Mardiyana Mardiyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

Published : 193 Documents
Articles

KARAKTERISTIK BERPIKIR MATEMATIS SISWA SMP MAJELIS TAFSIR AL-QUR’AN (MTA) GEMOLONG DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KEMAMPUAN PENALARAN SISWA DAN GENDER Supriyanto, Agus; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to know and to describe mathematical thinking characteristic of grade VII students of SMP MTA Gemolong in solving mathematic  problems at linear equation of two variables (LETV) observed from the reasoning capability and gender. This research belonged to descriptive research with qualitative explorative approach. The sample was taken by using purposive sampling technique. There were six samples used in this research. The category of the sample based on this reasoning ability was taken by reasoning test and space field test. There were two types of instruments that were used in this research to collect the data. The first was solving problem test instrument, and the second was interview guidance. Validation test of the data that was used in this research was time triangulation test. The results of this research indicated as follows. (1) The characteristic of mathematical thinking of male and female students with high reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and connection phase. Whereas in analysis phaseit was not completed. (2) The characteristic of mathematical thinking of male and female students with intermediate reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and the connection phase.  Whereas in analysis phase, it was not completed. (3) The characteristic of mathematical thinking of male and female students with low reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction phase. Whereas in the connection and analysis phase, it was not completed.Keywords: mathematic thinking, solving problem, reasoning ability, gender
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, GROUP INVESTIGATION, DAN THINK TALK WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP PRESTASI DAN KREATIVITAS BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA Nuraya, Naufalia; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: This research aims to know the different effect among learning models used i.e, Discovery Learning (DL) with scientific approach, Group Investigation (GI) with scientific approach, and Think Talk Write (TTW) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Tegal year of 2014/2015. Sample was taken by stratified cluster random sampling technique. The hypothesis test used two way MANOVA with unbalanced cell. The results of the research were as follows: (1) a. Learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning achievement of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. Mathematics learning creativity of student treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and mathematics learning creativity of student treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (2) a. Learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. Mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability; (3) a. In the high, medium, and low reasoning ability, learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning creativity of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. In the high, medium, and low reasoning ability, mathematics learning creativity of students treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and learning creativity of students treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (4) a. In DL, GI, and TTW with scientific approach, learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. In DL, GI, and TTW with scientific approach, mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability.Keywords: DL, GI, TTW, Scientific Approach, Reasoning Ability, Learning Achievement, Mathematics Learning Creativity.
EKSPERIMENTASI PEMBELAJARAN STAD DENGAN MEDIA POWER POINT DAN MODEL BANGUN RUANG MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR Mardi, Mardi; Mardiyana, Mardiyana; Triyanto, Triyanto
Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objective of this research are to investigate: (1) which one that is more effective in teaching geometry, the STAD type of cooperative learning model with Power Point media or that with Geometrical Model media or that with Conventional media, (2) which learning style results in a better learning achievement and (3) which media used in the STAD learning model results in a better learning achievement in each learning style of the students.This research used the quasi-experimental method. The population of this research was the 9th-grade students of the state junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 250 students who were divided into 85 students of the first experiment class, 83 students of the second experiment class, and 82 students of the control class. The samples were taken by using stratified cluster random sampling. The data of this research were gathered through documentation, test, and questionnaire. The hypothesis of this research were tested by using unbalanced Two-way Analysis of Variance. Conclusions drawn are as follows: (1) the STAD learning model with the Power Point media is better than the STAD learning models with the Geometrical Model and the Conventional media whereas the STAD learning model with the Geometrical Model media is equal to the STAD learning model with the Conventional media; (2) the students with the kinesthetic learning style have a better learning achievement than those with the visual and auditory learning styles whereas the students with the visual learning style have an equal learning achievement to those with the auditory learning style; (3) the STAD learning model with the Power Point media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the visual learning style; (4) the STAD learning model with the all of the three types of media results in an equal learning achievement in the auditory learning style; and (5) the STAD learning model with the Geometrical Model media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the kinesthetic learning style.Keywords: STAD, Power Point media, Geometrical Model media and learning style.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK Toipur, Toipur; Mardiyana, Mardiyana; Roswitha, Mania
Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced two-way analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI TRIGONOMETRI DITINJAU DARI MINAT BELAJAR MATEMATIKA SISWA SMK DI KABUPATEN PONOROGO TAHUN PELAJARAN 2011/2012 Budiastuti, Siti Amirah; Mardiyana, Mardiyana; Triyanto, Triyanto
Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research are to investigate: (1) wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), or conventional learning model results in a better learning achievement in Mathematics, (2) which learning interest of the high learning interest, the moderate learning interest, and the low learning interest results in a better learning achievement in Mathematics,(3) in the students with the high, moderate, and low learning interests, wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), and conventional learning model results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research were the students of Vocational High School (SMK) in Ponorogo regency on Academic Year 2011/2012. The samples of the research were taken by using the stratified cluster random sampling technique. It was conducted at SMK 1 of Ponorogo, SMK Bakti of Ponorogo, and SMK Sore 1 of Ponorogo. The samples included two experimental classes and one control class of each of the schools. The size of the sample was 275 students consisted of 84 students in the first experimental class, 105 sudents in the second experimental class and 86 students in control class. The data of the research were gathered through mathematics achievement tes and quetionary of learning interest. The data was analyzed by using two-way analysis of variance with.The results of the reseach are as follows: (1) both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does; (2) the students with the higher learning interest have a better learning achievement in Mathematics than those with the moderate learning interest and the low learning interest, but the students with the moderat learning interest have the same learning achievement in Mathematics those with the low learning interest; (3) in the students with the high, moderat, and low learning interest, both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does.Key words: Think Pair Share, Team Assisted Individualization, Conventional, Learning Interest
