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All Journal Jurnal Infinity Indonesian Journal of Mathematics and Natural Sciences Kreano, Jurnal Matematika Kreatif-Inovatif Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran JURNAL PROFESI KEGURUAN Eduma : Mathematics Education Learning and Teaching Math Didactic: Jurnal Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Journal on Education Unnes Journal of Mathematics Education Research Journal of Primary Education MEJ (Mathematics Education Journal) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Hipotenusa : Journal of Mathematical Society Riemann: Research of Mathematics and Mathematics Education Jurnal Wahana Pendidikan Unnes Journal of Mathematics Education Unnes Journal of Mathematics Jurnal Pendidikan Progresif Prima Magistra: Jurnal Ilmiah Kependidikan Journal of Mathematics Learning Innovation (JMLI) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika)
Scolastika Mariani
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Pengajaran Konsep Pecahan dan Kabataku Pecahan di Sekolah Dasar Mariani, Scolastika
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 1, No 2 (2010): 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.v1i2.1495

Abstract

Tulisan ini membahas tentang pengajaran konsep pecahan dan kabataku (kali, bagi, tambah,kurang) pecahan di sekolah dasar dengan menggunakan model fisik. Model fisik ini akanmembantu siswa mengkonstruksi skema mental mereka tentang pecahan. Mengajarkan pecahantidak hanya menyangkut mentransfer ide-ide matematika, metode dan konsep, tetapi itu lebihmerupakan cara untuk mendefinisikan pecahan sebagai proses asal-usul, terjadinya danpengembangan (bertahap). Dimulai dengan menghubungkan suatu topik matematika dengankehidupan nyata, atau apa yang sekarang kita dapat menempatkan dalam paradigma genesiskontekstual. Siswa membangun konsep-konsep matematika mereka sendiri melalui pengajarankonsep pecahan dengan memperhatikan : tahap-tahap genesis kontekstual, kompleksitaskonseptual yang terkait dengan masalah pemodelan, pembelajaran pecahan yang realistik,kontekstual, menyenangkan dengan model fisik ataupun visualisasi.Kata Kunci : pengajaran konsep pecahan, kabataku pecahan, model fisik
Studi Perbedaan Keefektifan Pembelajaran LC-5E dan CIRC Terhadap Kemampuan Pemecahan Masalah Matematika Sulastri, E.; Mariani, Scolastika; Mashuri, Mashuri
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.v6i1.4452

Abstract

membandingkan keefektifan model pembelajaran kooperatif tipe LC-5E (Learning Cycle 5E) dan tipe CIRC(Cooperative Integrated Reading and Composition) terhadap kemampuan pemecahan masalah matematika peserta didik. Populasi penelitian adalah peserta didik kelas X SMA Negeri 2 Ungaran. Sampel diambil secara cluster random sampling. Data akhir mengenai kemampuan pemecahan masalah diambil menggunakan metode tes. Teknik analisis data menggunakan uji proporsi, uji Anava dan uji lanjut LSD. Hasil penelitian menunjukkan kelas yang dikenai perlakuan pembelajaran LC-5Edan CIRCmencapai ketuntasan belajar. Dari uji Anava diketahui bahwa ada perbedaan rata-rata yang signifikan. Selanjutnya dilakukan uji lanjut LSDmenunjukkan Kelompok Eksperimen 1 paling baik. Simpulan dari penelitian ini adalah model pembelajaran LC-5Elebih efektif dibandingkan tipe CIRC terhadap kemampuan pemecahan masalah peserta didik. Saran yang dapat direkomendasikan adalah pembelajaran LC-5E dapat digunakan sebagai alternatif dalam mengembangkan kemampuan pemecahan masalah peserta didik. The purpose of this research was tocomparethe effectiveness of cooperative learning models type LC-5E (Learning Cycle 5E) and type CIRC (Cooperative Integrated Reading and Composition) toward students’ mathematic problem solving ability. The population of this research was students grade X of SMA Negeri 2 Ungaran.The samples were taken by cluster random sampling. The final data about students’ problem solving ability were taken used test method. Data were analysed used propotion test, ANOVA test, and LSD test. The result shown that classes that given LC-5E and CIRC learning models achieved mastery learning. From ANOVA test known that the averages are different significantly.From LSD test is known that the experiment group was the best. The conclusions from this research are LC-5E is more effective than CIRC learning model toward students’ problem solving ability. The suggestion is LC-5E model can be used as an alternative to develope stundents’ problem solving ability.
Komparasi Kemampuan Pemecahan Masalah Materi Geometri Antara Model SPS dan Model SPS Dengan Hands On Activity Pambudiarso, Rezky Bagus; Mariani, Scolastika; Prabowo, Ardhi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 1 (2016): 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.v7i1.4739

