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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Interaksi Online Jurnal Edukasi Universitas Jember KADIKMA AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Didaktik Matematika Journal on Mathematics Education (JME) Tadris: Jurnal keguruan dan Ilmu Tarbiyah AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen MaPan : Jurnal Matematika dan Pembelajaran Jurnal Tadris Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Edumaspul: Jurnal Pendidikan SIGMA Jurnal Review Pendidikan dan Pengajaran (JRPP) Vygotsky: Jurnal Pendidikan Matematika dan Matematika JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Community Empowerment and Innovation JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Edukasi dan Penelitian Matematika

Dian Kurniati

Mathematics Education Department, University Of Jember, East Java

Author-ID : 2512929

Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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PENGEMBANGAN MODEL PEMBELAJARAN ANALISIS REAL BERBASIS WEB DALAM BENTUK E-LEARNING Kurniati, Dian; Trapsilasiwi, Dinawati
KadikmA Vol 5, No 3: Desember 2014
Publisher : KadikmA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.249 KB)

Abstrak. Pengembangan model pembelajaran analisis real yang melibatkan sistem teknologi informasi global secara praktis perlu dilakukan. Khususnya kegiatan yang beorientasi pada aktivitas belajar mahasiswa untuk peningkatan pemahaman materi analisis real melalui pemanfaatan e-learning yang berisi bahan ajar elektronik. Sehingga mahasiswa tidak hanya mendapatkan materi kuliah pada saat di kelas saja tetapi juga dimana dan kapan saja. Adapun tujuan dari kegiatan ini adalah untuk mengetahui proses pengembangan dan efektifitas penerapan model pembelajaran berbasis web dalam bentuk e-learning untuk meningkatkan aktivitas dan prestasi belajar mahasiswa pada matakuliah analisis real. Tahapan kegiatan pengembangan model pembelajaran berbentuk e-learning pada mata kuliah Analisis Real meliputi: (1) persiapan, (2) pelaksanaan, dan (3) analisis hasil kegiatan publikasi dan implementasi model pembelajaran elektronik di e-learning. Hasil dari kegiatan ini adalah (1) Kegiatan pengembangan model pembelajaran analisis real berbasis web dalam bentuk e-learning dilakukan pada materi sifat kelengkapan dari bilangan real dengan 1 (satu) kali tugas dan UAS untuk semua materi yang dipelajari selama satu semester, dan (2) Aktivitas dan prestasi belajar mahasiswa pada mata kuliah analisis real berbasis web dalam bentuk e-learning meningkat. Masing-masing terdapat 92,5% mahasiswa kelas A dan kelas B yang tuntas pada tes hasil belajar melalui pelaksanaan UAS pada matakuliah analisis real dalam bentuk e-learning. Kata Kunci : Pembelajaran e-learning, Analisis Real, Aktivitas dan prestasi belajar.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS KARAKTER KREATIF DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA SUB POKOK BAHASAN KESEBANGUNAN Setya Putri, Inge Wiliandani; Sunardi, S; Kurniati, Dian
KadikmA Vol 5, No 3: Desember 2014
Publisher : KadikmA

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Abstract. The research aims to know process and result of developing of mathematics learning aids based on creativity with realistic mathematics education approach for similarity sub topic at ninth grade junior high school. The research development modle refers to 4D Thiagarajan models. The subject of research is students of IX-A class SMPN 11 Jember in even semester academic year 2013-2014. The data of research are obtained by validation sheet, observation sheet of teacher and students activities, and observation sheet of character.The product of this research are lesson plan, studenthandbook, and worksheet.The validity of those product consecutively are 4; 4,5; 4,05. The average percentage of teacher activity is 82% and 90%, student activity is 82% and 80%.The result shows that the learning instruments qualifies validity, practical, but not effective criteria. The reason is not effective because creative character of the students only 41% and 31%. Keywords:Realistic Mathematics Education,Creative Character, Learning

