Articles

Analisis Perancangan Sistem Informasi Pendaftaran Siswa Baru pada SMK Taman Siswa Kisaran Menggunakan Web Sudarmin, Sudarmin
JURTEKSI Vol 5, No 1 (2018): Desember 2018
Publisher : STMIK Royal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33330/jurteksi.v5i1.298

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Abstract: Information technology in everyday life is increasingly important because technological developments are increasing. The use of information technology in companies and the business world is very eradicating humans in the completion of fast and precise work. World Educational institutions are currently implementing information technology to support administrative work processes to support activities quickly and computerized. With a computerized system, it can provide good and effective services for the school. Taman Siswa Kisaran Private Vocational School is an educational institution that has a role to help educate the nation's children, still using computer technology that uses Microsoft Word and excel computers to manage new student admission compilation data using manual systems, making work efficiency in processing new student admission data must be accepted by this educational institution, information systems are expected to be able to improve public performance and efficiency in processing new student admissions data in making reports more efficient and accurate in the Taman Siswa K Private Vocational School. Keywords: Php, MySQL, Information System Abstrak: Peranan teknologi informasi dalam kehidupan sehari-hari sangatlah penting karena perkembangan teknologi sudah semakin pesat. Penggunaan teknologi informasi  di perusahaan dan dunia bisnis sangat membatuh manusia dalam menyelesaikan pekerjaan secara cepat dan tepat. Dunia Institusi pendidikanpun saat ini sedang menerapkan teknologi informasi sebagai sarana untuk mendukung proses pekerjaan tenaga administrasi untuk menyelesaian aktivitas dengan cepat dan terkomputerisasi. Dengan adanya sistem yang terkomputerisasi maka dapat memberikan pelayanan yang baik dan efesien khususnya untuk pihak sekolah. SMK Swasta Taman Siswa Kisaran adalah suatu lembaga pendidikan yang memiliki peran membantu mencerdaskan anak bangsa, masih memanfaatkan teknologi komputer secara sederhana seperti penggunaan aplikasi Microsoft word dan excel untuk pengolahan data-data ketika penerimaan siswa baru berlangsung hanya dengan menggunakan sistem manual, sehingga efesiensi kerja dalam pengolahan data penerimaan siswa baru belum didapatkan oleh instansi pendidikan ini,  sistem informasi diharapkan mampu meningkatkan pelyanan publik dan efesiensi kerja terutama dalam pengolahan data penerimaan siswa baru dalam membuat laporan yang lebih efesien dan akurat pada SMK Swasta Taman Siswa Kisaran.Kata Kunci : Php, MySQL, Sistem Informasi
Transformasi Pengetahuan Sains Tradisional menjadi Sains Ilmiah dalam Proses Produksi Jamu Tradisional Sudarmin, Sudarmin; Asyhar, Rayandra
EDUSAINS Vol 1, No 1 (2012): Edu-sains
Publisher : EDUSAINS

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Transformation of the traditional sciences into a scientific knowledge of traditional jamu production by local community of Cilacap, Center Java, has been studied. The research was intended to transfrom the original science of Jawa community into scientific knowledge. The output of the research is a set of scientific kenowledge as a result of reconstruction of the original sciences of Jawa community, i.e. in processing traditional Jamu, and it can be used by science teachers as a learning source or a contextual model of teaching in a classroom activities. This research is a descriptive-qualitative research, and the researchers were involved directly in collecting data, i.e. observation, interview, discussion, and collection of informations and documents. The data were analysed, verified, transformed into scientific knowledge, and interpreted to obtain the meaningful information. Focus of the research is a tradition of Cilacap community in producing traditional Jamu, including the production process, types of jamu and its effect to human health. The research concludes that traditional science producing traditional jamu can be transformed into a set of scientific knowledge.