Abstract

Tujuan penelitian ini adalah untuk mengetahui tingkat ketuntasan penerapan model SPS, model SPS dengan hands on activity terhadap kemampuan pemecahan masalah; dan membandingkan rata-rata hasil tes kemampuan pemecahan masalah antara siswa model SPS dan siswa model SPS dengan hands on activity. Penelitian ini merupakan penelitian kuantitatif. Desain penelitian yang digunakan adalah Quasi Experimental Design dengan bentuk Pretest-Posttest Control Design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Karangtengah tahun ajaran 2014/2015. Dari 10 kelas, terpilih 3 kelas sampel yaitu kelas VIII E sebagai kelas eksperimen 1, VIII F sebagai kelas eksperimen 2, dan VIII G sebagai kelas kontrol. Metode yang digunakan untuk memperoleh data adalah tes, dokumentasi, dan observasi. Analisis data dilakukan dengan uji proporsi dan uji ANAVA. Uji proporsi secara berturut-turut menunjukkan bahwa siswa kelas eksperimen 1 mencapai ketuntasan dengan 87% siswa nilainya ≥70 dan siswa kelas eksperimen 2 mencapai ketuntasan dengan 97% siswa nilainya ≥70. Uji ANAVA menunjukkan bahwa ada perbedaan rata-rata hasil tes kemampuan pemecahan masalah dengan rata-rata terbaik adalah model SPS dengan hands on activity dan selanjutnya model SPS. Hasil tersebut menunjukkan bahwa hands on activity mampu menjadikan kemampuan pemecahan masalah menjadi lebih baik lagi. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa model SPS, SPS dengan hands on activity memiliki tingkat ketuntasan yang baik dengan model terbaik adalah model SPS dengan hands on activity.The purposes of this research were to determine the completeness level of the SPS, the SPS model with hands on activity to the student’s problem-solving ability; and to compare the mean of problem-solving ability test among the SPS and the SPS model with hands on activity. This research was quantitative. The design that employed was the quasi experimental “pretest posttest control” design. The population was the 8th grade students of SMP Negeri 1 Karangtengah in 2014/2015. From 10 classes, gotten 3 sample classes were the VIII E as the 1st experimental, the VIII F as the 2nd experimental, and the VIII G as the control class. Methods of collecting data used were test, documentation, and observation. Then, the data were analyzed by the proportion and the ANOVA test. The proportion test shown that the 1st experimental class could achieve the completeness with 87% getting score ≥70; the 2nd experimental class could achieve the completeness with 97% getting score ≥70. The ANOVA test shown that there were differences in the mean of test with the best mean was from the SPS model with hands on activity. Its result shown that hands on activity could make problem-solving ability be better. Based on it, concluded that the SPS, the SPS model with hands on activity had good completeness with the best model was the SPS model with hands on activity.
Studi Perbedaan Keefektifan Pembelajaran LC-5E dan CIRC Terhadap Kemampuan Pemecahan Masalah Matematika Sulastri, E.; Mariani, Scolastika; Mashuri, Mashuri
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.v6i1.4452

