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All Journal Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika
Mardiyana Mardiyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Mathematics

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN TAHUN PELAJARAN 2013/2014 Pradipta Annurwanda; Mardiyana Mardiyana; Dewi Retno Sari S
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9984

Abstract

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of  the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.Keywords: Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN SAINTIFIK (TSTS-PS) DAN TIPE TEAMS ASSISTED INDIVIDULIZATION DENGAN PENDEKATAN SAINTIFIK (TAI-PS) PADA MATERI HIMPUNAN DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA Ratnasari Ratnasari; Mardiyana Mardiyana; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i1.10016

Abstract

Abstract: This research aimed to find out: (1) which one is better among cooperative learning models of TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among students’ anxiety categories, students having high, middle or low categories giving mathematics learning achievement. (3) in each learning model, which one is better among students’ anxiety categories in giving mathematics learning achievement and (4) in each anxiety categories, which one is better among TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all grade VII students of Junior High School (SMP) in Karanganyar Regency. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test of mathematics achievement and questionnaire of students’ anxiety categories. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells.  The result of research showed as follows. (1) The TSTS-PS had better learning achievement than the TAI-PS and classical with scientific approach. TAI-PS had learning achievement as good as the classical with scientific approach, (2) The students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as  those having high categories. (3) In each learning models, the students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as those having high categories. (4) In each of students’ anxiety categories, the TSTS with scientific approach had better learning achievement than the TAI and classical with scientific approach. TAI with scientific approach had learning achievement as good as the classical with scientific approach.Keywords : Two Stay Two Stray (TSTS), Teams Assisted Individulization (TAI), Classical, Scientific Approach, Students’ Anxiety.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) YANG DIMODIFIKASI DENGAN ASSESSMENT FOR LEARNING (AFL) PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMK TEKNIK DI KABUPATEN MADIUN Suryanto Suryanto; Budi Usodo; Mardiyana Mardiyana
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20250

Abstract

Abstract: The objective of this research was to investigate the effect of learning models on the learning achievement in Mathematics viewed from creativity of the student. The learning models compared were Teams Games Tournaments (TGT) The Modified By Assessment For Learning (AfL), Teams Games Tournaments (TGT) an direct model. This research is a quasi-experimental research with a 3x3 factorial design. The population of this research is all class 11th student of Vocational High School in Madiun. Sampling was done by stratified cluster random sampling of the sample totaled 266 students, with details of 87 students in the experimental class of 90 students in two experimental classes and 89 students in the control class. The instruments used to collect data were mathematics achievement test and test creativity in learning. The technique of analyzing the data was two-ways ANOVA with unequal cells. The results of research showed that: (1) The model of cooperative learning TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides mathematics learning achievement as well as direct learning model; (2) Students who have a high learning creativity gives better mathematics learning achievement than students who have studied creativity medium and low. Students who have studied creativity is giving mathematics learning achievement as well as students with low learning creativity; (3) For each learning model show that, the prestige mathematics students with high creativity learning are better than the student who have medium or low, and students who have the creativity learning is giving better mathematics learning achievement than students with low learning creativity. (4) For each students' level of creativity show that, cooperative learning model TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides better mathematics learning achievement than direct learning model.Keywords: cooperative learning, TGT modified AfL, TGT, creativity in learning, academic achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014 Annisa Swastika; Mardiyana Mardiyana; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9974

Abstract

Abstract: The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.Key words: TGT, Talking Chips, and mathematics communication ability
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING, THINK ALOUD PAIRS PROBLEM SOLVING DAN GROUP INVESTIGATION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KONSEP DIRI DAN KREATIVITAS BELAJAR SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP Aulia Ar Rakhman Awaludin; Mardiyana Mardiyana; Isnandar Slamet
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i1.10006

