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EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN NUMBERED HEAD TOGETHER (NHT) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KONSEP DIRI BELAJAR MATEMATIKA SISWA DI SMP NEGERI E-KABUPATEN BLORA Kusumaningtyas, Yekti Putri; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: This research aimed to find out: (1) which one is better among learning models of Think Talk Write (TTW), Numbered Head Together (NHT) or conventional one in giving mathematics learning achievement, (2) which one is better among students’ levels of self concept, students having high, medium or low self concept in giving mathematics learning achievement. (3) in each learning model, which one is better among students’ levels of self concept in having mathematics learning achievement and (4) in each level of self concept, which one is better among Think Talk Write (TTW), Numbered Head Together (NHT) or conventional model in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all students of Junior High School (SMP) in Blora. The samples were chosen by using stratified cluster random sampling. The samples were 309 students; consist of 105 students in the first experimental class, 105 in the second experimental class, and 99 students in control class. The instruments used to collect the data were the test of mathematics achievement and questionnaire of self concept. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It showed that three classes had balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed that: (1) Think Talk Write (TTW) and Numbered Head Together (NHT) learning models had better achievement than conventional model, Think Talk Write (TTW) and Numbered Head Together (NHT) learning models had the same mathematics achievement, (2) the students having high self concept had better learning achievement than those having medium and low self concept, the students having medium and low self concept had the same mathematics learning achievement, (3) in each learning model: the students having high self concept had better learning achievement than those having medium and low self concept, the students having medium and low self concept had the same mathematics learning achievement, (4) in each level of self concept: Think Talk Write (TTW) and Numbered Head Together (NHT) model better learning achievement than conventional model, Think Talk Write (TTW) and Numbered Head Together (NHT) model had the same good mathematics learning achievement.Keywords: Think Talk Write (TTW), Numbered Head Together (NHT), mathematics learning achievement, and self concept.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH) PADA MATERI SEGITIGA KELAS VII SMP SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Yuniarti, Titik; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Absrtact: The aims of this research were: (1) to describe the Problem Based Learning process with using of  the valid and practical scientific approach to the main subject of  triangle for the VII degree of junior high school, (2) to describe the effectiveness of Problem Based Learning tools by using scientific approach which had been developed. This research run in two phases. The first phase was the process of the development of learning tools used 4-D model. This model consisted of four phases namely, (1) defined phase, (2) designed phase, (3) developed  phase, and (4) disseminated phase. The second phase was the test of the effectiveness of the learning tools that has been developed using experiment method. The population was the students of the VII degree of Tasikmadu junior high school. The sampling was conducted randomly, the one was as the experiment class and the other was as control class. The results of this research were as follows. (1) The development of the learning tools conducted was valid and practical because the equipment that was developed based on the strong rational theory, it had internal consistency, and the learning equipment implicated in the learning process, (2) This learning used Problem Based Learning process with the scientific approach was better than the direct learning. Keywords: Development of learning, problem based learning, scientific approach
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Azizah, Eka Nur; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP/MTs DI KABUPATEN SRAGEN Nyoto, Nyoto; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which one had a better mathematics achievement, students instructed with the cooperative learning of Think Pair Share (TPS) type with Realistic Mathematics Education (RME) approach, the cooperative learning of TPS type, or the direct learning model; (2) which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (3) on each type of learning model, which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (4) on each learning style, which one had a better mathematics achievement, students instructed with the cooperative learning of TPS type with Realistic Mathematics Education approach, the cooperative learning of TPS type, or the direct learning model. This research was quasi experimental with 3×3 factorial design. The population was all students of the grade VIII State Junior High Schools/Islamic State Junior Secondary School in Sragen Regency. Sampling was done by stratified cluster random sampling technique. The sample consisted of 308 students. The instrument used to collect data was mathematics achievement test and questionnaire of students learning style. Balance test used unbalanced one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded as follows. (1) Students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model. (2) Students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (3) On the cooperative learning model of TPS type with RME approach, the cooperative learning model of TPS type, and the direct learning model, students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (4) On students with visual learning style, auditorial learning style, and kinesthetic learning style, students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model.Keywords: TPS, RME, students learning style