Abstract

membandingkan keefektifan model pembelajaran kooperatif tipe LC-5E (Learning Cycle 5E) dan tipe CIRC(Cooperative Integrated Reading and Composition) terhadap kemampuan pemecahan masalah matematika peserta didik. Populasi penelitian adalah peserta didik kelas X SMA Negeri 2 Ungaran. Sampel diambil secara cluster random sampling. Data akhir mengenai kemampuan pemecahan masalah diambil menggunakan metode tes. Teknik analisis data menggunakan uji proporsi, uji Anava dan uji lanjut LSD. Hasil penelitian menunjukkan kelas yang dikenai perlakuan pembelajaran LC-5Edan CIRCmencapai ketuntasan belajar. Dari uji Anava diketahui bahwa ada perbedaan rata-rata yang signifikan. Selanjutnya dilakukan uji lanjut LSDmenunjukkan Kelompok Eksperimen 1 paling baik. Simpulan dari penelitian ini adalah model pembelajaran LC-5Elebih efektif dibandingkan tipe CIRC terhadap kemampuan pemecahan masalah peserta didik. Saran yang dapat direkomendasikan adalah pembelajaran LC-5E dapat digunakan sebagai alternatif dalam mengembangkan kemampuan pemecahan masalah peserta didik. The purpose of this research was tocomparethe effectiveness of cooperative learning models type LC-5E (Learning Cycle 5E) and type CIRC (Cooperative Integrated Reading and Composition) toward students’ mathematic problem solving ability. The population of this research was students grade X of SMA Negeri 2 Ungaran.The samples were taken by cluster random sampling. The final data about students’ problem solving ability were taken used test method. Data were analysed used propotion test, ANOVA test, and LSD test. The result shown that classes that given LC-5E and CIRC learning models achieved mastery learning. From ANOVA test known that the averages are different significantly.From LSD test is known that the experiment group was the best. The conclusions from this research are LC-5E is more effective than CIRC learning model toward students’ problem solving ability. The suggestion is LC-5E model can be used as an alternative to develope stundents’ problem solving ability.
Komparasi Kemampuan Pemecahan Masalah Materi Geometri Antara Model SPS dan Model SPS Dengan Hands On Activity Pambudiarso, Rezky Bagus; Mariani, Scolastika; Prabowo, Ardhi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 1 (2016): 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.v7i1.4739

Abstract

Tujuan penelitian ini adalah untuk mengetahui tingkat ketuntasan penerapan model SPS, model SPS dengan hands on activity terhadap kemampuan pemecahan masalah; dan membandingkan rata-rata hasil tes kemampuan pemecahan masalah antara siswa model SPS dan siswa model SPS dengan hands on activity. Penelitian ini merupakan penelitian kuantitatif. Desain penelitian yang digunakan adalah Quasi Experimental Design dengan bentuk Pretest-Posttest Control Design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Karangtengah tahun ajaran 2014/2015. Dari 10 kelas, terpilih 3 kelas sampel yaitu kelas VIII E sebagai kelas eksperimen 1, VIII F sebagai kelas eksperimen 2, dan VIII G sebagai kelas kontrol. Metode yang digunakan untuk memperoleh data adalah tes, dokumentasi, dan observasi. Analisis data dilakukan dengan uji proporsi dan uji ANAVA. Uji proporsi secara berturut-turut menunjukkan bahwa siswa kelas eksperimen 1 mencapai ketuntasan dengan 87% siswa nilainya ≥70 dan siswa kelas eksperimen 2 mencapai ketuntasan dengan 97% siswa nilainya ≥70. Uji ANAVA menunjukkan bahwa ada perbedaan rata-rata hasil tes kemampuan pemecahan masalah dengan rata-rata terbaik adalah model SPS dengan hands on activity dan selanjutnya model SPS. Hasil tersebut menunjukkan bahwa hands on activity mampu menjadikan kemampuan pemecahan masalah menjadi lebih baik lagi. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa model SPS, SPS dengan hands on activity memiliki tingkat ketuntasan yang baik dengan model terbaik adalah model SPS dengan hands on activity.The purposes of this research were to determine the completeness level of the SPS, the SPS model with hands on activity to the student’s problem-solving ability; and to compare the mean of problem-solving ability test among the SPS and the SPS model with hands on activity. This research was quantitative. The design that employed was the quasi experimental “pretest posttest control” design. The population was the 8th grade students of SMP Negeri 1 Karangtengah in 2014/2015. From 10 classes, gotten 3 sample classes were the VIII E as the 1st experimental, the VIII F as the 2nd experimental, and the VIII G as the control class. Methods of collecting data used were test, documentation, and observation. Then, the data were analyzed by the proportion and the ANOVA test. The proportion test shown that the 1st experimental class could achieve the completeness with 87% getting score ≥70; the 2nd experimental class could achieve the completeness with 97% getting score ≥70. The ANOVA test shown that there were differences in the mean of test with the best mean was from the SPS model with hands on activity. Its result shown that hands on activity could make problem-solving ability be better. Based on it, concluded that the SPS, the SPS model with hands on activity had good completeness with the best model was the SPS model with hands on activity.
Kemampuan Penalaran Geometris Siswa pada Pembelajaran RME dengan Penekanan Handso on Activity Berdasarkan Aktivitas Belajar Fauziah, Isyatul; Mariani, Scolastika; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 6 No 1 (2017): Juni 2017
Publisher : Unnes Journal c.q. Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.989 KB)

