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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, GROUP INVESTIGATION, DAN THINK TALK WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP PRESTASI DAN KREATIVITAS BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA Nuraya, Naufalia; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: This research aims to know the different effect among learning models used i.e, Discovery Learning (DL) with scientific approach, Group Investigation (GI) with scientific approach, and Think Talk Write (TTW) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Tegal year of 2014/2015. Sample was taken by stratified cluster random sampling technique. The hypothesis test used two way MANOVA with unbalanced cell. The results of the research were as follows: (1) a. Learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning achievement of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. Mathematics learning creativity of student treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and mathematics learning creativity of student treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (2) a. Learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. Mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability; (3) a. In the high, medium, and low reasoning ability, learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning creativity of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. In the high, medium, and low reasoning ability, mathematics learning creativity of students treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and learning creativity of students treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (4) a. In DL, GI, and TTW with scientific approach, learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. In DL, GI, and TTW with scientific approach, mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability.Keywords: DL, GI, TTW, Scientific Approach, Reasoning Ability, Learning Achievement, Mathematics Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN NHT PADAPOKOK BAHASAN RELASI DAN FUNGSI DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI DI KABUPATEN PRINGSEWU PROVINSI LAMPUNG Mardiyana, Mardiyana; Rahayu, Siti; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type TAI, NHT, or conventional; (2) which one has better  mathematics learning achievement among students with AQ categories; (3) at each of  learning models, which students has better mathematics learning achievement with AQ categories; (4) at each of AQ categories, which one results better mathematics learning achievement among type learning models. This study was quasi-experimental research. The population of this study was all students in grade VIII SMP Pringsewu, Lampung. The sampling technique was done by stratified cluster random sampling. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design.The conclusions of the research were as follows. (1) Cooperative learning type TAI results better mathematics learning achievement than type NHT and conventional, and the achievement  of student mathematics learning by NHT is the same as the achievement conventional.  (2) The achievement  of student mathematics learning in climbers is the same as the achievement campers, students with climbers have better mathematics learning achievement than those with quitters, and the achievement  of student mathematics learning in campers is the same as the achievement quitters; (3)  in each learning models, the students mathematics learning achievment is in constancy with  result of AQ categories, (4) in each of AQ categories, students mathematics learning achievment is in constancy with result of learning models.Keywords: Team Assisted Individualization (TAI), Numbered Head Together (NHT), conventional,  Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN GUIDED NOTE TAKING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI KEMANDIRIAN BELAJAR PADA SISWA SMP KELAS VII DI KOTA SURAKARTA TAHUN PELAJARAN 2013/2014 Ambarwati, Dwi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The aim of research is to determine the effect of learning models on learning achievement viewed from students independence learning. The type of the research is a quasi-experimental. The population are the seventh grade students of junior high school at Surakarta. The sample are 268 students. Sampling is done by stratified cluster random sampling. Instruments which are used to collect data are achievement tests and questionnaire of students independence learning. Hypothesis test is two-way analysis of variance with unbalanced cells. The results of this research are as follows: 1) the TPS-GNT learning model gives better learning achievement than TPS and direct learning model, and TPS learning model gives better learning achievement than direct learning model. 2)  the students with high independence learning have better learning achievement than students with medium and low independence learning, and the students with medium independence learning have better learning achievement than students with low independence learning. 3) in each  learning model, the students with high, medium and low independence learning have the same learning achievement. 4) in the high independence learning, students with TPS-GNT, TPS and direct learning model have the same learning achievement, but in the medium and low independence learning, students with TPS-GNT learning model have better learning achievement than students with direct model, students with TPS-GNT and TPS learning model have the same learning achievement and students with TPS and direct learning model have the same learning achievement.Keywords: Think Pair Share (TPS), Guided Note Taking  (GNT), Independence Learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THREE STEPS INTERVIEW (TSI) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS Riyanto, Nandyar Fisthi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract:The purpose of this study was to determine the effect of the learning models TAI, TSI, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Boyolali Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unequal cell. Based on the hipothesis test, they were concluded that: (1) The mathematics learning achievement of TAI was better than TSI and direct learning model, the mathematics learning achievement of TSI was better than direct learning model. (2) The mathematics learning achievement of students with high logical mathematical intelligence were better than average and low logical mathematical intelligences. Students with average logical mathematical intelligence were better than low logical mathematical intelligences. (3) Students with high logical mathematical intelligence who were treated by TAI, TSI, and direct learning models had same mathematics learning  achievement; students with average logical mathematical intelligence who were treated by TAI was same of TSI and was better than direct learning model, TSI was better than direct learning model; students with low logical mathematical intelligence who were treated by TAI had better mathematics learning achievement than TSI and direct learning model, TSI students were better than direct learning model model. (4) In TAI learning model, the mathematics learning  achievement of high logical mathematical intelligence were better than the average and lower logical mathematical intelligence, the mathematics learning achievementof average has equal with low logical mathematical intelligence; in TSI learning model, students with high logical mathematical intelligence has equal of average logical mathematical intelligence, the mathematics learning achievements of high and average logical mathematical intelligence were better than the low logical mathematical intelligence; in direct learning model, students with high logical mathematical intelligence has better mathematics learning achievement than high and average of logical mathematical intelligence,  students with average logical mathematical intelligence has better mathematics learning achievement than low of logical mathematical intelligence.Keywords:Team Assisted Individualization, Three Steps Interview, Direct Learning Model, Logical Mathematical Intelligence, Achievement.
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 Ingkansari, Agnes Reswari; Mardiyana, Mardiyana; Usodo, Budi
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
Co-Authors Abdul Choliq Hidayat Aflich Yusnita Fitrianna Afrizal Abdi Musyafiq Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Putra Wijaya, Agung Putra Agus Supriyanto Ambar Nurhayati Anggrahini Anggrahini Annisa Swastika Aritsya Imswatama Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin, Aulia Ar Rakhman 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, EK Ajeng Rahmi 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, Hera Heri Cahyono Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ikawati, Nur Ilham Rais A Imam Sujadi 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 Rafiq, Arif Ainur Rahayu Sri W Ratnasari Ratnasari Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Rizqona Maharani, Rizqona Rufiana, Intan Sari 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 Triyanto Triyanto Tunjung Genarsih, Tunjung Very Hendra Saputra Wahyu Astuti Budi Wahyu Kurniawan Wardani, Endang Purwati Westi Bilda, Westi Wicaksana, Hafid Widodo, An Nur Ami Yolan Kusumaningtyas, Yolan Yundari, Yundari Yusnita Rahmawati