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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Indonesian Journal of Conservation Lembaran Ilmu Kependidikan Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran Scientiae Educatia: Jurnal Pendidikan Sains BIOMA Journal of Biology Education Biodidaktika : Jurnal Biologi dan Pembelajarannya Unnes Science Education Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Journal of Innovative Science Education IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Journal of Primary Education International Journal of Active Learning International Journal of Social Learning (IJSL) Life Science Journal of Environmental and Science Education Journal of Advanced Sciences and Mathematics Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Prosiding Seminar Nasional Biologi Journal of Environment and Sustainability Education Escalate : Economics and Business Journal Unnes Science Education Journal Journal of Biology Education Journal of Innovative Science Education International Journal of Active Learning Journal of Primary Education EDUKASIA: Jurnal Penelitian Pendidikan Islam Scientiae Educatia: Jurnal Pendidikan Sains THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Sigit Saptono
Universitas Negeri Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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PENGARUH MODEL PBL DENGAN PENDEKATAN JAS TERHADAP KEMAMPUAN LITERASI SAINS PADA MATERI SISTEM GERAK MANUSIA Fonda, Sarah Shabrina; Marianti, Aditya; Christijanti, Wulan; Saptono, Sigit
Prosiding Seminar Nasional Biologi Vol. 12 (2024)
Publisher : Prosiding Seminar Nasional Biologi

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Kurikulum 2013 menekankan kemampuan literasi sains, tetapi kemampuan literasi sains siswa umumnya tidak tercapai dengan baik. Studi ini bertujuan untuk menguji dampak dari model pembelajaran PBL dengan pendekatan JAS pada materi sistem gerak. Metode yang digunakan adalah metode quasi-experimental dengan non equivalent control group design. Penelitian ini berlokasikan di MAN 3 BANYUMAS, menggunakan dua kelas sebagai sampel yaitu XI MIPA 2 sebagai kelas eskperimen dan kelas XI MIPA 3 sebagai kelas kontrol. Teknik analisis data termasuk tes n-gain, t - test, dan uji ketuntasan klasikal. Kelas eksperimental mendapatkan hasil n – gain sebesar 60% yang menunjukkan kategori cukup efektif, sementara kelas kontrol mendapatkan hasil n – gain sebesar 31% yang menunjukkan kategori tidak efektif. Kelas eksperimen mendapatkan hasil uji ketuntasan klasikal literasi sains yang lebih tinggi dari kelas kontrol yaitu 83% > 35% yang menunjukkan bahwa pendekatan pembelajaran berbasis masalah efektif dalam meningkatkan literasi sains siswa. Studi ini menyimpulkan bahwa model PBL dengan pendekatan JAS secara positif mempengaruhi kemampuan literasi sains siswa dalam materi sistem gerak.
PENGUATAN KOMPETENSI GURU-GURU BIOLOGI INDONESIA DI THAILAND TENTANG PEMANFAATAN LINGKUNGAN BERORIENTASI KONSERVASI SEBAGAI SUMBER BELAJAR Saptono, Sigit; Irsadi, Andin; Mubarok, Ibnul; Mustikaningtyas, Dewi; Listiaji, Prasetyo
Prosiding Seminar Nasional Biologi Vol. 12 (2024)
Publisher : Prosiding Seminar Nasional Biologi

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Upaya memelihara, melakukan konservasi, dan memanfaatkan lingkungan sekitar sekolah untuk dijadikan sumber ajar merupakan strategi alternatif untuk meningkatkan kualitas proses belajar Biologi. Guru akan bertambah kemampuan inovasi dan kreativitasnya dalam mengembangkan proses pembelajaran dan siswa lebih tertarik jika proses belajar Biologi bersentuhan dengan objek belajarnya di lingkungan terdekat. Kegiatan Pengabdian Masyarakat ini bertujuan menambah wawasan serta penguatan bagi para guru Biologi Indonesia yang mengajar di Thailand dalam upaya meningkatkan kualitas proses belajar bagi siswanya. Pemanfaatan dan perawatan lingkungan sekolah yang dijadikan sumber belajar dapat memberikan kontribusi: (1) guru memahami manfaat lingkungan sekitar sekolah yang dapat dijadikan sebagai sumber ajar, (2) meningkatnya kualitas proses belajar siswa dengan pemanfaatan lingkungan sebagai sumber ajar, (3) guru dapat menyiapkan rencana sumber belajar biologi di lingkungan sekitar sekolah. Metode kegiatan meliputi 4 (empat) tahapan, yaitu informasi dan penguatan kompetensi, pemanfaatan lingkungan sekitar sebagai sumber ajar, monitoring-evaluasi. Teknik kegiatan dilakukan melalui pendampingan.
REVITALISASI RUMAH PINTAR "MEKAR SARI" DALAM UPAYA PEMBEKALAN LITERASI DAN KETERAMPILAN BAGI MASYARAKAT Saptono, Sigit; Alimah, Siti; Sukaesih, Sri; Mustikaningtyas, Dewi; Mubarok, Ibnul
Prosiding Seminar Nasional Biologi Vol. 12 (2024)
Publisher : Prosiding Seminar Nasional Biologi

