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All Journal Candi Journal on Mathematics Education (JME) Jurnal S2 Pendidikan Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Journal of Mathematics and Mathematics Education Jurnal Pendidikan Indonesia Jurnal Pendidikan Biologi Indonesia KAREBA : Jurnal Ilmu Komunikasi IJIET (International Journal of Indonesian Education and Teaching) Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Public Administration Studies Jurnal Didaktika Dwija Indria Jurnal Ilmu Administrasi: Media Pengembangan Ilmu dan Praktek Administrasi
Riyadi Riyadi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN FAN-N-PICK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECEMASAN PADA MATEMATIKA SISWA SMP NEGERI DI KABUPATEN MAGELANG Setyowati, Anna; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s mathematics anxiety. The learning model compared were Teams Games Tournament of cooperative learning model, Fan-N-Pick of coopeartive learning model, and direct instruction model The method which was applied in this research was quasi-experimental with 3×3 factorial design done in class VIII second semester of Junior High School (SMP) In Magelang Regency Academic Year 2012/2013. Sampling technique using stratified cluster random sampling. The research concludes as follows. 1) Fan-N-Pick of cooperative learning model gave better mathematics learning achievement than TGT of cooperative learning model and direct instructional model. While, TGT of cooperative learning model gave better  mathematics learning achievement than direct instructional model. 2) The students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. While students with medium levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. 3) In the TGT of cooperative learning model, students with high and medium levels of mathematics anxiety had similar good mathematics achievement. So also students with medium and low levels of mathematics anxiety had similar good mathematics achievement. However, the TGT of cooperative learning model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. In the Fan-N-Pick of cooperative learning model, students with low, medium and high levels of mathematics anxiety had similar good mathematics achievement. In the direct instructional model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. 4) On students with low levels of mathematics anxiety by using TGT and Fan-N-Pick of cooperative learning model and direct instructional model had similar good mathematics achievement. Students with medium and high levels of mathematics anxiety, mathematics achievement had equally well if given a model of learning through direct instruction model and TGT of cooperative learning model. Likewise if given learning with TGT and Fan-N-Pick of cooperative learning model had similar good mathematics achievement. However, students with medium and high levels of mathematics anxiety had better mathematics achievement through Fan-N-Pick of cooperative learning model rather than through direct instructional model. Key words: Teams Games Tournament (TGT), Fan-N-Pick, Mathematics Anxiety
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TGT DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF MATEMATIKA SISWA DITINJAU DARI KECERDASAN MAJEMUK Fadila, Abi; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics.Keywords: STAD, TGT, multiple intelligences, learning achievement, and affective aspect.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) DITINJAU DARI KECERDASAN INTRAPERSONAL SISWA Hidayati, Noor; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract. The aims of the research were to determine: (1) which one has better learning achievement, Jigsaw learning model, TGT, or conventional, (2) which one has better learning achievement, students with high, middle or low intrapersonal, (3) based on learning model, which one has better learning achievement, students with high, middle, or low intrapersonal intelligence, (4) based on intrapersonal intelligence, which one has better learning achievement, Jigsaw learning model, TGT, or conventional. The type of the research was a quasi-experimental research with  a 3 x 3 factorial design. The population was XI science  students  of Senior High School in Kudus regency on academic year 2013/2014. Sampling was done by stratified cluster random sampling. The size of the sample were 277 students consisted of 95 students in the first experimental group, 87 students in the second and 95 for the control class. The instruments used were mathematics  achievement test and  intrapersonal intelligence questionnaire. The hypotheses testing used unbalanced two ways ANOVA. Based on hypothesis testing, it can be concluded as follow. (1) Student learning achievement  treated by TGT  is better than Jigsaw  and conventional, and Jigsaw model is better than conventional, (2) Learning achievement of students who have high intrapersonal intelligence is better than students who have middle and low intrapersonal intelligence, and students who have middle intrapersonal intelligence is better than students who have low intrapersonal intelligence, (3) Based on  all types of learning models,    students who have high intrapersonal intelligence have better learning achievement than students who have middle and low intrapersonal intelligence, and students who have  middle intrapersonal intelligence have better learning achievement than student  who have low intrapersonal intelligence. (4)  For high intrapersonal intelligence, students learning achievement treated by TGT is better than Jigsaw, for both learning models,  Jigsaw  and conventional have the same learning achievement. For middle intrapersonal intelligence, students learning achievement treated by TGT  is better than conventional, while both learning models,  Jigsaw and conventional have the same learning achievement. For low intrapersonal intelligence,  conventional and TGT are better than Jigsaw, while both learning models, TGT and conventional have the same learning achievement.Keywords: Jigsaw, TGT,  intrapersonal intelligence, learning achievement.  