Abstract

Abstract: This research aims to know the different effect among learning model used i.e. Problem Based Learning, Think Aloud Pairs Problem Solving and Group Inverstigation models with scientific approach observed from students self concept and study creativity towards the ability of mathematics problem solving. This research used quasi experimental study with factorial design 3x2x3. The population of this research was the eighth grade student of State Junior High School of District Sragen Year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance level of 0.05. The results of this research are : (1) PBL-S produces the same students ability of mathematics problem solving with TAPPS-S. Moreover, both produce the better students ability than GI-S. (2) Students with positive category of self concept produce the better ability of mathematics problem solving than students with negative category. (3) Students with high study creativity category produce the better ability of mathematics problem solving than the medium and low category. However, the students with medium and low study creativity category produce the same ability of mathematics problem solving. (4) In each learning models, both the students with positive and negative self concept have the same ability of mathematics problem solving. (5) In PBL-S and GI-S models, students with high, medium and low creativity have the same ability of mathematics problem solving. However, there is different ability between high and low creativity category in TAPPS-S model. (6) Students with positive and negative self concept have the same ability of mathematics problem solving in all study creativity categories (high, medium, low category). (7) At each learning models, students with positive and negative self concept and with high, medium and low creativity have the same ability of mathematics problem solving.Keywords : PBL, TAPPS, GI, Scientific Approach, Self Concept, Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DAN TIPE ROUNDTABLE DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Yolan Kusumaningtyas; Mardiyana Mardiyana; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i2.10028

Abstract

Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed from emotional intelligence of the students. The learning models compared were learning model of the Numbered Head Together (NHT) with scientific approach, Roundtable with scientific approach, and classical with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VIII students of Public Junior High Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and emotional intelligence questionnaire. The data analysis technique used was the two-way ANOVA  with unequal cell. Based on hypothesis, the results of the study concluded as follows. (1) Roundtable model with scientific approach got better learning achievement than NHT model with scientific approach and with classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach. (2) Students with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence. In addition, students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (3) In each  learning models, student with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence, then  students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (4) In each category of emotional intelligence, Roundtable  model with scientific approach got better learning achievement than NHT with scientific approach and classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach.Keywords : Numbered Head Together (NHT), Roundtable, Classical, Scientific Approach, Emotional Intelligence.
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN CTL PADA MATERI TEOREMA PYTHAGORAS DI KELAS VIII SEKOLAH MENENGAH PERTAMA Yafita Arfina Mu’ti; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20242

Abstract

Abstract: This study aimed to: (1) produce teaching and learning materials with CTL approach on Pythagorean theorem at VIII Grade of Junior High School that was valid, practical, and effective, (2) investigate the better achievement in mathematics, whether using teaching and learning materials of CTL approach than using conventional teaching and learning materials. This study was development research. The development model used in this research was a developmental  research by  Plomp that contained five phases, (1) preliminary investigation, (2) design, (3) realization/ construction, (4) test, evaluation, and revision, and (5) implementation.  Teaching and learning materials said have quality if fulfilled validity, practical, and effective criteria. Teaching and learning materials was categorized validity based on expert judgement. Taeching and Learning materials was categorized practical if based on theory, teaching and learning materials was able to use it without revision or little revision and had fulfilled criteria of a practical teaching and learning materials. Teaching and learning materials was categorized effective if it fulfilled the indicators for a effective learning, including students activity during studying, learning activities based on syntax, student response about the learning, and students learning result. The data in this research was collected using test, questionnaire, observation, documentation, and interview.  To investigate the better student achievement used t-test. The results of this study were as follows: teaching and learning materials of CTL approach that include lesson plans, worksheets, and test of learning outcome was said to be valid, practical, and effective. Besides  that, student achievement with teaching and learning materials of CTL approach was better than student achievement with teaching and learning materials of conventional approach.Keywords: Teaching and learning materials, CTL, Pythagorean theorem
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN PETA KONSEP PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI EMOTIONAL SPIRITUAL QUOTIENT DAN KONSEP DIRI SISWA SMA/MA KELAS XI IPA SE-KABUPATEN BANYUMAS Nastiti Rahayu; Budi Usodo; Mardiyana Mardiyana
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i1.9998

Abstract

Abstract: This research was conducted to find out: (1) which produces better mathematics achievement: students who were given TGT cooperative learning with mind mapping, TGT cooperative learning, or conventional learning; students who have high emotional spiritual intelligence or low one; students who have a positive or negative self-concept. and (2) which is better, the mathematics achievement of students in each category of spiritual emotional intelligence (high or low) and the category of self-concept (positive or negative) on the TGT with mind mapping, TGT cooperative learning, and conventional learning. This study used a quasi-experimental study with a factorial design 3x2x2. The population in this study were all students of Science Second Grade Students of senior high schools in Banyumas Regency in the Academic Year of 2012/2013. The hypothesis test used three-way analysis of variance with unbalanced cell. Based on the analysis, we concluded as follows. (1) The mathematics achievement of students given TGT learning model with mind mapping was better than students given TGT learning model and the conventional model of learning. However, there was no difference in achievement between students given TGT learning models with conventional learning model; there was no difference in mathematics achievement of students with high emotional spiritual intelligence with students with low emotional spiritual intelligence; the mathematics achievement of students with positive self-concepts better than students with a negative self-concept. (2) In every model of learning, students with high emotional spiritual intelligence always provide a better learning achievement than students with low emotional spiritual intelligence. In the learning model TGT with mind mapping, students with a positive self-concept provided better mathematics achievement than students with a negative self-concept, while in the TGT and conventional learning model, there was no difference in achievement between students with a positive self-concept and students with negative self-concept.Key words: Mathematics Learning Achievement, TGT, Mind Mapping, ESQ, Self Concept
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI), PROBLEM BASED LEARNING (PBL) DAN PEMBELAJARAN KLASIKAL DENGAN PENDEKATAN SAINTIFIK PADA MATERI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Suprapto Suprapto; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10062

Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s leraning activity. The learning models compared were TAI with scientific approach, PBL with scientific approach, and classical with scientific approach.This experiment was quasi-experimental. It uses 3 x 3 factorial planning. The population was the entire 8th grade students of State Junior high School in Grobogan regency in the academic year 2014/2015. The sampling technique used was stratified cluster random sampling. The sample consisted of students of SMP N 2 Tegowanu, SMP N 3 Godong and SMP N 5 Purwodadi. Data collection instruments used were learning achievement test and student learning activity questionnaire. Hypothesis examination used was variance analysis (anava) with unequal cell.Conclusions acquired from this thesis are as follows: 1) PBL using scientific approach gives better mathematics learning achievement compared to TAI and classical Learning, TAI using scientific approach gives better mathematics learning achievement compared to classical learning. 2) student’s mathematics achievement with high learning activity is better than those with intermediate and poor learning activity, intermediate learning activity is better than those with poor learning activity. 3) on TAI using scientific approach, student’s mathematics achievement with high learning activity is as good as those with intermediate learning activity, high learning activity is better than those with poor learning activity, and intermediate learning activity is good as those with poor learning activity. Students which is given PBL using scientific approach, students with high learning activity have mathematics learning achievement as good as those with intermediate learning activity, high learning activity is better than those with poor learning activity, and intermediate learning activity is good as those with poor learning activity. 4) for students with high learning activity, PBL gives learning achievement as good as TAI, PBL gives learning achievement better than classical learning, and TAI gives learning achievement better than classical learning. For students with intermediate learning activity; TAI, PBL and classical learning gives the same good result. For students with poor learning activity; TAI, PBL and classical learning gives the same good result on student’s learning achievement. And student’s learning achievement on algebra which is given PBL is as good as those which is given classical learning.Keywords: TAI using scientific approach, PBL using scientific approach, classical learning, learning activity, learning achievement 
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Faradila Thalib; Mardiyana Mardiyana; Sutrima Sutrima
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i1.9988

Abstract

Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Key words: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.
Co-Authors Abdul Aziz KH Addin Zuhrotul ‘Aini Agung Putra Wijaya Agus Supriyanto An Nur Ami Widodo Anggrahini Anggrahini Annisa Swastika Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin Berti Okta Sari Budi Sasomo Budi Usodo Dewi Retno Sari S Dewi Retno Sari Saputro Dian Ratna Ariyani Eka Fitria Ningsih Endang Sri Handayani Faradila Thalib Gatut Iswahyudi Harlinda Fatmawati Heri Cahyono Hirtanto Hirtanto Ika Wulandari Imam Sujadi Intan Novia Sari Isna Nur Lailatul F Isnandar Slamet Kristin Yulianti Marchamah Ulfa Mika Ambarawati Muslikhah Muslikhah Nanndo Yannuansa Nastiti Rahayu Noviana Sukma Dewi Nur Ikawati Pradipta Annurwanda Prihastini Oktasari Putri Puji Rahayu Rahman Haryadi Ratnasari Ratnasari Rini Dewi Safitri Riyadi Riyadi Ronald Manibuy Santi Widyawati Sri Subanti Stefy Erlinda Novalia Sugihardjo Sugihardjo Sumanah Sumanah Suprapto Suprapto Suryanto Suryanto Sutrima Sutrima Suyono Suyono Tri Atmojo Kusmayadi Tri Silaningsih Triyanto Triyanto Wahyu Utomo Wawan Wawan Westi Bilda, Westi Widyana Wahyuningtyas YAFITA ARFINA MUTI Yolan Kusumaningtyas Yustinus Murdoko Zaotul Wardi