Kontribusi asesmen formatif dalam tahapan understanding by design terhadap pemahaman mahasiswa calon guru biologi Gloria, Ria Yulia; Sudarmin, Sudarmin
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.401 KB) | DOI: 10.26555/bioedukatika.v6i2.9507

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Paradigma pembelajaran saat ini telah berubah dari berpusat pada guru menjadi berpusat pada siswa. Hal ini sejalan dengan tuntutan keterampilan abad-21, oleh karena itu diperlukan pembelajaran yang melatih keterampilan berpikir tingkat tinggi seperti pemahaman. Saat ini masih terdapat pembelajaran yang tidak mendorong kearah terbentuknya pemahaman mahasiswa, selain itu proses penilaian yang dilakukan masih berorientasi pada nilai akhir yang tidak autentik. Oleh karena itu dibutuhkan asesmen formatif, yaitu  penilaian yang memiliki tiga komponen yang diperlukan yaitu umpan balik (feedback), penilaian sejawat (peer-assessment), dan penilaian diri sendiri (self-assessment) yang bertujuan membentuk pemahaman. Penelitian ini bertujuan untuk mengetahui korelasi dan kontribusi asesmen formatif melalui UbD (Understanding by Design) dengan pemahaman mahasiswa. Partisipan dalam penelitian ini adalah mahasiswa calon guru Biologi. Penelitian menggunakan rancangan korelasi kuantitatif, untuk mendeskripsikan dan mengukur serta mengetahui derajat keterkaitan antara dua variabel. Uji statistik yang dilakukan adalah uji korelasi dan regresi. Penelitian menghasilkan kesimpulan bahwa terdapat korelasi antara semua komponen asesmen formatif melalui UbD dengan pemahaman mahasiswa. Hasil uji regresi dihasilkan R2 = 0,547. menunjukkan bahwa tingkat pengaruh komponen asesmen formatif yaitu feedback, peer-assessment, dan self-assessment terhadap pemahaman UbD mahasiswa sebesar  54,7%. The contribution of formative assessment with the stages of understanding by design (UbD) to the understanding of prospective biology teachers. Today’s learning process puts the students as the subject, or in other words, it is student centered in which teachers are only as facilitators. This is in line with the demanded skills of the 21st-century, in which learning is required to train students to have high-level thinking skills such as understanding. However there are still many learning activities that do not lead to the formation of students’ understanding. Besides that the assessment process is still oriented at the final score/grade that is not authentic. A formative assessment, an assessment that has three required components: feedback, peer assessment, and self assessment, is therefore required. This assessment is expected to form an understanding. This study aims to determine the correlation and contribution of formative assessment through UbD to the understanding of the students. Participants in this study were students of prospective Biology teachers. The study used quantitative correlation design to describe and measure, and know the degree of linkage between the two variables. The statistical test performed was correlation and regression test. The study concludes that there is a correlation between all components of the formative assessment through UbD with students’ understanding. Regression test result yielded R2 = 0.547 which means that the level of influence of the components of the formative assessment i.e. feedback, peer assessment, and self assessment on the students' understanding is 54.7%.
The Generic Science Skill Profile of Fourth Grade Students on Acid And Base Topic in Guided Inquiry Learning Model Yohana, Ismi; Sudarmin, Sudarmin; Wardani, Sri; Mohyaddin, Siti Norasikin Binti
International Journal of Active Learning Vol 3, No 2 (2018): October 2018
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.492 KB) | DOI: 10.15294/ijal.v3i2.13485

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This research aims to find and identify the 4th level students science generic skill using guided inquiry learning in SMK Raja Permaisuri Bainun. This research method is descriptive qualitative method that explains the generic science skills indicators that have been studied through the Data taken from the research then Analyzed and summarized as research results. Profile of generic science skills valuation indicates that the indicator of student observation on acid and base material is high with the average of 81. Science Generic skills of symbolic language are classified with average of 73, while logical consistency and inference indicator are classified as high with average of 67 and 85 respectively. Overall, 4th Generic science skills of SMK Raja Permaisuri Bainin on acid and base material in guided inquiry learning is high enough with the average of 76.5. The analysis of students' cognitive learning outcomes guided inquiry learning was obtained in average of 73 and it indicated a high level of achievement. Furthermore, this result also indicated resources in the student's response to the guided inquiry learning that positively influences the students science generic skills.
PENGEMBANGAN PERANGKAT PEMBELAJARAN LARUTAN BERPENDEKATAN PBL UNTUK MENINGKATKAN KGS INFERENSIAL LOGIKA Ardiyanti, Deni; Sudarmin, Sudarmin
Jurnal Inovasi Pendidikan Kimia Vol 9, No 2 (2015): July 2015
Publisher : Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Pengembangan perangkat pembelajaran berpendekatan Problem Based Learning (PBL) merupakan upaya untuk meningkatkan Kerampilan Generik Sains (KGS) inferensial logika dan hasil belajar siswa. Penelitian ini bertujuan untuk (1) mengembangkan perangkat pembelajaran materi larutan dengan pendekatan PBL dan (2) mengetahui respon siswa terhadap perangkat pembelajaran menggunakan pendekatan PBL. Jenis penelitian ini merupakan jenis penelitian Research and Development (R&D). Teknik pemilihan sampel uji coba menggunakan teknik purposive sample. Perangkat pembelajaran dinyatakan valid apabila telah dinyatakan mempunyai kriteria baik atau sangat baik oleh tim ahli (validator). Hasil pengembangan produk perangkat pembelajaran telah dinyatakan valid dengan kategori baik dan layak diterapkan. Perangkat pembelajaran mampu meningkatkan KGS inferensial logika siswa dengan nilai rata-rata 58,5 menjadi 82,1. Perangkat pembelajaran mampu meningkatkan hasil belajar kognitif dengan nilai rata-rata 47,6 menjadi 79,3. Hasil belajar afektif sebanyak 34 siswa meningkat dari kriteria kurang baik menjadi baik. Hasil belajar psikomotorik sebanyak 22 siswa meningkat dari kriteria kurang baik menjadi baik. Angket respon siswa terhadap pembelajaran juga sangat baik dengan 4 siswa memberikan respon sangat puas, dan 33 siswa merasa puas terhadap pembelajaran. Simpulan yang diperoleh pada penelitian ini ialah 1) perangkat pembelajaran yang dikembangkan valid dan layak, dan 2) respon siswa terhadap pembelajaran dengan pendekatan PBL baik. Problem Based Learning (PBL) approach learning software development is an attempt to improve Generic Science Skill (KGS) inferential logic and student learning outcomes. This study aims to (1) develop the learning materials to the solution of the PBL approach, and (2) know the student response to learning tools using PBL approach. This type of research is a kind of research Research and Development (R&D). Test sample selection techniques using purposive sampling technique. Learning device is valid if it has been declared to have good or very good criteria by a team of experts (validators). The results of product development learning device has been declared invalid by both category and feasible. Learning device capable of improving inferential logic KGS students with an average value of 82.1. Learning device capable of improving cognitive learning outcomes with an average value of 79.3. As for the affective and psychomotor learning outcomes are 34 and 22 students have good criteria. Questionnaire responses of students to learning is also very good with 4 students responded very satisfied, and 33 students were satisfied with the learning. The conclusions obtained in this study are (1) learning device with Problem Based Learning was valid and feasible, (2) students response to learning with PBL approach were well.
PENERAPAN SELF ASSESSMENT UNTUK ANALISIS KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA Ardiana, Meiriza; Sudarmin, Sudarmin
Jurnal Inovasi Pendidikan Kimia Vol 9, No 1 (2015): January 2015
Publisher : Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Pembaharuan paradigma pembelajaran dalam kurikulum 2013 menuntut adanya keterampilan berpikir siswa. Meningkatkan keterampilan berpikir tingkat tinggi siswa merupakan salah satu upaya mendukung pencapaian tujuan pembelajaran dalam kurikulum tersebut. Penerapan self assessment pada siswa bertujuan untuk memberikan umpan balik agar siswa dapat memperbaiki cara belajarnya. Tujuan dari penelitian ini yaitu untuk mengetahui deskripsi dari setiap indikator keterampilan berpikir tingkat tinggi siswa, serta untuk mengetahui respon siswa terhadap penerapan self assessment dan keterampilan berpikir tingkat tinggi. Penelitian ini merupakan jenis penelitian deskriptif dengan desain penelitian dominant-less dominant design. Metode analisis data yang digunakan yaitu mix methods, gabungan antara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa tingkat capaian siswa yang bervariasi pada setiap indikator dengan total skor maksimum 160. Tiga dari sepuluh indikator yang terdapat dalam penelitian ini mendapatkan tingkat capaian baik, yaitu indikator mengambil keputusan dengan total skor 88, analisis dengan total skor 96, dan membuat larutan dengan total skor 99. Tujuh indikator lainnya mendapatkan tingkat capaian kurang, yaitu dengan total skor 75 untuk indikator identifikasi masalah, 78 untuk kesimpulan, 76 untuk evaluasi, 74 untuk prediksi, 65 untuk berpikir deduktif, 59 untuk berpikir induktif, dan 68 untuk berpikir kreatif. Hal tersebut menunjukkan bahwa keterampilan berpikir tingkat tinggi siswa masih tergolong kurang. Renewal of the learning paradigm in the curriculum of 2013 requires the students thinking skills. Improve students higher-order thinking skills is one of the efforts to support the achievement of learning objectives in the curriculum. The application of self-assessment on students aiming to provide feedback for students to improve the way of learning. The aim of this study is to determine the description of each indicator higher order thinking skills of students, as well as to determine the students response to the application of self-assessment and higher level thinking skills. This research is descriptive research with study design dominant-less dominant design. Methods of data analysis methods were used that mix, a combination of quantitative and qualitative. The results showed that the level of achievement of students who vary in each indicator with a total maximum score of 160. Three of the ten indicators contained in this study to get a good level of achievement, ie indicators take decisions with a total score of 88, the analysis with a total score of 96, and make the solution with a total score of 99. Seven other indicators of the level of achievement getting less, with a total score of 75 for the indicators of problem identification, 78 to conclusions, 76 for evaluation, 74 to predictions, 65 for deductive thinking, inductive thinking 59, and 68 to think creatively. This shows that the higher order thinking skills of students is still relatively lacking.
ANALISIS BERPIKIR KREATIF PADA PENERAPAN PROBLEM BASED LEARNING BERPENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS Ariani, Liska; Sudarmin, Sudarmin; Nurhayati, Sri
Jurnal Inovasi Pendidikan Kimia Vol 13, No 1 (2019): January (2019)
Publisher : Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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This study aims to analyze the ability of students’ creative thinking through the application of Problem Based Learning Model  based on Science, Technology, Engineering, and Mathematics (STEM) on solubility and solubility product constant (Ksp) material. The research method used was a case study with One-Shot Case Study design. Sampling in this research using purposive sampling technique. Instruments data collection using test method in the form questions of creative thinking to know the ability of students creative thinking and questionnaire to know the students response to the learning had  done. The results showed that, the average ability of creative thinking of students in good criteria with score 47,84 from total score 60 and the highest achievement in the indicator to view information from different point of view (89,48%), and the students gave positive responses for learning which is done. The conclusion of theses researches is the student’s ability of creative thinking  after applied  Problem Based Learning Model  based on Science, Technology, Engineering, and Mathematics on solubility and solubility product constant (Ksp) material in good criteria.
PENGEMBANGAN BUKU SAKU IPA TERPADU BILINGUAL DENGAN TEMA BAHAN KIMIA DALAM KEHIDUPAN SEBAGAI BAHAN AJAR DI MTs Rahmawati, Nurul Laili; Sudarmin, Sudarmin; Pukan, Krispinus Kedati
Unnes Science Education Journal Vol 2 No 1 (2013): February 2013
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v2i1.1769

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Evaluasi Implementasi Kurikulum 2013 di Sekolah Pelaksana Mandiri Budiani, Sri; Sudarmin, Sudarmin; Syamwil, Rodia
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): Juni 2017
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15998

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Implementasi Kurikulum 2013 di sekolah piloting maupun pelaksana mandiri perlu dievaluasi untuk menjaga konsistensi pencapaian tujuan kurikulum itu sendiri. Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum 2013 di sekolah pelaksana mandiri yang meliputi (1) Kesiapan implementasi; (2) Proses pembelajaran dan evaluasi pembelajaran, (3) hasil implementasi;  dan (4) tingkat keberhasilan implementasi.  Metode evaluasi yang digunakan adalah model Countenan Stake yang membagi komponen kurikulum dalam matrik observasi dan matrik pertimbangan meliputi tahap pendahuluan (antecedent), proses (transaction), dan hasil (outcomes). Penelitian dilakukan di SD Nasima Semarang yang merupakan sekolah pelaksana mandiri. Hasil penelitian menunjukkan bahwa tahap pendahuluan atau kesiapan implementasi meliputi kesiapan guru, buku, sarana prasarana, dan rencana pembelajaran sangat baik (95%), tahap proses yang meliputi kegiatan pembelajaran dan evaluasi pembelajaran sangat baik (90%), dan hasil implementasi yang meliputi respon peserta didik dan hasil belajar juga sangat baik (94%). Implementasi Kurikulum 2013 di sekolah pelaksana mandiri dapat berjalan sangat baik dengan dukungan pemenuhan standar nasional pendidikan dan para guru yang memiliki  motivasi, kreativitas, dan kinerja  yang baik.Implementation of Curriculum 2013 in schools piloting or independent organizers needs to be evaluated to maintain the consistency of curriculum goals. This study aimed to evaluate the implementation of Curriculum 2013 in  independent organizer to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation .The evaluation used Countenan Stake method which devided curriculum component in the judgment matrix and observation matrix includes the consideration of antecedent, transaction, and outcomes. The study was conducted in elementary school Nasima Semarang which is independent organizer. The results showed that the preparing stage or implementation readiness include the readiness of teachers, books, facilities, and learning plan is very good (95%), stage process that includes learning activities and learning evaluation is very good (90%), and the results of the implementation which includes responses students and learning outcomes are also very good (94%). Implementation of Curriculum 2013 in schools independent organizer can run really well by the support of compliance with  education national standards and teachers who have the motivation, creativity, and good performance.
KETERAMPILAN BERPIKIR KRITIS [CRITICAL THINKING] DALAM KONTEN DAN KONTEKS PEMBELAJARAN SAINS Sudarmin, Sudarmin
Prosiding SNPS (Seminar Nasional Pendidikan Sains) 2015: Prosiding SNPS (Seminar Nasional Pendidikan Sains)
Publisher : Universitas Sebelas Maret Surakarta

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Pendidikan sains dianggap menduduki posisi penting dalam pembangunan sumber manusia manusia yang cerdas dan berkarakter. Pembelajaran sains tidak lain merupakan proses konstruksi pengetahuan sains ilmiah melalui aktivitas berpikir. Berpikir kritis merupakan salah satu keterampilan tingkat tinggi yang sangat penting bagi siswa/mahasiswa. Keterampilan berpikir kritis adalah (a) suatu usaha yang melibatkan tenaga, pikiran, dan materi, (b) berpikkir reflektif dengan menekankan pada pembuatan keputusan tentang apa yang harus dipercayai atau dilakukan, dan (c) pemberdayaan kognitif dalam mencapai tujuan. Aktivitas dalam berpikir kritis meliputi kegiatan: 1) memperjelas pernyataan yang diterima atau diajukan, 2) mencari tambahan informasi, 3) mencari yang tersirat dari yang tersurat atau maksud-maksud yang tersembunyi, dan 4) mengevaluasi pernyataan berdasarkan hasil ketiga kegiatan sebelumnya. Indikator dari berpikir kritis adalah (a) memberikan penjelasan sederhana, (b) membangun keterampilan dasar, (c) membuat inferensia, (d) membuat penjelasan lebih lanjut, dan (e) mengatur strategi dan tehnik. Model/pendekatan pembelajaran dianggap mampu mengatasi mengembangkan ketereampilan berpikir diantaranya (a) model pembelajaran berbasis masalah, (b) model inkuiri, (c) pendekatan kontekstual, dan lai-lain. Pada pembelajaran sains dalam konten dan konteks pengembangan keterampilan berpikir kritis maka guru/dosen hekndaknya (a) mulai setiap pembelajaran dengan masalah atau kontroversi; gunakan keheningan untuk membangkitkan refleksi; (b) mengatur ruang kelas untuk membangkitkan interaksi dalam pembelajaran; (c) Jika mungkin, perpanjang waktu pembelajaran , (d) berpikir kritis akan terjadi jika siswa memiliki waktu yang tepat untuk sampai pada refleksi; dan (e) ciptakan lingkungan belajar yang nyaman .
Co-Authors Abdullah Kamal, Abdullah Achmad Binadja Addiani, Azza Khisnu Adhi, Danang Triasmoro afrisawati, Afrisawati Agung Tri Prasetya AguReyza Noviansari, AguReyza Agustin, Nella Aidid, Muhammad Kasim Alisa Shinsetsu Sulistyoningrum, Alisa Shinsetsu Amanatur Rifqi, Amanatur Andin Vita Amalia, Andin Vita Andrianie, Dwi Annisetyas, Regilita Anwar Sutoyo Ariani, Liska Arif Widiyatmoko, Arif Arifatun Nisa’, Arifatun Bahiyah, Lumiyatun Bustan, Muhammad Nadjib Carnawi, Carnawi Danar Saddam, Danar Dea Aransa Vikagustanti, Dea Aransa Deni Ardiyanti, Deni Dewi Mustikaningtyas Dewi Selvia Fardhyanti Dewi Widiaswati, Dewi Diena Rufaida, Diena Diyah Ayu Lestari, Diyah Ayu Dwi Lestari Dwi Rachmawati Dyah Rini Indriyanti Edo Septianu, Edo Edy Cahyono Edy Jatmiko, Edy Endang Susilaningsih Erna Noor Savitri, Erna Noor Ersanghono Kusumo, Ersanghono Febriani, Ema Rahma Hanik, Ajik Nur Hardi Suyitno Hardyanti, I S Harjito Harjito Harjono Harjono Hartono Hartono Haryanti Haryanti Hendry Oktaviyanto Budiman, Hendry Oktaviyanto Heri Setyanto, Heri Hestiana Ikhwati, Hestiana HP, D S Hardjono I.F. Azizah, I.F. Ihwanto, Muhammad Arif Imansari, Maulinda Indah Puji Rahayu Irianto Irianto Istianah Istianah Kasmadi Imam Supardi Kasmui Kasmui, Kasmui Kevin Mahendrani, Kevin Khoerunnisa, Ria Febu Krispinus Kedati Pukan Kristianingsih, Desiagi Dwi Kusoro Siadi Kustiono Kustiono, Kustiono Lestari, Melinda Dwi Meiriza Ardiana, Meiriza Melda Agustina, Melda Min Zahrotil Umami, Min Zahrotil Mirza Pahlevi, Mirza Mohyaddin, Siti Norasikin Binti Muhamad Taufiq Muharom, Sidik Murbangun Nuswowati Murbangun, N. Mustatik Islichanah, Mustatik Nanik Wijayanti Nanik Wijayati Natanael Natanael, Natanael Ni’matul Afifah, Ni’matul Nina Fitriani, Nina Nor Farida Azzakiya, Nor Farida Novi Ratna Dewi Nuni Widiarti Nurani, I Nurul Husna Annisa, Nurul Husna Nurul Laili Rahmawati, Nurul Laili Nyna Adhitama, Nyna Palupi, Meilani Dyah Parmin Parmin Pawestri Farrah Diba, Pawestri Farrah Priyosetyoko Priyosetyoko, Priyosetyoko Putri Rochimatun Hidayah Widianingrum, Putri Rochimatun Hidayah Qurrota A’yun Ratna Prasetyowati, Ratna Rayandra Asyhar Reza Ovi Diyanti, Reza Ovi Ria Yulia Gloria Rizqi, Afria Alfitri Rodia Syamwil salipah salipah, salipah Salisah, Hajjah Yuliani Samini Samini, Samini Sani, Zulaikha Marta Sari Nuryani, Sari Sari Septiyani, Sari Sarwi Sarwi, Sarwi Septian Alif Nugraha, Septian Alif Sidjara, Sahlan Siti Alimah Siti Khoirul Umah, Siti Khoirul Siti Nur Suwaibah, Siti Nur Sri - Haryani, Sri - Sri Budiani Sri Haryani Sri Mursiti Sri Nurhayati Sri Rejeki Sri Susilogati Sumarti SRI WARDANI Stephani Diah Pamelasari, Stephani Diah Suharto Linuwih Sunyoto Eko Nugroho, Sunyoto Eko Supartono Supartono Supriyadi Supriyadi Titik Hidayati, Titik Tuti Widianti Ulia, Fitriatul Umar Hidayat, Umar Uswatun Kasanah, Uswatun Wahidah Sanusi Weni Ratna Nurlita Hening, Weni Ratna Nurlita Wijaya, Kurnia Hendra Wilis Okti Pamungkas, Wilis Okti Wisnu Sunarto Wiwin Eka Rahayu, Wiwin Eka Wiyanto Wiyanto Woro Sumarni Yohana, Ismi Yohanes Adio Balan, Yohanes Adio Zaenuri Mastur