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN NUMBERED HEAD TOGETHER (NHT) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KONSEP DIRI BELAJAR MATEMATIKA SISWA DI SMP NEGERI E-KABUPATEN BLORA Kusumaningtyas, Yekti Putri; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: This research aimed to find out: (1) which one is better among learning models of Think Talk Write (TTW), Numbered Head Together (NHT) or conventional one in giving mathematics learning achievement, (2) which one is better among students’ levels of self concept, students having high, medium or low self concept in giving mathematics learning achievement. (3) in each learning model, which one is better among students’ levels of self concept in having mathematics learning achievement and (4) in each level of self concept, which one is better among Think Talk Write (TTW), Numbered Head Together (NHT) or conventional model in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all students of Junior High School (SMP) in Blora. The samples were chosen by using stratified cluster random sampling. The samples were 309 students; consist of 105 students in the first experimental class, 105 in the second experimental class, and 99 students in control class. The instruments used to collect the data were the test of mathematics achievement and questionnaire of self concept. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It showed that three classes had balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed that: (1) Think Talk Write (TTW) and Numbered Head Together (NHT) learning models had better achievement than conventional model, Think Talk Write (TTW) and Numbered Head Together (NHT) learning models had the same mathematics achievement, (2) the students having high self concept had better learning achievement than those having medium and low self concept, the students having medium and low self concept had the same mathematics learning achievement, (3) in each learning model: the students having high self concept had better learning achievement than those having medium and low self concept, the students having medium and low self concept had the same mathematics learning achievement, (4) in each level of self concept: Think Talk Write (TTW) and Numbered Head Together (NHT) model better learning achievement than conventional model, Think Talk Write (TTW) and Numbered Head Together (NHT) model had the same good mathematics learning achievement.Keywords: Think Talk Write (TTW), Numbered Head Together (NHT), mathematics learning achievement, and self concept.
PROSES INTEGRASI SIKAP DALAM PEMBELAJARAN MATEMATIKA SMP BERDASARKAN KURIKULUM 2013 (Studi Kasus pada Proses Pembelajaran Kelas VII SMP Al Azhar Syifa Budi Solo Semester Ganjil Tahun Pelajaran 2013/2014) Sulaiman, Sulaiman; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to describe the integration process and attitude assessment done by the teacher in mathematics learning process at seventh grade of SMP Al Azhar Syifa Budi Solo. This qualitative research was a case study. The subjects of this research were a teacher and three seventh grade students of SMP Al Azhar Syifa Budi Solo. The data of integration process was in the form of activity within mathematics learning process supported by the subjects’ statement. Data analyzing process began by assessing all data available in the recorder, which includes the learning process and interview. There were three steps in analyzing the data: data reduction, data presentation, and drawing conclusion. Information of attitude assessment was in the form of information gathering activity conducted by the teacher to the students. The data were obtained from the transcription of recorded interview and learning process. Validation techniques used were perseverance maintenance and time triangulation. The results of this research are as follows: 1) Integration process of attitude in mathematics learning at seventh grade of SMP Al Azhar Budi Syifa Solo based on Curriculum 2013. During observation learning process, the teacher asks the students to observe objects and events in daily life related to mathematics learning topic. During question and answer learning process, the teacher gives questions to the students and provides them chance to ask questions. During information gathering process, the students were asked to discuss a certain concept, to read a book and to discuss it, to examine, to explain, and to solve a problem. During associating learning process, the teacher asks the students to analyze, to associate, and to define in details the learning topic. Lastly, during communicating learning process, the teacher helps the students to summarize the material comprehensively. 2) Process of attitude assessment during mathematics learning at seventh grade of SMP Al Azhar Syifa Budi Solo are: the process of curiosity assessment was conducted by the teacher when the students solved the problems related to the materials; the process of responsibility assessment was conducted by the teacher when the students solved the problems and when the students present the result of their discussion in front of the class. The assessment of curiosity and responsibility were conducted by giving checklist mark on the attitude observation sheet.Key Words: integration process of attitude, attitude assessment process, curiosity,responsibility, curriculum 2013
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TTW DAN TPS PADA PERSAMAAN GARIS LURUS DITINJAU DARI KARAKTERISTIK CARA BERPIKIR SISWA SMP NEGERI SE-KABUPATEN PRINGSEWU Suningsih, Ari; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The purposes of the research were to determine the effect of learning models on mathematics achievement viewed from students mind  style. The learning model compared were TTW (Think Talk Write), TPS (Think Pair Share) and conventional. The kind of research was a quasi experimental research. The population was the students of Junior high school in Pringsewu regency on academic year 2013/2014. The size of the sample was 286 students, consisted of 98 students in the first experimental group, 105 students in second experimental group and 84 students in control group. The instruments used were mathematics achievement test and questionnaire. Hypothesis analysis test used two ways analysis of variance with unbalanced cells. The conclusions were as follow. (1) TTW model gave the same effect as TPS, but TTW model  was better than conventional and TPS model gave the same effect as conventional. (2) For all types of students mind style gave the same effect for mathematics learning achievement of students. (3) In each model of learning, students with mind style types concrete sequential, abstract sequential, concrete random, or abstract random have the same effect for mathematics learning achievement. (4) In each mind style, TTW model gave the same effect as TPS, but TTW model was better than conventional and TPS model gave the same effect as conventional.Keywords: TTW, TPS, Conventional, Mind Style, Mathematics Learning Achievement.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK (PMR) DAN OPEN ENDED PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN Putra, Aji Permana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out on  the topic of circumference and area of triangles and quadrangles: (1) which one produce better learning achievement among Realistic Mathematics Education (RME) approach, open ended approach or a mechanistic approach; (2) which had better learning achievement between field dependent cognitive style students or field independent cognitive style students; (3) at each cognitive styles, which was better learning achievement among RME approach, open ended approach or mechanistic approach, and (4) at each learning approach, which had better learning achievement between field dependent cognitive style students or field independent cognitive style students. This research was a quasi-experimental with 3×2 factorial design. The population was all students in seventh grade of state Junior High School in Pacitan Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 238 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded that: (1) RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (2) the field independent cognitive style students have a better learning achievement than field dependent cognitive style students; (3) at each of cognitive styles, RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (4) at each learning approach, field independent cognitive style students have better learning achievement than field dependent cognitive style students.Keywords: Field Dependent, Field Independent, Mechanistic, Open Ended, Realistic Mathematics Education (RME).
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN STUDENT TEAMS ACHIEVEMENT DIVISION BERBANTUAN MEDIA GEOGEBRA PADA MATERI PROGRAM LINEAR DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XII IPA SMA NEGERI SE-KABUPATEN KUDUS Ayuni, Puji; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of Linear Program; (2) which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (3) in each learning model, which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (4) in each learning creativity, which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of discussion of Linear Program. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was all of the students in Grade XII of the Natural Science Program of Senior Secondary Schools of Kudus regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling. The samples consisted of three schools, namely: Senior Secondary School 1, Senior Secondary School 2, and Senior Secondary School 1 of Mejobo. The data of the research were analyzed by using the two-way analysis of variance (ANAVA) with unbalanced cells.The results of the analysis show that: (1) the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning model; (2) the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of Linear Program than those with the low learning creativity; (3) in the three learning models, the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of discussion of Linear Program than those with the low learning creativity; and (4) the students with the high, medium and low learning creativity,  the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning modelKeywords: TGT, STAD and Geogebra
