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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Andriani, Desi Gita; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient  have  better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.  
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN ROUNDTABLE TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI AKTUALISASI DIRI SISWA SMP NEGERI DI KABUPATEN MAGELANG Mardiyana, Mardiyana; Usodo, Budi; Ingkansari, Agnes Reswari
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the students’ self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimental  research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments used  were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Students’ mathematics achievement using cooperative learning model with Roundtable type, have better students’ mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Students’ mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization or  students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the students’ mathematics achievement using RoundTable type of cooperative learning have better students’ mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement. Keywords: Self-actualization, Cooperative Learning, NHT, RoundTable.
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
Jurnal 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 TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) DAN GROUP INVESTIGATION (GI) PADA POKOK BAHASAN KUBUS DAN BALOK DITINJAU DARI AKTIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN W, Rahayu Sri; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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ABSTRACT : The research aims to find out: (1) which students have the better learning achievement, the students who apply conventional learning model, TAI type of cooperative learning model, or GI type, (2) which students have the better learning achievement, the students who have high, medium, or low learning activities, (3) for each learning activities category, which of conventional learning model, TAI type of cooperative learning model, or GI type gives the better learning achievement, (4) for each type of learning model, which of the students with high, medium, or low learning activities gives the better learning achievement. This research was a quasi-experimental research with 3 ´ 3 research design. The population was the grade VIII students of Public Junior High Schools in Klaten Regency in the second semester of grade year 2012/2013. Sampling technique was done by stratified cluster random sampling. Technique of analyzing data used was an unbalanced two way analysis of variance. Based on the results of the analysis, it can be concluded that: (1) the students who apply TAI type of cooperative learning model and GI type have mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (2) the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium activities are better than the students with low activities, (3) for each activities categories of high, medium, and low, TAI type of cooperative learning model and GI type give mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (4) for each learning models of conventional, TAI type, and GI type, the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium learning activities are better than the low one in the subject matter of the cube and block. Keywords: TAI, GI, Conventional, The Learning Activities.
PERBANDINGAN KEMAMPUAN REPRESENTASI DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK PADA SISWA YANG MENDAPAT PEMBELAJARAN KOOPERATIF DISERTAI QUANTUM LEARNING DENGAN SISWA YANG MENDAPAT PEMBELAJARAN KONTEKSTUAL DITINJAU DARI KEMAMPUAN AWAL SISWA Wicaksono, Bintang; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research are to investigate the effect of learning models on representation and mathematical problem solving ability viewed from the student prior knowledge. The learning models compared were cooperative combined with quantum learning and contextual learning. The samples of this research were taken by using stratified cluster random sampling technique. The populations were all of the students in grade VII of State Primary Schools in Sukoharjo regency 2012/2013. The number of the samples was 142 students, in which 72 students in the experimental class one, and 72 students in the experimental class two. The instrument used to collect the data were test of the representation ability and test of the problem solving ability. The data was analyzed by using multivariate analysis of variance. The results of the research are: (1) the students taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught by using cooperative combined with quantum learning, (2) the students having high prior knowledge category have better on both the representation and the mathematical problem solving ability than the students having medium prior knowledge category, and the students having medium prior  knowledge category have better on both the representation and the mathematical problem solving ability than students having low prior knowledge category, (3) there was no interactions between the learning model and the prior knowledge toward the students’ representation and mathematical problem solving ability. It means that the use of either of contextual learning model or cooperative combined with quantum learning model, the students having high prior knowledge category have better on both the representation and mathematical problem solving ability than the students having  medium  prior knowledge category, and the students having medium prior knowledge category have better on both the representation and the mathematical problem solving ability than the students with low prior knowledge category. The students having high, medium, or the low prior knowledge taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught  by using cooperative combined with quantum learning. Keywords: cooperative combined with quantum learning, contextual learning, students prior knowledge, representation ability, mathematical problem solving ability.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA DAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKAN TEKNIK HYPNOSIS IN TEACHING PADA MATERI GEOMETRI SISWA KELAS VII MTs DI KABUPATEN PONOROGO Jauhari, Hafidh; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT:. This research aimed to know: (1) which one gives better mathematics learning achievement, Indonesian Realistic Mathematics Education (IRME) learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches, (2) which one gives better mathematics learning achievement, students who have visual, auditory or kinesthetic learning styles, (3) in each of the learning approach, which one gives better mathematics learning achievement, students with visual learning styles, auditory or kinesthetic; (4) in each of the student’s learning styles, which one gives better mathematics learning achievement, IRME learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches. This research used the quasi experimental research method with a 3x3 factorial design. Its population was the students in VII Grade of MTs in Ponorogo. The data samples of the research were taken by using the stratified cluster random sampling technique. The data collection tehnique used documentation, questionnaire, and test method. The documentation was used to know the scores of mathematics in Elementary School National Examination, and was used for balance test among the classes IRME learning approach, constructivism learning approach using hypnosis in teaching technique, and conventional learning approaches. The questionnaire method was used to determine the students learning style, while the test method was used to determine student’s achievement in mathematics subject rectangle. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the level of significance is 5%. The results of study showed that: (1) use of IRME learning approaches on learning the material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than the conventional learning approach; (2) the three types of learning styles, visual, auditory, and kinesthetic provide the same effect on mathematics achievement; (3) in each of the learning approach, the three types of learning styles, visual , auditory, and kinesthetic provide the same effect on mathematics achievement; (4) on the various types of student’s learning styles, the use of IRME learning approaches in the learning of material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than conventional learning approaches.Keywords: learning approach, IRME, constructivist, hypnosis in teaching, conventional, learning styles
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno, Sutrisno; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Hasanah, Nana; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal 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 KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA A, Ilham Rais; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independent  and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PROBLEM BASED LEARNING (PBL) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MULTIPLE INTELLIGENCES SISWA SMP KABUPATEN LAMPUNG TIMUR TAHUN PELAJARAN 2012/2013 Hariyati, Endang; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ multiple intelligences. The learning models compared were cooperative learning model Teams Assisted Individualization (TAI), Problem Based Learning (PBL) and conventional. This research was a quasi-experimental research using  factorial design. The populations of the research were all students of Junior High School (SMP) on Lampung Timur Regency. The samples of the research were the eight grade students of SMP Negeri 1 Pekalongan, SMP Negeri 2 Pekalongan, and SMP Negeri 3 Batanghari containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the students’ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research are as follows  (1) Cooperative learning model TAI provides better mathematics achievement than  the conventional model of learning and PBL, PBL learning model produces better performance over the conventional learning. (2) Multiple intelligences with mathematics logic types provide better math achievement than other types of multiple intelligences linguistic and interpersonal, the type of multiple intelligences linguistic providing academic achievement as well as the type of multiple intelligences interpersonal. (3) The students with LI multiple intelligences type, cooperative learning model TAI has the same mathematics achievement with the PBL model, PBL model has better performance than conventional models, and cooperative learning model TAI has the same mathematics achievement with conventional learning models. The students with multiple intelligences mathematics logic type, TAI cooperative learning model provides a better learning achievement than learning model PBL, PBL learning model provides academic achievement as well as conventional learning models, cooperative learning model TAI provide significantly better learning achievement than with conventional learning models. The students with multiple intelligences type interpersonal, TAI cooperative learning model, PBL and conventional provide similar good performance. (4) The students use cooperative learning model TAI, the type of multiple intelligences linguistic provide better learning achievement than the interpersonal category of multiple intelligences, linguistic multiple intelligences category provides academic achievement as well as multiple intelligences mathematics logic category, the category of multiple intelligences significantly provide that mathematic logic achievement as well as multiple intelligences interpersonal category. The students use PBL and conventional learning models, the type of linguistic multiple intelligences, the mathematics logic type of multiple intelligences and type the interpersonal produces similar good performance. Keywords: TAI, PBL, multiple intelligences  
Co-Authors Abdul Choliq Hidayat Aflich Yusnita Fitrianna Afrizal Abdi Musyafiq Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Putra Wijaya, Agung Putra Ambar Nurhayati Anak Agung Gede Sugianthara Anggrahini Anggrahini Annisa Swastika Aritsya Imswatama Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin Berti Okta Sari, Berti Okta Budi Sasomo, Budi Budi Usodo Danar Supriadi Desi Gita Andriani Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dian Ratna Ariyani, Dian Ratna Dwi Ambarwati, Dwi dwi hidayati Ek Ajeng Rahmi Pinahayu Eka Fitria Ningsih EKA RAHAYU PUJILESTARI, EKA RAHAYU Ekaningsih Haryati Eli Widoyo Retno Endang Hariyati Endang Sri Handayani Fahimah Andini Fina Hanifa Hidayati Fitri Apriyani Pratiwi, Fitri Apriyani Gatut Iswahyudi Hafidh Jauhari Harmei Mahar’ Aini Hera Susanti Heri Cahyono Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ilham Rais A Imam Sujadi Intan Sari Rufiana Isna Nur Lailatul F, Isna Nur Isnandar Slamet, Isnandar Joko Domas, Joko Julian Reza Siwi Kristin Yulianti Kristiningsih, Ari Kristiningsih, Ari Mania Roswitha Marchamah Ulfa, Marchamah Mardi Mardi Nana Hasanah Nanndo Yannuansa, Nanndo Naufalia Nuraya, Naufalia Noor Hidayati Novia Dwi Rahmawati, Novia Dwi Nurul Hidayatus, Nurul Nuryani Destiningsih, Nuryani Pitra Dwiningsih, Pitra Pradipta Annurwanda, Pradipta Prihastini Oktasari Putri, Prihastini Oktasari Puji Ayuni Puji Rahayu Purwaningrum, Santi Pusaka, Semerdanta Rafiq, Arif Ainur Rahayu Sri W Ratnasari Ratnasari Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Rizqona Maharani, Rizqona Sabar Santosa Savitri, Maria Endah Septiana Wijayanti Siti Amirah Budiastuti Siti Rahayu Sri Subanti Stefy Erlinda Novalia, Stefy Erlinda Sugihardjo Sugihardjo Sulistiyono Sulistiyono Sumanah Sumanah Supriyatin Supriyatin Susmono Susmono Sutanto, Aftoni Sutarman Sutarman Sutrima Sutrima Sutrisno Sutrisno Suyono Suyono Tien Syarifah Hafidhah, Tien Syarifah Toipur Toipur Tri Atmojo Kusmayadi Tri Silaningsih Tunjung Genarsih, Tunjung Very Hendra Saputra Wahyu Astuti Budi Wahyu Kurniawan Wardani, Endang Purwati Westi Bilda, Westi Wicaksana, Hafid Yolan Kusumaningtyas, Yolan Yundari, Yundari Yusnita Rahmawati