistem pencernaan

Co-Authors Abdurahman Abdurrahman Abdurrahman Abdurrahman Achmad Fauzi Adhitian Adhitian Adi Setiawan Afif Bintoro Ahmadi, Rizal Aima Mufidah, Aima Alhazizah, Fitri Anah, Isti Andiyanto, Danu Andriani, Deka Andries Hidayad Anikarnisia, Ni Made Annisa Solihah Arista Seftiara Ariyani, Era Arwin Achmad Arwin Surbakti Astari, Whiendy Mutiara Ayu Putri Prahastini, Ayu Putri Ayu Windarwati Balqist, Almaidah Berti Yolida Chintia Monalia, Chintia Cicilia Rina Fitriani Cris Ayu Setyaningsih Deni Verdianto Deny Rinawati Desi Ameliawati Destya Norrahmah Devi Andriani Devia Ratna Sari Dewi Citra Handayani Dewi Khoirun Nisa, Dewi Khoirun Dina Maulina Dwi Cheri Lestari Dwi Fitriyani, Dwi Dwi Puspita Sari, Dwi Puspita Dwi Yulianti Eldi Ridho Akmal Eli Komariah Elisa, Cintia Eliyana Putri Ely Fitri Astuti Endah Tri Septiani Eni Yunita Erni Oftika, Erni Evi Oktavia Fadhilah Khairani, Fadhilah Fandiyani, Kartika Farida Andriyani Fatmala Ajeng Pekerti Fauziyah, Amalia Feri Pernando Fina Citha Kasih Fitri Nuraini, Fitri Fitri Wulandari Fauzi Fitri, Juariah Galuh Septiara Sywi, Galuh Septiara Harry Haryono, Harry Hartini, Ni Ketut Hasmah Hasmah, Hasmah Hayati Hayati Hayati, Elok Deswiana Helen Meta Afisha, Helen Meta Herlinda Oktarina, Herlinda Herpratiwi Herpratiwi Hotmauli Situmorang, Hotmauli Hudi, Amilil Hutri Padma Da Silva I Nyoman Tri Bayu I Putu Yudiarta Ilmiyatni, Fatynia Imron Rosadi Intan Rizki Anita, Intan Rizki Ira Rosita Ismah Fathimah, Ismah Jaka Wijaya Kartika Ayu Wulandari Karyanti Karyanti, Karyanti Khoiriah Khoiriah, Khoiriah Komasari Komasari Kusdiningsih, Erni Zakia Kusuma, Fiska Fatrisia Lestari, Ni Wayan Nila Sri Lestari, Rizky Lia Andriyani Lita Yudhitya, Lita M. Agita Brevy Hernovan, M. Agita Brevy Martina Krista Ratna Sari Masayu Olba D. A. Mega Ridni Utari, Mega Ridni Mei Rukmana Melda Yanti Melrisda Perdana Sari, Melrisda Perdana Mila Vanalita Mira Olivia Hr Mufidah Estu Kinasih, Mufidah Estu Muhammad Akbar Nabilah, Nina Nadia Dewi Septiani najamuddin, muhammad Neni Hasnunidah Neni Yulianita nesia premurdia Nia Wahyuningtyas Noor Fadiawati Nopri Jumarni Novalia Ariska Novi Yulianingsih Novita Sari Nugroho, Andri Tri Nur Apriani Nur Apriyani Nurhayati Nurhayati Nuria Fiani Nurlaila Kurniawati Nurrohmah, Eka Nyinang Andani, Nyinang Ofi Oktaviani Pebriani Pebriani Pramudiyanti Pramudiyanti Primasari Pertiwi Purwadi Purwadi Pusfarini, Pusfarini Puspita, Indri Puspitasari, Pipit Puspitayani, Dwi Putra, Dani Jaya Putri Chris Yanto Putri Ratna Sari, Putri Ratna Putri, Anggraini Eka Putri, Dina Afriani Putri, Sherly Aprillia Rahmayanti, Anna Rakhmawati, Ismi Ratu Betta Rudibyani Renita Prahastiani Requistiawati, Requistiawati Rika Permatasari, Rika Rika Sundari, Rika rina sailifa Rinawati Rinawati Rini Rita Marpaung Rini Rita T Marpaung Rini Rita T Marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Rini Rita T. Marpaung Rini T. Marpaung Rinu Bhakti Dewantara Rio Afrian Riya Mariga Sari Rizki Faya Islami Rizki Nofrial Rizki Sevtyn Pratiwi Rohim Rochein Kafear Rohmaniar Jamaluddin Rosiana Aisyiyah Rosida Rosida Rosita Rosita Ruwanti Ruwanti Safitri, Ajeng Saputri, Ovi Resja Sari, Tini Aprilia Sarvia Trisniati Sasmita Erzana Septa Trismanita Septi Astari Septian Nurrachman Silvia Prana Mahkota Simamora, Delima Meilyana Sisca Puspita Nasution Siska Meitasari Siti Fatimah Soni Satrian Syah Sri Mulyani Sri Utami Sri Wahyuningsih Sri Wirahayu Sudaryanti Sudaryanti Sugeng Pranata Sulamtina, Putri Sulistiyowati Sulistiyowati Sunyono Sunyono Suri Dewi Yanti Susi Susanti Tyas Kharimah Tindani, Tyas Kharimah Ulfah, Nadia Ulfah Utami, Gina Oktavia Vifty Octanarlia Narsan, Vifty Octanarlia Wahyu Wahyu Walidayah, Nining Hidayatun Nadhifatul Wana Ginandi Putra, Wana Ginandi Wasilatul - Hikmah, Wasilatul - Wina Halimah Wirdona Yunisa, Wirdona Wulan Sari Irawati, Wulan Sari Yayang Permata Putri Yogi Fitriani, Yogi Yuniar Aprilia, Yuniar Yuningsih, Ratna Yunita, Evi Yusika Nabilla