ANALISIS PROSES BERPIKIR SISWA DALAM PEMECAHAN MASALAH TERBUKA BERBASIS POLYA SUB POKOK BAHASAN TABUNG KELAS IX SMP NEGERI 7 JEMBER Safrida, Lela Nur; Susanto, S; Kurniati, Dian
KadikmA Vol 6, No 1: April 2015
Publisher : KadikmA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (479.328 KB)

Abstract. The research aims to describe the studentsâ thinking process of 9th grade of Junior High School in solving the open problem according to their capability in solving problem based on Polyaâs solution step. Data analysis is done based on written test and interview techniques. The subject of research is students of IXA class at SMPN 7 Jember in odd semester academic year 2013-2014. The data of research are obtained by validation sheet, written test, and interview techniques. Students experience disequilibrium when they donât understand about the qestionâs sentence and when she canât determine the ways to solve the problem, also when she canât determine the ways to check the result that has already gotten when she does the plans. Students experience assimilation when they can mention what is known and what is asked Â from the problems immediately without reck of true or false, also when Â they can determine the ways to solve the problems and when they are doing the computations. Students experience accomodation when they are quiet and confuse before they can determine the problemâs condition, also when she is doing the computation and when she is quite before she can determine the ways to solve the problem. Students experience assimilation and accomodation to reach the equilibrium phase. Key Words: thinking process, open problem, and Polyaâs solution step.

IMPLEMENTASI PEMBELAJARAN BERBASIS LESSON STUDY UNTUK MENGEMBANGKAN KARAKTER KEMANDIRIAN BELAJAR SISWA KELAS VII C SMP NEGERI 9 JEMBER SEMESTER GENAP TAHUN AJARAN 2013/2014 PADA SUB POKOK BAHASAN GARIS DAN SUDUT Chandrasari, Titis Rini; Trapsilasiwi, Dinawati; Kurniati, Dian
KadikmA Vol 6, No 2 (2015)
Publisher : KadikmA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.078 KB)

Abstract. Lesson Study is an effort to improve the quality of learning and development of teacherâs professionality. The aim of implementation learning based Lesson Study in class VII C SMP Negeri 9 Jember to develop a character learning independence of students. Lesson Study based learning in this research went smoothly and accordance with the planned stages. The result shows the development of character learning independence from cycle I to cycle III. Lesson Study based learning is able to develop a character learning independence. It is show by a rise in the percentage of each indicator that shows the character learning independence. Key Words : Lesson Study, Learning Independence

Analisis Tingkat Kognitif Uji Kompetensi pada Buku Sekolah Elektronik (BSE) Matematika SMP/MTs Kelas VII Kurikulum 2013 Berdasarkan Taksonomi Bloom Susanti, Nancy Yunita; Trapsilasiwi, Dinawati; Kurniati, Dian
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 6, No 1 (2015): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v6i1.4509