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Pendidikan kemasyarakatan merupakan bentuk pendidikan non-formal yang dapat mendukung pendidikan formal di sekolah. Pendidikan kemasyarakatan memberikan dampak positif kepada masyarakat kelompok tertentu dalam hal literasi, keterampilan, dan wawasan. Rumah Pintar "Mekar Sari" yang berlokasi di Kelurahan Pedalangan Banyumanik kota Semarang merupakan salah satu wahana pembekalan literasi, keterampilan dan kecakapan masyarakat. Program pembekalan yang dilaksanakan antara lain pembelajaran literasi baca, tulis, dan hitung, keterampilan dan kerajinan tangan, serta penguatan karakter religius. Kegiatan Pengabdian kepada Masyarakat ini bertujuan melakukan revitalisasi Rumah Pintar "Mekar Sari" agar dapat difungsikan kembali dengan beberapa pengembangan program dan menjadi tempat masyarakat belajar literasi dan berkreasi. Target khusus kegiatan Pengabdian kepada Masyarakat ini adalah terwujudnya Rumah Pintar yang tertata, bersih, sehat, dan dapat menjalankan program pendidikan literasi dan keterampilan. Metode pelaksanaan kegiatan dilakukan melalui 4 (empat) tahapan, yaitu revitalisasi fasilitas sarana, peningkatan kepedulian masyarakat, implementasi program pendidikan literasi dan keterampilan, monitoring dan evaluasi. Teknik yang diterapkan adalah brainstorming dan pendampingan. Hasil kegiatan menunjukkan bahwa revitalisasi telah dilakukan pada ruang belajar Rumah Pintar “Mekar Sari” meliputi penggantian lemari buku, pengadaan buku, pengadaan meja dan kursi kecil untuk belajar, papan tulis, dan karpet untuk alas di lantai, serta penataan ulang interior ruang belajar. Warga masyarakat mitra termotivasi untuk menghidupkan kembali kegiatan-kegiatan yang pernah dilaksanakan di rumah pintar tersebut. Program kegiatan yang telah diimplementasikan setelah revitalisasi Rumah Pintar adalah belajar menulis dan literasi huruf Arab bagi anak-anak. Kegiatan lain yang telah diprogramkan adalah belajar membuat kaligrafi sederhana, keterampilan mewarnai degradasi, dan membuat kreasi kerajinan tangan.
PENGUATAN KOMPETENSI PROFESIONAL GURU BIOLOGI DALAM IMPLEMENTASI PEMBELAJARAN DEEP LEARNING BERBASIS TIK MELALUI PELATIHAN TERPROGRAM Sukaesih, Sri; Marianti, Aditya; Saptono, Sigit; Sriyadi, Sriyadi; Lemmuela, Litania Hephzibah; Zahra, Siti Nur Fathimatuz; Ulhaq, Hasnaa’ Dhiya’; Pangastuti, Aulia Tirani; Mandaya, Yusuf Wisnu; Masrikhah, Ririn
Prosiding Seminar Nasional Biologi Vol. 13 (2025)
Publisher : Prosiding Seminar Nasional Biologi

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Guru merupakan pendidik profesional yang perlu meningkatkan kompetensi profesional secara berkelanjutan. Guru profesional diharapkan mampu menciptakan pembelajaran yang mendalam dan bermakna bagi peserta didik. Pembelajaran mendalam (deep learning) menjadi pendekatan pembelajaran inovatif yang digulirkan oleh Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Hasil analisis permasalahan dan kebutuhan dengan Guru Biologi SMA Kota Semarang menunjukkan belum ada sosialisasi yang terprogram dari pemerintah terkait pembelajaran deep learning, guru belum memahami kerangka kerja dan penerapan deep learning dengan memanfaatkan teknologi informasi dan komunikasi (TIK) dan implementasinya dalam pembelajaran. Tujuan kegiatan ini untuk meningkatkan pemahaman dan keterampilan guru MGMP Biologi SMA dalam merancang pembelajaran deep learning berbasis TIK dan implementasinya di pembelajaran biologi untuk meningkatkan kompetensi profesional guru. Metode kegiatan melalui Pelatihan Terprogram dengan tahapan: analisis kebutuhan di MGMP Biologi SMA, merumuskan solusi, pelaksanaan kegiatan, monitoring, dan evaluasi hasil program. Kegiatan IHT diikuti 50 orang guru Biologi. Hasil program menunjukkan guru biologi memiliki pemahaman yang baik dan sangat baik terkait pembelajaran deep learning, serta 90% guru terampil merancang pembelajaran dengan pendekatan deep learning berbasis TIK. Hasil monitoring menunjukkan guru mampu mengimplementasikan pembelajaran deep learning dalam praktik pembelajaran di kelas. Berdasarkan evaluasi dan tanggapan guru, program yang dilaksanakan sangat bermanfaat, memberi dampak positif bagi kreativitas dan inovasi pembelajaran biologi di kelas yang lebih mendalam, serta mendorong peningkatan kompetensi profesional guru secara berkelanjutan.
Learning Environmental Change Based On Social Issues Using Google Site To Improve Scientific Literacy And Learning Independence In High School Students Widiastutik, Trianti; Saptono, Sigit
Journal of Biology Education Vol. 13 No. 2 (2024): Agustus 2024
Publisher : Universitas Negeri Semarang