Abstract

Tujuan penelitian untuk mengetahui (1) keefektifan pembelajaran menggunakan pendekatan RME pada penekanan hands on activity pada kemampuan penalaran geometris siswa materi kubus dan balok, (2) mendeskripsikan kemampuan penalaran geometris siswa berdasarkan aktivitas belajar. Penelitian ini menggunakan metode kombinasi. Analisis data dimulai dari analisis butir soal tes uji coba kemudian analisis uji prasyarat. Pengujian hipotesis menggunakan uji rara-rata (uji-t), kemudian uji banding proporsi (uji-z) untuk menghitung ketuntasan klasikal. Selanjutnya pengujian untuk mengetahui perbedaan antara 2 kelas menggunakan uji beda rata-rata (uji-t pihak kanan). Analisis data kualitatif menggunakan metode deskriptif kualitatif. Hasil penelitian kuantitatif menunjukkan bahwa kelas dengan pembelajaran berpendekatan RME dengan penekanan hands on activity mencapai tuntas individu dan tuntas klasikal mencapai 85%. Uji beda rata-rata menunjukkan hasil kelas dengan pembelajaran berpendekatan RME dengan penekanan hands on activity lebih baik dari kelas dengan pembelajaran metode ekspositori. Subyek yang memiliki kecenderungan pada akivitas visual, subyek mampu memenuhi semua indikator kemampuan penalaran geometris. Subyek yang memiliki kecenderungan pada aktivitas  lisan, subyek mampu memenuhi semua indikator kemampuan penalaran geometris.Subyek yang memiliki kecenderungan pada aktivitas motorik mampu memenuhi 6 indikator kemampuan penalaran geometris.
Model Project Based Learning dengan Hands on Activity Berbantuan Media Wayang Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Smk Kholiq, Abdul; Mariani, Scolastika; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 6 No 2 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (860.603 KB)