Buku teks pelajaran berperan penting dan strategis dalam upaya meningkatkan mutu pendidikan dasar dan menengah. Buku teks dilengkapi dengan soal-soal latihan yang belum terklasifikasi tingkat kognitifnya. Penelitian ini bertujuan untuk mengetahui tingkat kognitif soal uji kompetensi beserta persentase masing-masing tingkat kognitif soal uji kompetensi pada BSE Matematika SMP Kelas VII kurikulum 2013 semester 1 maupun semester 2. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian dapat disimpulkan bahwa soal uji kompetensi BSE Matematika semester 1 mencakup 9 variasi soal dari 24 variasi soal menurut tingkat kognitif Revisi Taksonomi Bloom. Dari 166 pertanyaan, terdapat 6.6% tingkat C2-faktual; 17% tingkat C2-konseptual; 22% tingkat C2-prosedural; 3% tingkat C3-faktual; 6.6% tingkat C3-konseptual; 28% tingkat C3-prosedural; 1.8% tingkat C4-konseptual; 14% tingkat C4-prosedural; 0.6% tingkat C6-konseptual; dan 0% pertanyaan tingkat yang lainnya. Sedangkan pada BSE Matematika semester 2 mencakup 11 variasi soal. Dari 170 pertanyaan terdapat 0.6% tingkat C1-faktual; 0.6% tingkat C1-konseptual; 2.9% tingkat C2-faktual; 15% tingkat C2-konseptual; 15% tingkat C2-prosedural; 8.2% tingkat C3-konseptual; 30% tingkat C3-prosedural; 4.7% tingkat C4-konseptual; 5.3% tingkat C4-prosedural; 14% tingkat C5-konseptual; 4.1% tingkat C6 konseptual; dan 0% tingkat yang lain.Textbooks have an important and strategic role in improving the quality of primary and secondary education. Textbook comes with practice questions are not yet classified the cognitive level. The aims of this study are determining the level of cognitive matter competency test along with the percentage of each level of cognitive matter competency test on BSE Class VII SMP Math curriculum 2013 1st half and 2nd semester. Type of research is descriptive research with a qualitative approach. It can be concluded that about half of the competency test BSE Mathematics 1 includes 9 variations of about 24 variations of matter according to the degree of cognitive Revised Blooms Taxonomy. Of the 166 questions, there is a 6.6% rate of C2-factual; 17% C2-conceptual level; 22% C2-procedural level; 3% level C3-factual; 6.6% C3-conceptual level; 28% level of C3-procedural; 1.8% C4-conceptual level; 14% of C4-procedural level; 0.6% C6-conceptual level; and 0% of the questions that other level. While in the second half of BSE Mathematics includes 11 variations matter. Of the 170 questions contained 0.6% level of C1-factual; 0.6% C1-conceptual level; 2.9% rate of C2-factual; 15% C2-conceptual level; 15% C2-procedural level; 8.2% C3-conceptual level; 30% level of C3-procedural; 4.7% C4-conceptual level; 5.3% rate of C4-procedural; 14% of the C5-conceptual level; 4.1% C6 conceptual level; and the 0% level to another.

Pengembangan Perangkat Pembelajaran Matematika Sekolah Menengah Pertama dengan Sistem Character Based Integrated Learning Kurniati, Dian
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 4, No 2 (2013): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v4i2.3156

AbstrakFokus dari penelitian ini adalah mengembangkan suatu perangkat pembelajaran matematika SMP dengan menerapkan sistem Character Based Integrated Learning yang valid, praktis, dan efektif. Perangkat pembelajaran tersebut meliputi RPP, LKS, Buku Siswa dan Instru-men Penilaian. Pada sistem Character Based Integrated Learning, kegiatan belajar meng-ajar mengacu pada 9 pilar karakter anak. Prosedur pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini adalah tahap pendefinisian (define), perancangan (de-sign), dan pengembangan (develop) dengan mengacu pada kriteria kevalidan, kepraktisan dan keefektifan. RPP, LKS, dan Buku Siswa yang dihasilkan pada penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.73, 4, dan 4 dengan skala 1-4. Selain itu, perangkat pembelajaran tersebut juga memenuhi kriteria kepraktisan karenaÂ 85% siswa dan guru menyatakan bahwa perangkat pembelajaran praktis digunakan ketika uji keterbacaan. Serta memenuhi kriteria keefektifan karena terdapat 90% siswa tuntas terhadap hasil belajar dan 80% siswa berkarakter baik.Â Kata Kunci: Pengembangan Perangkat Pembelajaran Matematika, Sistem Character Based Integrated LearningÂ Â AbstractThe focus of this research is to develop a set of mathematical learning SMP system by implementing Character -Based Integrated Learning valid, practical, and effective. The learning device includes lesson plans, worksheets, Student Book and Instrument. In Character Based Integrated Learning systems, learning activities refer to the 9 pillars of character kids. Learning software development procedures used in this study is the definition phase (define), design (design), and development (develop) with reference to the criteria of validity, practicality and effectiveness. Lesson plans, worksheets, and books produced by students in this study meets the criteria for the validity of the validation scores are respectively 3.73, 4, and 4. In addition, the learning device also meets the criteria of practicality because 85 % of students and teachers stated that the practical learning is used when the test readability. And meet the criteria of effectiveness because there are 90 % of students completed the study and 80 % studentâs result of good character.Â Keywords: Teaching Material Development; Character Based Integrated Learning System.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v4i2.3156