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Indonesia's scientific literacy is ranked in the bottom 10 based on PISA results from 2000-2022. Efforts continue to be made to increase students' scientific literacy, one of which is through the Learning Management System using Google Site. The aim of this research is to analyze the validity, scientific literacy, and learning independence of high school students on environmental change material based on social issues using Google Site. This research method uses Quasi Experimental Design with Nonequivalent Control Group Design. The subjects of this research were class X at SMAN 1 Jakenan, Pati, Central Java with two control and experimental classes. Data analysis uses media and material validity, N-gain, students' classical completeness, and learning independence.  The media and material validity scores are 89% and 93% with the same criteria, namely very valid. The total N-gain score is 0.71 with high criteria, the scientific literacy score for context, knowledge and competency aspects respectively is 0.73; 0.68, and 0.67 with high, medium, and moderate criteria. The student learning independence score is 77.32% with strong criteria. This research can be an alternative learning to increase students' scientific literacy and learning independence and is still open to material with practical activities in it.
Development of Local Potential Booklet Mangrove Mangunharjo Ecosystem to Improve Environmental Literacy Sianturi, Amri; Sigit Saptono; Margareta Rahayuningsih
Journal of Innovative Science Education Vol. 13 No. 1 (2024): April 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i1.2438

Abstract

Using local potentials as a source of teaching materials in the biology learning process affects building contextual learning and stimulating learners to learn more about the surrounding environment. Mangrove Mangunharjo ecosystem can be used as a learning resource to improve students' knowledge of the environment. The purpose of this study is to develop a booklet on the local potential of the mangrove Mangunharjo ecosystem Semarang as an effort to improve environmental literacy. Research methods using R&D with the ADDIE model. The booklet was implemented using a quasi-experiment. The results showed that: 1) The mangrove Mangunharjo ecosystem has the potential to serve as a learning resource. 2) The characteristics of the booklet contain specific information about ecosystem materials that utilize the local potential of mangrove Mangunharjo, which is used as a learning resource. 3) The validity of the booklet obtained a result score from material experts of 92.1% with a very valid category and a result score from media experts of 97.2% with a very valid category. 4) The effectiveness of the booklet on students' environmental literacy obtains the result of N-gain analysis is known that the value of N-gain in the experimental class is much higher with the value of N-gain of 0.536 with moderate criteria, while the value of N-gain in the control class of 0.352 with moderate criteria. Based on developing the ecosystem booklet, mangrove Mangunharjo was declared feasible based on validity, readability, practicality, and effectiveness as a learning resource.
REVITALISASI GREENHOUSE DAN TAMAN HALAMAN SMA NEGERI 14 SEMARANG SEBAGAI SUMBER BELAJAR KEANEKARAGAMAN HAYATI BERORIENTASI KONSERVASI DALAM MENDUKUNG TERWUJUDNYA GREEN SCHOOL Saptono, Sigit; Mubarok, Ibnul; Purwantoyo, Eling; Irsadi, Andin; Hadiyanti, Lutfia Nur; Ramadhan, Ahmad Naharuddin; Kartijono, Nugroho Edi; Lukitasary, Deasy Arta
Prosiding Seminar Nasional Biologi Vol. 13 (2025)
Publisher : Prosiding Seminar Nasional Biologi

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SMA Negeri 14 Semarang merupakan salah satu sekolah mitra Universitas Negeri Semarang (UNNES) yang memperoleh penghargaan Adiwiyata Mandiri sejak tahun 2019. Secara global, program Adiwiyata setara dengan program Green School. Sebagai sekolah yang menyandang penghargaan Adiwiyata, tentu SMA Negeri 14 Semarang memiliki prasyarat utama yang memenuhi kriteria yang ditentukan. Jargon BERKELAS (Bersih, Estetik, Religius, Kreatif, Etik, Lugas, Adaptif, dan Sportif) yang dimiliki, merupakan gambaran semangat para pengelola sekolah tersebut untuk menjaga dan mempertahankan Adiwiyata. Seiring berjalannya waktu, kondisi prasarana hardware Adiwiyata, seperti keberadaan greenhouse dan tanaman-tanaman di halaman sekolah, perlu mendapat perhatian. