Budi Usodo
Universitas Negeri Sebelas Maret, Surakarta, Indonesia

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PENERAPAN METODE PEMECAHAN MASALAH DENGAN PENDEKATAN RECIPROCAL TEACHING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN PARTISIPASI SISWA KELAS VIII.I SMP NEGERI 3 KARANGANYAR TAHUN PELAJARAN 2012/2013 Veva, Ervina Yulias; Usodo, Budi; Pramesti, Getut
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 2, No 2 (2018): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 2, Nomor 2, Maret 201
Publisher : F.KIP Universitas Sebelas Maret

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Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VIII.I SMP Negeri 3 Karanganyar tahun pelajaran 2012/2013. Data penelitian diperoleh melalui observasi dan tes. Teknik analisis data adalah dengan teknik analisis deskriptif. Validasi data dari partisipasi siswa dan proses pembelajaran dengan menggunakan teknik triangulasi sumber. Hasil penelitian menyimpulkan penggunaan metode pemecahan masalah dengan pendekatan reciprocal teaching dapat meningkatkan kemampuan komunikasi matematis dan partisipasi siswa. Pada siklus I, rata-rata persentase kemampuan komunikasi matematis yang berhasil dicapai siswa sebesar 57,03% dan pada siklus II rata-rata persentase kemampuan komunikasi matematis siswa mengalami peningkatan sebesar 11,53% menjadi 68,56%. Pada siklus I diperoleh rata-rata persentase partisipasi siswa mencapai 68,75% dan pada siklus II rata-rata persentase partisipasi siswa mengalami peningkatan sebesar 18,75% menjadi 87,50%. Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan metode pemecahan masalah dengan pendekatan reciprocal teaching dapat meningkatkan kemampuan komunikasi matematis dan partisipasi siswa kelas VIII.I SMP Negeri 3 Karanganyar tahun pelajaran 2012/2013.
UPAYA MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, SATISFACTION) PADA SISWA KELAS VIII H SMP NEGERI 2 MOJOLABAN TAHUN PELAJARAN 2016/2017 Manora, Yupi Ayu; Usodo, Budi; Pramudya, Ikrar
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 1, No 4 (2017): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 1, Nomor 4, Juli 2017
Publisher : F.KIP Universitas Sebelas Maret

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Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan penerapan model pembelajaran ARIAS (assurance, relevance, interest, assessment, satisfaction) yang dapat meningkatkan motivasi belajar matematika siswa, mengetahui peningkatan motivasi belajar matematika siswa setelah diterapkan model pembelajaran ARIAS, dan mengetahui dampak penerapan model pembelajaran ARIAS terhadap prestasi belajar siswa. Penelitian dilaksanakan dalam dua siklus dengan tiap siklus terdiri atas empat tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi.Subjek penelitian adalah guru matematika dan siswa kelas VIII H SMPN 2 Mojolaban yang berjumlah 32 siswa.Data yang dikumpulkan pada penelitian ini adalah data keterlaksanaan pembelajaran yang diperoleh dari hasil observasi, data motivasi belajar matematika yang diperoleh dari hasil angket, dan data prestasi belajar siswa yang diperoleh dari hasil tes. Indikator keberhasilan penelitian ini adalah persentase siswa yang memiliki motivasi belajar matematika kategori tinggi lebih dari atau sama dengan 70%. Hasil penelitian menunjukan bahwa penerapan model pembelajaran ARIAS dapat meningkatkan motivasi belajar matematika siswa kelas VIII H SMPN 2 Mojolaban tahun ajaran 2016/2017. Hal ini didasarkan pada hasil yang diperoleh pasca tindakan dimana siswa yang memiliki motivasi kategori tinggi hanya 46,88%. Selanjutnya, setelah dilakukan tindakan dengan menerapkan model pembejaran ARIAS siswa yang memiliki motivasi kategori tinggi meningkat menjadi 59,38% pada siklus I dan meningkat menjadi 78,12% pada siklus II. Kemudian, dari hasil tes persentase ketuntasan prestasi siswa mengalami peningkatan menjadi 53,12% pada siklus I dan meningkat menjadi 81,25% pada siklus II.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME PADA MATERI BARISAN DAN DERET DITINJAU DARI GAYA KOGNITIF SISWA KELAS XI SMK NEGERI 8 SURAKARTA TAHUN PELAJARAN 2013/2014 Nahdiya, Nikmah Alfi; Usodo, Budi; Triyanto, Triyanto
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 2, No 1 (2018): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 2, Nomor 1, Januari 2
Publisher : F.KIP Universitas Sebelas Maret

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Penelitian ini bertujuan untuk mengetahui: (1) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, pembelajaran matematika menggunakan model pembelajaran kooperatif tipe STAD dengan pendekatan RME atau pembelajaran matematika menggunakan model pembelajaran konvensional pada materi barisan dan deret, (2) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, siswa dengan gaya kognitif field independent atau siswa dengan gaya kognitif field dependent pada materi barisan dan deret, (3) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, siswa yang megikuti model pembelajaran kooperatif tipe STAD dengan pendekatan RME atau siswa yang mengikuti model pembelajaran konvensional pada masing-masing gaya kognitif siswa pada materi barisan dan deret.Dari hasil penelitian ini dapat disimpulkan bahwa: (1) pembelajaran matematika menggunakan model pembelajaran kooperatif tipe STAD dengan pendekatan RME menghasilkan prestasi belajar matematika yang lebih baik daripada pembelajaran matematika menggunakan model pembelajaran konvensional pada materi barisan dan deret, (2) siswa dengan gaya kognitif field independent menghasilkan prestasi belajar matematika yang lebih baik daripada siswa dengan gaya kognitif field dependent pada materi barisan dan deret, (3) pada siswa dengan gaya kognitif field independent dan field dependent, siswa yang mengikuti model pembelajaran kooperatif tipe STAD dengan pendekatan RME menghasilkan prestasi belajar matematika yang lebih baik dari pada siswa yang mengikuti model pembelajaran konvensional pada materi barisan dan deret
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SECARA TERTULIS PESERTA DIDIK KELAS X SMA N 1 SUKOHARJO DITINJAU DARI PERBEDAAN GENDER Rahmawati, Retno Dwi Putri; Usodo, Budi; Chrisnawati, Henny Ekana
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 1, No 3 (2017): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 1, Nomor 3, Mei 2017
Publisher : F.KIP Universitas Sebelas Maret

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Tujuan penelitian ini adalah untuk mengetahui karakteristik komunikasi matematis secara tertulis pada peserta didik perempuan dan laki-laki, mengetahui faktor-faktor yang mempengaruhi dan memberikan solusi alternatif yang dapat mengembangkan kemampuan komunikasi matematis secara tertulis.Penelitian ini merupakan penelitian kualitatif. Subjek penelitian adalah peserta didik kelas X MIA 1. Subjek ditentukan dengan teknik sampel bertujuan sehingga diperoleh 2 peserta didik perempuan dan 2 peserta didik laki-laki yang memiliki kemampuan komunikasi matematis tingkat 2. Sumber data berasal dari guru dan peserta didik. Teknik pengumpulan data adalah observasi, tes dan wawancara. Teknik analisis data menggunakan tiga kegiatan yaitu reduksi data, penyajian data, dan pengambilan kesimpulan. Validitas data menggunakan teknik triangulasi waktu.Berdasarkan hasil analisis data diperoleh informasi bahwa peserta didik perempuan dan laki-laki mampu dengan benar menuliskan informasi terkait konteks isi persoalan ke dalam kalimat matematis akan tetapi peserta didik perempuan lebih teliti dalam menghimpun informasi; dalam memahami istilah-istilah matematis pengetahuan peserta didik perempuan dan laki-laki minimal efektif untuk menjelaskan konteks persoalan; peserta didik perempuan dan laki-laki menuliskan notasi matematika dengan tidak tepat, tidak mengetahui makna notasi yang dituliskan, terkadang menuliskan notasi yang tidak bermakna, kemudian peserta didik perempuan terkadang juga menuliskan notasi yang ambigu atau mempunyai makna ganda; peserta didik perempuan dan laki-laki menyelesaikan persoalan matematika dengan tidak lengkap; tidak dapat menuliskan argumen pada setiap prosedur penyelesaian; mampu menyampaikan ide atau relasi matematika ke dalam gambar yang mengilustrasikan konteks permasalahan. Akan tetapi peserta didik laki-laki mengalami kesulitan dalam menyampaikan ide ke dalam gambar pada persoalan jarak pada soal yang tidak eksplisit. Faktor yang mempengaruhi komunikasi matematis yaitu : pembelajaran dan evaluasi yang mengutamakan hasil daripada proses serta tidak ada pemahaman terkait manfaat memiliki komunikasi matematis secara tertulis yang baik. Beberapa solusi alternatif yakni : membiasakan pembelajaran dan evaluasi yang mengutamakan pada proses dan hasil, serta memahamkan peserta didik mengenai manfaat berkemampuan komunikasi matematis secara tertulis. 
EKSPERIMENTASI MODEL PEMBELAJARAN TSTS BERBASIS PENDEKATAN KONTEKSTUAL PADA MATERI TRIGONOMETRI DITINJAU DARI KEAKTIFAN BELAJAR SISWA Purnama, Agung Eka; Usodo, Budi; Kuswardi, Yemi
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 2, No 2 (2018): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 2, Nomor 2, Maret 201
Publisher : F.KIP Universitas Sebelas Maret