AbstrakFokus dari penelitian ini adalah mengembangkan suatu perangkat pembelajaran matematika SMP dengan menerapkan sistem Character Based Integrated Learning yang valid, praktis, dan efektif. Perangkat pembelajaran tersebut meliputi RPP, LKS, Buku Siswa dan Instru-men Penilaian. Pada sistem Character Based Integrated Learning, kegiatan belajar meng-ajar mengacu pada 9 pilar karakter anak. Prosedur pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini adalah tahap pendefinisian (define), perancangan (de-sign), dan pengembangan (develop) dengan mengacu pada kriteria kevalidan, kepraktisan dan keefektifan. RPP, LKS, dan Buku Siswa yang dihasilkan pada penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.73, 4, dan 4 dengan skala 1-4. Selain itu, perangkat pembelajaran tersebut juga memenuhi kriteria kepraktisan karenaÂ 85% siswa dan guru menyatakan bahwa perangkat pembelajaran praktis digunakan ketika uji keterbacaan. Serta memenuhi kriteria keefektifan karena terdapat 90% siswa tuntas terhadap hasil belajar dan 80% siswa berkarakter baik.Â Kata Kunci: Pengembangan Perangkat Pembelajaran Matematika, Sistem Character Based Integrated LearningÂ Â AbstractThe focus of this research is to develop a set of mathematical learning SMP system by implementing Character -Based Integrated Learning valid, practical, and effective. The learning device includes lesson plans, worksheets, Student Book and Instrument. In Character Based Integrated Learning systems, learning activities refer to the 9 pillars of character kids. Learning software development procedures used in this study is the definition phase (define), design (design), and development (develop) with reference to the criteria of validity, practicality and effectiveness. Lesson plans, worksheets, and books produced by students in this study meets the criteria for the validity of the validation scores are respectively 3.73, 4, and 4. In addition, the learning device also meets the criteria of practicality because 85 % of students and teachers stated that the practical learning is used when the test readability. And meet the criteria of effectiveness because there are 90 % of students completed the study and 80 % studentâ€™s result of good character.Â Keywords: Teaching Material Development; Character Based Integrated Learning System.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v6i1.4509