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Hasanah, Nana; Mardiyana, Mardiyana; Sutrima, Sutrima
Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: This research aims to discribe the thinking process of male and female junior high school students with extrovert and introvert personality type in solving math problems using Polya steps. This research was a descriptive qualitative research. The subjects of this research were 10 junior high school students of 3 Depok Junior High School, consisting of 3 extrovert male students, 2 extrovert female students, 2 introvert male students, and 3 introvert female students. Subject selection procedure was done by purposive and snowball sampling methods. The data collection was conducted by categorizing students’ personality type, giving mathematics test to the research subjects, and interviewing the research subjects. In order to get valid data, the researcher used time triangulation. Technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. Male students with extrovert personality type, in understanding problem using assimilation thinking process, make a plan using assimilation thinking process, in carrying out the plan using accommodation thinking process, and look back the completed solution using assimilation thinking process. Female students with extrovert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Male students with introvert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Female students with introvert personality type, in understanding problem, make a plan, and looking back the completed solution using assimilation thinking process, and then in carry out the plan using incomplete assimilation thinking process.Keywords: Thinking Process, Problem Solving, Extrovert and Introvert Personality,Gender
EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) YANG DIMODIFIKASI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Sasomo, Budi; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student learning independency. The learning model compared were modified GI, GI and direct learning. This research  was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri in Pacitan regency. The sampling technique used was stratified cluster random sampling. Hypotheses testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypotheses testing, it were concluded that: 1) modified GI learning model give better achievement than GI and direct learning, while GI learning model and direct learning gave the same achievement. 2) Students with independent type have better achievement than students with individualistic type, conscientious type and self-conscious type, students with individualistic type have better achievement than students with conscientious type and self-conscious type, students with conscientious type and self-conscious type have the same achievement. 3) For all of learning independency type, modified GI learning model give better achievement than GI learning model and direct learning, GI learning model and direct learning give the same achievement.  4) For all of learning models,  students with independent type, individualistic type, conscientious type and self-conscious type have the same achievement.Keywords: Modified Group Investigation (GI), student learning independency. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN NHT PADAPOKOK BAHASAN RELASI DAN FUNGSI DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI DI KABUPATEN PRINGSEWU PROVINSI LAMPUNG Rahayu, Siti; Mardiyana, Mardiyana; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type TAI, NHT, or conventional; (2) which one has better  mathematics learning achievement among students with AQ categories; (3) at each of  learning models, which students has better mathematics learning achievement with AQ categories; (4) at each of AQ categories, which one results better mathematics learning achievement among type learning models. This study was quasi-experimental research. The population of this study was all students in grade VIII SMP Pringsewu, Lampung. The sampling technique was done by stratified cluster random sampling. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design.The conclusions of the research were as follows. (1) Cooperative learning type TAI results better mathematics learning achievement than type NHT and conventional, and the achievement  of student mathematics learning by NHT is the same as the achievement conventional.  (2) The achievement  of student mathematics learning in climbers is the same as the achievement campers, students with climbers have better mathematics learning achievement than those with quitters, and the achievement  of student mathematics learning in campers is the same as the achievement quitters; (3)  in each learning models, the students mathematics learning achievment is in constancy with  result of AQ categories, (4) in each of AQ categories, students mathematics learning achievment is in constancy with result of learning models.Keywords: Team Assisted Individualization (TAI), Numbered Head Together (NHT), conventional,  Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN GUIDED NOTE TAKING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI KEMANDIRIAN BELAJAR PADA SISWA SMP KELAS VII DI KOTA SURAKARTA TAHUN PELAJARAN 2013/2014 Ambarwati, Dwi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The aim of research is to determine the effect of learning models on learning achievement viewed from students independence learning. The type of the research is a quasi-experimental. The population are the seventh grade students of junior high school at Surakarta. The sample are 268 students. Sampling is done by stratified cluster random sampling. Instruments which are used to collect data are achievement tests and questionnaire of students independence learning. Hypothesis test is two-way analysis of variance with unbalanced cells. The results of this research are as follows: 1) the TPS-GNT learning model gives better learning achievement than TPS and direct learning model, and TPS learning model gives better learning achievement than direct learning model. 2)  the students with high independence learning have better learning achievement than students with medium and low independence learning, and the students with medium independence learning have better learning achievement than students with low independence learning. 3) in each  learning model, the students with high, medium and low independence learning have the same learning achievement. 4) in the high independence learning, students with TPS-GNT, TPS and direct learning model have the same learning achievement, but in the medium and low independence learning, students with TPS-GNT learning model have better learning achievement than students with direct model, students with TPS-GNT and TPS learning model have the same learning achievement and students with TPS and direct learning model have the same learning achievement.Keywords: Think Pair Share (TPS), Guided Note Taking  (GNT), Independence Learning
KSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Keywords: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.
Co-Authors Aflich Yusnita Fitrianna Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Putra Wijaya, Agung Putra Agus Supriyanto Ambar Nurhayati Anggrahini Anggrahini Annisa Swastika, Annisa Arif Hardiyanti, Arif Aritsya Imswatama Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin, Aulia Ar Rakhman ‘Aini, Addin Zuhrotul Berti Okta Sari, Berti Okta Bintang Wicaksono Budi Sasomo, Budi Budi Usodo D R S Saputro, D R S Danar Supriadi Desi Gita Andriani Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro Dewi Retno Sari Saputro, Dewi Retno Dewi, Noviana Sukma Dian Ratna Ariyani, Dian Ratna Doni Susanto, Doni Dwi Ambarwati, Dwi dwi hidayati Dyah Ratri Aryuna EK Ajeng Rahmi Pinahayu, EK Ajeng Rahmi Eka Fitria Ningsih EKA RAHAYU PUJILESTARI, EKA RAHAYU Eka Sofia Agustina Ekaningsih Haryati Eli Widoyo Retno Endang Hariyati Endang Sri Handayani Fahimah Andini Faradila Thalib, Faradila Fatmawati, Harlinda Fina Hanifa Hidayati Fitri Apriyani Pratiwi, Fitri Apriyani Gatut Iswahyudi Getut Pramesti Hafidh Jauhari Harmei Mahar’ Aini Heri Cahyono Himmatul Afthina, Himmatul Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ikawati, Nur Ikrar Pramudya, Ikrar Ilham Rais A Imam Sujadi Intan Novia Sari Isna Nur Lailatul F, Isna Nur Isnandar Slamet, Isnandar Joko Domas, Joko Julian Reza Siwi Karomani Karomani KH, Abdul Aziz Kristin Yulianti Kusnul Chotimah Dwi Sanhadi, Kusnul Chotimah Mania Roswitha Manibuy, Ronald Marchamah Ulfa, Marchamah Mardi Mardi Mika Ambarawati, Mika Mu’ti, Yafita Arfina Murdoko, Yustinus Muslikhah Muslikhah Nana Hasanah Nanndo Yannuansa, Nanndo Naufalia Nuraya, Naufalia Ngatman, Ngatman Noor Hidayati Novia Dwi Rahmawati, Novia Dwi Nurul Hidayatus, Nurul Nurul Kustiyati, Nurul Nuryani Destiningsih, Nuryani Pitra Dwiningsih, Pitra Ponjo Sudjatmiko Pradipta Annurwanda, Pradipta Prihastini Oktasari Putri, Prihastini Oktasari Puji Ayuni Puji Rahayu Putri Sintia Gusantika, Putri Sintia R H Kuncorowati, R H Rahayu Sri W Rahayu, Nastiti Rahman Haryadi, Rahman Ratnasari Ratnasari Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Rizky Anggar Kusuma Wardani, Rizky Anggar Rizqona Maharani, Rizqona Rufiana, Intan Sari Sabar Santosa Safitri, Rini Dewi Santi Widyawati Savitri, Maria Endah Sayekti Dwiningrum, Sayekti Septiana Wijayanti Siti Amirah Budiastuti Siti Rahayu Sri Subanti Stefy Erlinda Novalia, Stefy Erlinda Sugihardjo Sugihardjo Sulistiyono Sulistiyono Sumanah Sumanah Suprapto Suprapto Supriyatin Supriyatin Suryanto Suryanto Susmono Susmono Sutarman Sutarman Sutrima Sutrima Sutrisno sutrisno Suyono Suyono Tien Syarifah Hafidhah, Tien Syarifah Toipur Toipur Tri Atmojo Kusmayadi Tri Silaningsih Triyanto Triyanto Tunjung Genarsih, Tunjung U H Putri, U H Ummu Salamah Very Hendra Saputra Wahyu Astuti Budi Wahyu Kurniawan Wahyu Utomo Wahyuningtyas, Widyana Wardani, Endang Purwati Wawan Wawan Westi Bilda, Westi Wicaksana, Hafid Widodo, An Nur Ami Yolan Kusumaningtyas, Yolan Yusnita Rahmawati Zaotul Wardi