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA PESERTA DIDIK SMP NEGERI KELAS VIII SE-KOTA METRO Rosyidah, Ummi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement the cooperative learning model of the jigsaw type, TGT or direct learning model, (2) in the student mathematical reasoning abilities, which one having better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (3) in each learning models (jigsaw, TGT or direct learning model) which one providing better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (4) in each student mathematical reasoning abilities (high, moderate, or low) which one providing better mathematics learning achievement, the cooperative learning model of the jigsaw type, TGT, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VIII of State Junior Secondary Schools in Metro City. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 243 students. The instruments to collect the data were test of Mathematics learning achievement and test of achievement in mathematical reasoning abilities. Technique of analyzing data that used was unbalanced two way analysis of variance. The results of the research were as follows. 1) The cooperative learning model of the jigsaw type results better Mathematics learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type results better learning achievement in Mathematics than the direct learning model. 2) The students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities, the students with the moderate mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 3) In the cooperative learning model of the jigsaw type and TGT, the students with the high mathematical reasoning abilities have same achievement in Mathematics as those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities. In the direct learning model, the students with the high mathematical reasoning abilities have  better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 4) In each of the mathematical reasoning abilities of students which are high and moderate, the cooperative learning model of the jigsaw type results same learning achievement in Mathematics as the cooperative learning model of the TGT type and the direct learning model. In addition, in the low mathematical reasoning abilities, the cooperative learning model of the jigsaw type results better learning achievement in Mathematics than the direct learning model.Keywords: Jigsaw, TGT, Direct Learning, and Mathematical Reasoning Abilities
PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH-LANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT Widyastuti, Rany; Usodo, Budi; Riyadi, Riyadi
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polya’s rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climber’s type, a student with camper’s type, and a student with quitter’s type. The data collection in this research was conducted through questionnaires and task-based interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Huberman’s concept, that was data’s reduction, data’s presentation, and conclusion. The result of this research showed that (1) climber’s student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camper’s student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitter’s student used imperfection assimilation and accomodation thinking process in understanding the problem, student didn’t use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polya’s rule, Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION GUIDE NOTE TAKING (TAI GNT) DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Gazali, Muhammad; Riyadi, Riyadi; Roswitha, Mania
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from students independence learning. The learning models compared were cooperative learning model of TAI GNT, cooperative learning model of TAI, and conventional model. The type of the research was a quasi-experimental research. The population was the tenth grade students of senior high school at East Lombok in the first semester of the academic year 2012/2013. The size of the sample was 104 students is given the cooperative learning model of TAI GNT type, 106 students is given the cooperative learning model of TAI type, 105 students is given model of conventional type. The instruments used were documentation, questionnaire, and test methods. The data was analyzed using two way analysis of variance. The results of this research are as follows. (1) The TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematics learning achievement than conventional model. (2) The students with high independence learning have better mathematic learning achievement than students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning. (3) In each level of independence learning (high, medium, and low), TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematic learning achievement than conventional model. (4) In each learning models (TAI GNT, TAI and conventional), the students with high independence learning have better mathematics learning achievement than the students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning.Keywords: cooperative learning, team assisted individualization, guide note taking, independence learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN MOOD UNDERSTAND RECALL DETECT ELABORATE REVIEW (MURDER) PADA MATERI POKOK LOGARITMA DITINJAU DARI MINAT BELAJAR SISWA KELAS X SMK SE KABUPATEN KARANGANYAR Mustaqim, Burhan; Riyadi, Riyadi; Sujadi, Imam
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: This research aims at knowing (1) the effectiveness of TPS, MURDER and Direct Instruction model to the students´ achievement on mathematics, (2) which learning model TPS, MURDER and Direct Instruction, having better achievement on mathematics viewed from students’ interest, (3) students’ achievement viewed from students’ interest on each learning model. This research is experimental research using factorial design 3x3. The population is students of SMK on technique program in Karanganyar. Sampling is stratified cluster random sampling. The sample is 300 students, 100 is first experimental class, 100 is second experimental class and 100 is control class. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Instrument test and questionnaire were tested before it is used to take data. Instrument validities test and questionnaire were carried out by validator, reliability test was tested by formula KR-20 and reliability questionnaire was tested with formula Cronbach Alpha while its data analysis technique uses two-way analysis of variance with unequal cells. From the result was concluded that: (1) Students who are taught using cooperative learning model, MURDER, have better achievement than TPS and Direct Instruction. Those taught by using TPS have better achievement than Direct Instruction. (2) Viewed from students’ interest, high, mid, and low, taught by using learning MURDER have better achievement than TPS and those taught by using TPS have better achievement than Direct Instruction. (3) Viewed from learning model MURDER, TPS, and Direct Instruction, students having high interest have better achievement than those students having mid interest and students having mid interest have better achievement than those students having low interest.Keywords: MURDER, TPS, Interests Learning, Students Achievement on mathematics.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Azizah, Eka Nur; Usodo, Budi; Riyadi, Riyadi
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement.
PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH-LANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT Widyastuti, Rany; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polya’s rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climber’s type, a student with camper’s type, and a student with quitter’s type. The data collection in this research was conducted through questionnaires and task-based interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Huberman’s concept, that was data’s reduction, data’s presentation, and conclusion. The result of this research showed that (1) climber’s student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camper’s student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitter’s student used imperfection assimilation and accomodation thinking process in understanding the problem, student didn’t use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polya’s rule, Adversity Quotient (AQ)
Co-Authors Abdul Aziz Hidayat Abdul Razak Abi Fadila Adeyanto, Rizki Ahmad Ahmad Aji Permana Putra Alhabsyi, Fadhel Abdullah Ali Fakhrudin, Ali Anasiru, R.H. Andriawan Nurcahyo, Andriawan Anita Dewi Utami, Anita Dewi Anna Setyowati Ardiantoro, Gigih Ardiyani, Shila Majid Ari Suningsih Arief, Sigit S. Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Armansyah, Yanuar Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Dwi Rahmawati, Arum Dwi Asih Miatun, Asih Asy’ari Asy’ari Atmojo, I.R. Widianto Aulia Musla Mustika Budi Usodo Budiyono Budiyono Burhan Mustaqim Devi Larasati Dewantara, Rizky Yudhi Dewi Kurniasari, Dewi Dewi Retno Sari Saputro Dewi, Lenny Puspita Dewi, Yasinta Putri Djumaliningsih, Nosa Putri Dwi Yuni Pramugarini Dwiani Listya Kartika, Dwiani Listya E.P.U, Moertiningsih Edi Irawan Eka Nur Azizah Endah Asmarawati, Endah Endah Wulantina, Endah Endang Siti Astuti Endang Sri Handayani Erni Susanti Ersam Mahendrawan Farah Heniati Santosa, Farah Heniati Farouk, Umar Firmansyah, I.U. Fitri Andika Nurussafa’at, Fitri Andika Fitriani, Nur Syarifah Gatut Iswahyudi Gunarhadi Gunarhadi, Gunarhadi Guritno Ari Wibowo Hadi Mulyono Hanafiah, Anis Hartono Hartono Hasan Mahfud Hasyim, Fatchun Herlambang, Mustika Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Imam Sujadi Irma Ayuwanti, Irma Irnistisia, Firna Isnaeni Umi Machromah, Isnaeni Umi Iwan Hermawan Jeany Maria Fatima, Jeany Maria Juitaning Mustika, Juitaning Kertahadi Kertahadi Khairunnisa, Eka Agustina Kuncara, Adi Wahyu Latif, Ikhsan Abdul Lina Utami, Lina Luthfiana Mirati, Luthfiana Maghfiroh Yanuarti Mania Roswitha Mardiyana Mardiyana Mariyati, Yuni Miftachudin Miftachudin, Miftachudin Muhammad Aqil Muhammad Gazali Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Nina Nurmasari Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Nuraini Muhassanah Nurul Amalia K W Nyoto Nyoto, Nyoto Panglipur Yekti, Sherly Mayfana Patrisius Afrisno Udil, Patrisius Afrisno Permatasari, Berti Dyah Priatmoko, Digky Bima Puji Ayuni Putra, Wahyu Dwi Rachmanti, Aulia Rany Widyastuti Rima Aksen Cahdriyana Rina Kurniawati Sajidan Sajidan Sigit Pamungkas Sigit Rimbatmojo, Sigit Siti Komsatun Siti Mutmainah Sofia Hapsari, Alfonsa Maria Sri Hartati Ningsih Sri Marmoah Sri Subanti Sri, Yamtinah Sugihardjo Sugihardjo Suharmanto Suharmanto, Suharmanto Sulaiman Sulaiman Sumanah Sumanah Suryanjani, Samsi Susilawati, Dyah Syarifah, Triana Jamilatus T A Kusmayadi, T A Tanti Listiani, Tanti Tarmo, Tarmo Titik Yuniarti Tri Atmojo Kusmayadi Tri Silaningsih Triyanto Triyanto Tunggu Biyarti Twiningsih, Anik Ulfa Masamah, Ulfa Ummi Rosyidah, Ummi V Kartikaningtyas, V Veramita, Iis Dian Via Yustitia, Via Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardi, Musfiatul Widodo Widodo Yekti Putri Kusumaningtyas Yulianti Yulianti Zara Mertiana RZ