Buku teks pelajaran berperan penting dan strategis dalam upaya meningkatkan mutu pendidikan dasar dan menengah. Buku teks dilengkapi dengan soal-soal latihan yang belum terklasifikasi tingkat kognitifnya. Penelitian ini bertujuan untuk mengetahui tingkat kognitif soal uji kompetensi beserta persentase masing-masing tingkat kognitif soal uji kompetensi pada BSE Matematika SMP Kelas VII kurikulum 2013 semester 1 maupun semester 2. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian dapat disimpulkan bahwa soal uji kompetensi BSE Matematika semester 1 mencakup 9 variasi soal dari 24 variasi soal menurut tingkat kognitif Revisi Taksonomi Bloom. Dari 166 pertanyaan, terdapat 6.6% tingkat C2-faktual; 17% tingkat C2-konseptual; 22% tingkat C2-prosedural; 3% tingkat C3-faktual; 6.6% tingkat C3-konseptual; 28% tingkat C3-prosedural; 1.8% tingkat C4-konseptual; 14% tingkat C4-prosedural; 0.6% tingkat C6-konseptual; dan 0% pertanyaan tingkat yang lainnya. Sedangkan pada BSE Matematika semester 2 mencakup 11 variasi soal. Dari 170 pertanyaan terdapat 0.6% tingkat C1-faktual; 0.6% tingkat C1-konseptual; 2.9% tingkat C2-faktual; 15% tingkat C2-konseptual; 15% tingkat C2-prosedural; 8.2% tingkat C3-konseptual; 30% tingkat C3-prosedural; 4.7% tingkat C4-konseptual; 5.3% tingkat C4-prosedural; 14% tingkat C5-konseptual; 4.1% tingkat C6 konseptual; dan 0% tingkat yang lain.Textbooks have an important and strategic role in improving the quality of primary and secondary education. Textbook comes with practice questions are not yet classified the cognitive level. The aims of this study are determining the level of cognitive matter competency test along with the percentage of each level of cognitive matter competency test on BSE Class VII SMP Math curriculum 2013 1st half and 2nd semester. Type of research is descriptive research with a qualitative approach. It can be concluded that about half of the competency test BSE Mathematics 1 includes 9 variations of about 24 variations of matter according to the degree of cognitive Revised Bloom's Taxonomy. Of the 166 questions, there is a 6.6% rate of C2-factual; 17% C2-conceptual level; 22% C2-procedural level; 3% level C3-factual; 6.6% C3-conceptual level; 28% level of C3-procedural; 1.8% C4-conceptual level; 14% of C4-procedural level; 0.6% C6-conceptual level; and 0% of the questions that other level. While in the second half of BSE Mathematics includes 11 variations matter. Of the 170 questions contained 0.6% level of C1-factual; 0.6% C1-conceptual level; 2.9% rate of C2-factual; 15% C2-conceptual level; 15% C2-procedural level; 8.2% C3-conceptual level; 30% level of C3-procedural; 4.7% C4-conceptual level; 5.3% rate of C4-procedural; 14% of the C5-conceptual level; 4.1% C6 conceptual level; and the 0% level to another.

PENGEMBANGAN INDIKATOR 4CS YANG SELARAS DENGAN KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA SMA/MA KELAS X SEMESTER 1 Sunardi, Sunardi; Kurniati, Dian; Sugiarti, Titik; Yudianto, Erfan; Nurmaharani, Rika
AdMathEdu : Mathematics Education, Mathematics, and Applied Mathematics Journal Vol 7, No 2: Desember 2017
Publisher : Universitas Ahmad Dahlan

Tujuan penelitian ini adalah untuk menghasilkan indikator 4Câs yang selaras dengan kurikulum SMA/MA yang digunakan di Indonesia yaitu kurikulum 2013 pada mata pelajaran matematika SMA kelas X semester 1 yang terdiri dari 3 bab yaitu: sistem persamaan dan pertidaksamaan linier satu variabel yang memuat nilai mutlak, SPLTV, dan fungsi. Kegiatan penelitian dimulai dari analisis masalah kurikulum di Indonesia dan menganalisis literatur kemampuan 4Câs menurut Partnership 21th Century Learning (P21). Kegiatan selanjutnya adalah merancang Indikator 4C,s yang selaras dengan kurikulum 2013 pada mata pelajaran matematika SMA/MA kelas X semester 1. Produk yang dihasilkan yaitu Indikator 4Câs yang selaras dengan kurikulum 2013 disajikan dalam vorum diskusi (kolokium). Kemudian produk tersebut direvisi berdasarkan saran dari peserta kolokium. Kegiatan terakhir yaitu membagikan produk yang valid kepada peserta kolokium sebagai panduan penyusunan rencana pembelajaran. Penelitian ini menghasilkan indikator 4Câs yang selaras dengan kurikulum di Indonesia yaitu kurikulum 2013.

TEACHERS EXPECTATION OF STUDENTSâ€™ THINKING PROCESSES IN WRITTEN WORKS: A SURVEY OF TEACHERSâ€™ READINESS IN MAKING THINKING VISIBLE As'ari, Abdur Rahman; Kurniati, Dian; Subanji, Subanji
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their studentsâ€™ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in studentsâ€™ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of studentsâ€™ written works as a tool for knowing studentsâ€™ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their studentsâ€™ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacherâ€™s focus is mostly on the accuracy and the correctness of their studentsâ€™ mathematics answer.

Co-Authors A.Wilda Indra Nanna Abdillah Putra Maulana Abdur Rahman Asari Abdur Rouf, Abdur Abi Suwito Alfarisi, Muhammad Alfan Anggi Nabilla Umami Anggraeni Anggraeni Anggraeni, Citra Dwi Anggraini, Devi Dwi Any Isroaty Arfiansyah, Digga Ariestyan, Yola Arika Indah Kristiana As'ari, Abdur Rahman Azizah, Rialita Fitri Cici Fitri Lestari, Cici Fitri Dedi Kusnadi Dian Atika Sofie Diana Sulfikawati, Diana Didik Sugeng Pambudi Dinawati Trapsilasiwi Dwi Ivayana Sari Dwiyana Dwiyana Dwiyana Dwiyana, Dwiyana Elniati, Sri Erfan Yudianto Ervin Oktavianingtyas Eva Liskurniawati, Eva Evi Takrimatul Ailiyyah Farida Hanim Yahya Fiad, Uluf Finda Dwi Permatahati, Finda Dwi Fiqih Nur Hakiki Fitri Annisa Guvinta Rahayu Hanifah Rizki Mubarokah Harimukti, Romi Hasan Basri Hedi Pudjo Santosa Hobri Indriawati, Syahdinar Inge Wiliandani Setya Putri Irawan, Dahlan Irianto Aras Irvani, Fajrin Abidiyah Isma, As’ad Jamil, Nur Asiyah Jannatasari, Nindi Zakia Jatmiko, Dhanar Dwi Hary Krisagotama, Fisdianti Lailiya, Muhimatul Lioni Anka Monalisa, Lioni Anka Liski Roswita Dinia M. Syahran Jailani Maharani Hayuning Pangastuti Pribadi Meilysa Ajeng Kartika Putri Milawati Milawati Misbahul Munir Mohamad Fatekurohman Much Yulianto Muh. Hanif, Muh. Nancy Yunita Susanti, Nancy Yunita Nanik Yuliati Nurcholif Diah Sri Lestari Nurmaharani, Rika Nurmaharani, Rika Octaerdiyani, Debby Osman, Sharifah Palupi, Doni Dwi panglipur, indah rahayu Percy Sepeng Pratiwi, Enditiyas Puguh Darmawan Purwanto Purwanto Purwanto Purwanto Putra, Rizki Cahya Eka Putri Intan Damayanti Putri Wulandari Rahmawati, Mira Rahmawati, Siska Ramadhan, Mustafa Randi Pratama Murtikusuma Reza Ambarwati Rezqy Ayu Devi Arafah Rika Nurmaharani Rohmah Indahwati S Suharto S Sunardi S Susanto Saddam Hussen Sapta, Hendra Sari, Diah Ayu Nurvita Sefina Vamelia Hanim Setiyawati, Endah Dwi Sharifah Osman Sitti Fithriani Saleh Sitti Fithriani Saleh Subanji Subanji Suharto Suharto Sunardi Sunardi Sunardi Sunardi Sunardi, Sunardi Suratno Suratno SUSANTO Susanto Susanto Susanto Susanto Susi Setiawani Suwarno Suwarno Titik Sugiarti Titis Rini Chandrasari, Titis Rini Tonra, Wilda Syam Toto Bara Setiawan Trapsilasiswi, Dinawati Triyono Lukmantoro Vidayanti, Nurul Wasilatul Murtafiah Widhaning, U'ul Ulinuha Rahajeng Wijaya, Achmad Alfian Budi Yuniar, Sita Nastiti Zayyadi, Moh

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