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Penelitian bertujuan untuk mengetahui manakah yang prestasi belajar yang lebih baik, model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) berbasis pendekatan kontekstual, model pembelajaran Two Stay Two Stray (TSTS) atau model pembelajaran langsung pada materi trigonometri, manakah yang mempunyai prestasi belajar yang lebih baik, siswa dengan keaktifan belajar tinggi, sedang atau rendah pada materi trigonometri serta apakah terdapat interaksi antara model pembelajaran (TSTS-kontekstual, TSTS, langsung) dan keaktifan belajar terhadap prestasi belajar. Penelitian ini termasuk jenis penelitian eksperimental semu dengan desain faktorial 3x3. Populasi penelitian adalah seluruh siswa kelas X SMA Negeri 5 Surakarta tahun ajaran 2016/2017 dengan sampel penelitian adalah kelas X MIPA 1, X MIPA 3 & X MIPA 5. Teknik pengumpulan data yang digunakan adalah dokumentasi, angket dan tes. Teknik analisis data menggunakan anava dua jalan sel tak sama. Kesimpulan dari penelitian yaitu model pembelajaran Two Stay Two Stray (TSTS) berbasis pendekatan kontekstual, Two Stay Two Stray (TSTS) dan pembelajaran langsung menghasilkan prestasi belajar yang sama, siswa dengan tingkat keaktifan belajar berbeda (tinggi, sedang dan rendah) memiliki prestasi belajar yang sama serta pengaruh model pembelajaran terhadap prestasi belajar tidak bergantung pada tingkatan keaktifan belajar siswa, dan pengaruh keaktifan belajar siswa terhadap prestasi belajar tidak bergantung pada model pembelajaran.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI Adiningsih, Sri; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): 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 student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students,  campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI SEGIEMPAT DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VII DI KABUPATEN BANYUMAS Fadlilah, Umi; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of the research were to determine the effect of learning models on mathematics achievement viewed from anxiety mathematics learning. The learning models compared were direct, PBL with scientific approach, and DL with scientific approach. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples are the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and anxiety mathematics learning. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBL with scientific approach to DL with scientific approach achievement than those receiving direct learning model. The students receiving PBL with scientific approach and DL with scientific approach had the same learning outcome. (2) Students with lower levels of mathematics anxiety learning had better learning outcome than students with medium and high anxiety level. Students’ learning anxiety level on math was better in their learning outcome than students with high levels of learning anxiety mathematics. (3) In each group, the anxiety level of students learning mathematics, learning model PBL with scientific approach and learning model DL with scientific approach provides better performance than direct learning model, learning model PBL with scientific approach produces the same learning outcome with learning model DL with scientific approach. (4) In each of the learning model, students with lower levels of anxiety level of mathematics learning outcome had better math outcome than students with medium and high math anxiety level learning, students learn math anxiety levels were to have better learning outcome than students with high levels of anxiety learn mathematics.Keywords: Direct learning model, PBL learning model with scientific approach, DL learning model with scientific approach, Math Anxiety Learning
ELEMENTARY SCHOOL TEACHER’S OBSTACLES IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN MATHEMATICS LEARNING Nurlaily, Vivi Astuti; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

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This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.
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
Publisher : Jurnal 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 KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno, Sutrisno; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.
Co-Authors A.A. Ketut Agung Cahyawan W Agnes Reswari Ingkansari Ahmad, Ahmad Ahmad, Ahmad Andhika, Niken Dwi Ardiyanto, David Ardiyanto, David Arianti Puspita Dewi Aritsya Imswatama Asy’ari Asy’ari Asy’ari, Asy’ari Binti Anisaul Khasanah Brilliyanti, Fanny Brilliyanti, Fanny Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Cahyani, Apri Winar Chrisnawati, Henny Ekana Chrisnawati, Henny Ekana Dewi Retno Sari Saputro, Dewi Retno Dian Devita Yohanie Yohanie Dian Dwi Astutik, Dian Dwi Dian N Safitri Dian Panji Wicaksono Dwi A, Yuridis Madyarsa Dwi A, Yuridis Madyarsa E.P.U, Moertiningsih Edwin Latif Hardiyanto Eka Nur Azizah Endang Hariyati Ersam Mahendrawan Fahimah Andini Farah Heniati Santosa, Farah Heniati Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Fuany, Anggun Haniah, Wahyu Nur Henny Ekana Chrisnawati Herawati, Ratna Heribertus Soegiyanto, Heribertus Hidayat Bahktiar, Hidayat Hidayatulloh Hidayatulloh Ilham Rais A Ira Kurniawati Irene Endah Tri Winihati Isnaeni Umi Machromah Iswanti, Partia Juniarto, Suci Karina Pramitasari, Karina Kurniawati, Ira Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kuswardi, Yemi Kuswardi, Yemi Labiba Zahra, Labiba Lingga Nico Pradana Maghfiroh Yanuarti Manora, Yupi Ayu Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana, Mardiyana Marlina, Rosy Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Murdoko, Yustinus Nahdiya, Nikmah Alfi Nelly Indriastuti P Nindia Elisie Anggraini Nok Yeni Heryaningsih, Nok Yeni Novia Dwi Rahmawati, Novia Dwi Novia Fajar Utami Nunung Juwariah, Nunung Nur Anida Laila Nurcahyo, Adi Nurcahyo, Adi Nurlaily, Vivi Astuti Nuryani Destiningsih, Nuryani Nyoto Nyoto, Nyoto Ony Syaiful Rizal, Ony Syaiful Paryatun, Suji Paryatun, Suji Permataari, Desty Ratna Pramesthi, Getut Pramesti, Getut Pramudya, Ikrar Puput Suriyah, Puput Purnama, Agung Eka Purwaningsih, Tri Purwaningsih, Tri Puspananda, Dian Ratna Rahayu, Heni Septi Rahayu, Nastiti Rahmat Winata Rahmawati, Retno Dwi Putri Rany Widyastuti Ratnasari Ratnasari Reka Pramukti, Reka Rivia J, Hefin Dwi Riyadi Riyadi Riyadi Riyadi Riyadi, Riyadi Riyadi, Riyadi Riyadi, Riyadi Rizqona Maharani, Rizqona Robia Astuti Safitri, Rini Dewi Salistiyani, Salistiyani Salsabila, Nais Qonita Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Sasongko, Anggi Sholeh Muntasyir Sigit Pamungkas Sri Adiningsih Sri Indayani, Sri Sri Subanti Sujadi, Imam Suryanto, Suryanto Susilawati, Dyah Sutopo, Sutopo Sutrisno Sutrisno Syarifah, Triana Jamilatus Tien Syarifah Hafidhah, Tien Syarifah Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Triyanto, Triyanto Umi Fadlilah, Umi Veva, Ervina Yulias Vivi Fenty Anggraeny Wahartojo, Sri Wahyu Kusumaningtyas Wicaksana, Hafid Wicaksana, Hafid Wulandari, Lina Yemi Kuswardi, Yemi Yolan Kusumaningtyas, Yolan