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS), TIPE MAKE A MATCH (MAM) DAN TIPE GUIDE NOTE TAKING (GNT) DITINJAU DARI GAYA KOGNITIF SISWA SMA MUHAMMADIYAH KOTA SURAKARTA K W, Nurul Amalia; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to know: (1) which of  learning model gives a better learning mathematics achievement, learning model of TPS, learning model of MAM or learning model of GNT on logarithm, (2) which has better learning mathematics achievement, students with cognitive style FD or FI cognitive style, (3) in each learning model (TPS, MAM, GNT), which cognitive style that give a better learning mathematics achievement, the cognitive style of FD or cognitive styles of FI. (4) in each cognitive style (field dependent (FD) and field independent (FI)), which of the learning model give a better learning mathematics result, learning model of TPS, MAM or GNT. This research was a quasi-experimental research with a 3 x 2 factorial design. The population in this research was senior high school students of grade X in Surakarta. The sample was taken by using the cluster random sampling technique. The study samples of this research were the students of SMA Muhammadiyah 1, SMA Muhammadiyah 2, and SMA Muhammadiyah 3. The instruments that was used to collect the data were cognitive test styles and the learning mathematics achievement test of logarithms. Testing of hypothesis used  two-way analysis of variance with unbalanced cells using significance level  a = 0.05. Based on hypothesis testing, it can be concluded that: (1) the learning achievement in mathematics on topic of discussion of logarithm resulting from the learning model of the TPS model  is as good as that of the MAM model  and that of the GNT model, (2) the students with the FI cognitive styles have a better learning achievement in mathematics on the topic of logarithm than those with the FD cognitive style, (3) in each of the learning models (TPS, MAM, GNT) the FI cognitive style results in  a better learning achievement in mathematics on the topic of logarithm than the FD cognitive style, (4) in FD cognitif style, the learning models of TPS, learning models of MAM, learning models of GNT give the same learning achievement, whereas in FI cognitive style, the learning models of GNT gives a better learning mathematics achievement than learning models of MAM and learning models of TPS.Keywords: TPS, MAM, GNT, Cognitive Styles, Learning Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GI DAN NHT DALAM LC7E TERHADAP PRESTASI BELAJAR MATEMATIKA DAN MOTIVASI BERPRESTASI DITINJAU DARI ADVERSITY QUOTIENT Prihatiningrum, Wahyu; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract : The aim of this research was to determine the effect of learning models toward the learning achievement in Mathematics and the achievement motivation viewed from the Adversity Quotient (AQ). The learning models compared were Cooperative Learning Model of Group Investigation (GI) Type and Numbered Head Together (NHT) Type in Learning Cycle 7E (LC7E). This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 214 students, and they were divided into two groups, 107 students in Experimental Class 1 and 107 in Experimental Class 2. The instruments used for gathering the data of the research were test of achievement in Mathematics learning, questionnaire of achievement motivation, and AQ measurement tool. The data was analyzed using multivariate analysis of variance. The results of the research show that: (1) the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; (2) the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E; (3) the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (4) the students with AQ of the climbers type have a better achievement motivation than the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (5) in each learning model, either in the NHT in LC7E or GI in LC7E, the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (6) in each learning model, either the NHT in LC7E or the GI in LC7E, the students with AQ of the climbers type have a better achievement motivation than those the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (7) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; and (8) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E.Keywords:      NHT, GI, learning cycle, adversity quotient, and achievement motivation.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Hidayat Abdul Razak Abi Fadila Aji Permana Putra Ali Fakhrudin, Ali Andriawan Nurcahyo, Andriawan Anesa Surya, Anesa Anna Setyowati Ardiyani, Shila Majid Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Dwi Rahmawati, Arum Dwi Arumingtyas, Pramesti Asih Miatun Asy’ari, Asy’ari Aulia Musla Mustika author Ari Suningsih Budi Usodo Budiyono Budiyono Burhan Mustaqim Dewi Kurniasari, Dewi Dhani Nur Hendrayanto Diari Indriati Dwi Yuni Pramugarini Dwiani Listya Kartika, Dwiani Listya Eka Nur Azizah Eko Ganis Sukoharsono Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani Ersam Mahendrawan Farah Heniati Santosa, Farah Heniati Fitri Andika Nurussafa’at, Fitri Andika Gunarhadi Gunarhadi, Gunarhadi Halimah Halimah Hartono Hartono Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Idam Ragil Widianto Atmojo Imam Sujadi Irma Ayuwanti Isnaeni Umi Machromah Jeany Maria Fatima, Jeany Maria Juitaning Mustika Kartono - Kurniawan, Sandra Bayu Lies Lestari Luthfiana Mirati, Luthfiana Maghfiroh Yanuarti Mania Roswitha Mardiyana Mardiyana Muhammad Gazali Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Musadieq, Muhammad Al Nina Nurmasari Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Nuraini Muhassanah Nurul Amalia K W Nyoto Nyoto, Nyoto Oka Tamaraningtyas Prabowo, Haniftia Haqqiendini Puji Ayuni Rany Widyastuti Rima Aksen Cahdriyana Sajidan Sajidan Sigit Pamungkas Siti Komsatun Sri Hartati Ningsih Sri Subanti Sri Yamtinah Sugihardjo Sugihardjo Sulaiman Sulaiman Sumanah Sumanah Syarifah, Triana Jamilatus Tanti Listiani, Tanti Tri Atmojo Kusmayadi Tri Silaningsih Tunggu Biyarti Twiningsih, Anik Ulfa Masamah, Ulfa Umar Nimran Ummi Rosyidah, Ummi Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Widodo Widodo Yekti Putri Kusumaningtyas Zara Mertiana RZ