Abstract

Penelitian ini bertujuan untuk memperoleh karakteristik perangkat pembelajaran yang valid, praktis, dan efektif. Jenis penelitian ini adalah pengembangan perangkat dengan model pengembangan Borg and Gall. Subyek penelitian ini adalah siswa kelas XI SMK. Hasil penelitian menunjukan bahwa : (1) perangkat pembelajaran yang dikembangkan valid; (2) perangkat pembelajaran dinyatakan praktis, (3) pembelajaran matematika dinyatakan efektif, ditandai dengan tercapainya: ketuntasan klasikal mencapai lebih dari 75%, kemampuan pemecahan siswa dengan pembelajaran PjBL melalui hands on activity lebih baik dari pada kelas konvensional, proporsi ketuntasan individu kemampuan pemecahan siswa siswa dengan pembelajaran PjBL melalaui hands on activity lebih besar dari pada kelas konvensional, keterampilan proses dan karakter cinta budaya wayang berpengaruh positif terhadap kemampuan pemecahan masalah, dan adanya peningkatan kemampuan pemecahan masalah, keterampilan proses dan karakter cinta budaya wayang. This study aims to determine the learning instrument being used is valid, practical, and effective. This research is development learning instrument using development models of Borg and Gall. Subject of this research is grade XI student of SMK. The result of the development of learning instruments as follows: (1) a valid learning tool developed; (2) otherwise practical learning tools, (3) learning mathematics is effective marked by the achievement: classical completeness reached the proportion of more than 75%, problem solving abilities of students with learning PJBL through hands on activity is better than the conventional classroom, the proportion of problem solving abilities of students of students with learning PJBL through hands on activity is greater than a conventional classroom, process skills and character to love puppets culture have a positive effect on problem-solving ability, and an increased ability to problem-solving, process skills and character culture to love puppets.
Analysis of Mathematical Representation Skills Based on Student Learning Activities in Hands on Activity Assisted Pbl Learning Model Meilon, Beny; Mariani, Scolastika; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical representation is an important aspect in learning mathematics. Problem based learning, one of the learning models that can be applied to improve the ability of mathematical representation and student learning activities. The objectives of this study were (1) to test and analyze the effectiveness of PBL learning assisted by hands on activity on students 'mathematical representation abilities, (2) to describe the ability of students' mathematical representation based on learning activities. This research uses mixed method research with concurrent embedded design. Quantitative research and qualitative research go hand in hand with quantitative research as the primary method. The research subjects were class X students of SMA 1 Wonotunggal. The results of the study show that the class with PBL learning assisted by hands on activity achieves an average, and complete classics reaching more than 75%. The mean difference test shows the students' mathematical representation of classes with PBL learning assisted hands on activity better than classes with expository learning methods. Subjects who have high and moderate activities are able to fulfill all indicators of mathematical representation ability. Subjects who have less activity have not been able to meet the indicators of mathematical representation ability. Indicators that have not been fulfilled are symbolic and verbal representations.
Mathematical Literacy Based On Student’s Self-Regulated Learning by Flipped Classroom with Whatsapp Module Ricky Fahmy, Ahmad Faridh; Sukestiyarno, Sukestiyarno; Mariani, Scolastika
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy and self regulated learning are important for students to recognize the role of mathematics in life and effectively manage student’s abilities in learning. This study aims to (1) determine the effectiveness of flipped classroom with whatsapp module on student mathematical literacy, (2) describe mathematical literacy based on self regulated learning by flipped classroom with whatsapp module. This research is mixed method type Pre-Experimental Design type One-Group Pretest-Posttest Design. The research subjects were class VII students of Al Azhar Islamic Junior high school 23 Semarang. Based on the results of the study it was obtained that flipped classroom learning with whatsapp module was effective against mathematical literacy. Students with high self regulated learning experience stabilization in mastering the seven aspects of the mathematical literacy process very well. Students with medium self regulated learning, increased in communication, representation, using symbolic, formal and technical language and operation and using mathematic, and can be mastered very well, while other aspects are well mastered. Students with low self regulated learning, increased in mastering three aspects well, namely communication, representation, using symbolic, formal and technical language and operation and using mathematic tools. On the mathematising and devising aspects of strategies for solving problems can be mastered with sufficient categories. While the reasoning and argument aspects of students are still lacking in mastering it.
Mathematical Literacy Based On Entrepreneurial Character Students on Problem Based Learning Nuance of Mathematics In Context Endramawati, Tyas Ayun; Mastur, Zaenuri; Mariani, Scolastika
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the effectiveness of Problem Based Learning with the nuances of Mathematics in Context on mathematical literacy and describe mathematical literacy in terms of the entrepreneurial character of students. This study uses a mixed method with concurrent embedded. Subjects of this study were Xth grade students of SMK Pelayaran Semarang 2017/2018 school year. The subject of the study was based on the categories of students' initial entrepreneurial character, namely students with the characteristics of high, middle and low entrepreneurs. Qualitative data were analyzed by the average completeness test, classical completeness test, average difference test and improvement test. Quantitative data were analyzed using data triangulation techniques. The results of the study show that Problem Based Learning with nuances of Mathematics in Context is effective for students' mathematical literacy. Students with high entrepreneur character can achieve indicators of Communication, Mathematising, Representation, Reasoning and Argument and Devising Strategies for Solving Problems, although indicators Using mathematics tools and Using symbolic, formal, and technical language have insignificant errors.
Co-Authors Abd. Rasyid Syamsuri Abduh, M. Faisal Agus Yulianto Al Ashari, Shoib Rizal Amin Suyitno Amin, Ihdi Ardhi Prabowo Arief Agoestanto Asna, Alivia Nur Astuti, Raras Setya Astuti, Sri Ady Azzahra, Tsania Rahma Bambang Eko Susilo Bambang Eko Susilo Bayujaga, Dian Budi Waluya Damaryanti, Desi Dwi Daroinis Sa’adah Dedeh Kurniasih Dr. Masrukan, Dr. Dwi Erna Novianti Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto, Dwijanto Dwijayanto Dwijayanto E. Sulastri Edy Soedjoko Eko Supriyadi Ellya Masturina Hamid Endang Retno Winarti Endang Setyowati Endramawati, Tyas Ayun Enika Wulandari Erik Santoso Fani Laffanillah Fani Fathonah, Ika Ariwanti Fauziah, Isyatul Fitrianti, Dwi Agung Habaib, Taufik Nur Handayani, Kristina Haqiqi, Muhamad Irwan Hasriani Ishak Hening Windria Hikmasari, Prihatina Ihdi Amin Imanuel, Imanuel Indriani, Mikke Novia Iqbal Kharisudin Isnarto Isnarto Isnarto Isnarto Isnarto, Isnarto Isti Hidayah Istiqomah Ambarwati Iwan Junaedi Iwan Junaedi Jannah, Anita Nur Kartono - Kartono Kartono Khasmarawati, Vinda Kristina Wijayanti Kurniati, Chrisvonela Neri Lathifatun Ni'mah Lutfiani, Nurul M. Taufik Qurohman Ma'unah, Siti Malik, Ibnu Malik, Ibnu Marthinus Yohanes Ruamba Mashuri Mashuri Masrukan Masrukan Megita Dwi Pamungkas Megita Dwi Pamungkas Meilon, Beny Misa’adah, Fedriana Moh. Asikin Mohammad Asikin Muhammad Kharis Muhammad Marzuqi Mujiasih Mujiasih Mulyono Mulyono Mulyono Mulyono Muwahiddah, Ulil Nila Ubaidah Nofiyah, Noni Nugroho, Samuel Defri Nur Hidayati Nurariva Siregar Nurmutia, Halida Eka Nursasongko, Aditya Nuzul Putri Rahmawati Onwardono Rit Riyanto Pradina, Putri Dwi Pranawestu, Aditya Pratiwi, Yuninda Diah Putri, Dwi Liana Wella Putriaji Hendikawati Rahayu, Yenrika Kurniati Rahayuningsih, Rista Tri Ramadhani, Istika Ratri Ratnasari, Dwi Indah Rezky Bagus Pambudiarso, Rezky Bagus Ricky Fahmy, Ahmad Faridh Riza Arifudin Roby Sugiarto, Dede Retno Rochmad Rochmad Rochmad Rochmad Rosyidatul 'Ulya S. B. Waluya, S. B. Sa'adah, Daroinis Saiful Marom Saputri, Mike Sari, Fenny Tunjung Sari, Ratna Novita Sebastianus Fedi Setyaningsih, Lusianna Sri Solihah St. Budi Waluya Sudarsono Sudarsono Sugiman Sugiman Sukestiyarno Sukestiyarno Sunarmi Sunarmi Sunarti Susanti Susanti Vera Dewi Susanti Wahyu Ning Dewi Kumalaretna Wardono Wardono Wardono Wardono Widiastuti, Ririn Wijaya, Teguh Ananta Winayus, Riyan Fikri YL Sukestiyarno YL. Sukestiyarno Yoni Sunaryo Zaenuri Mastur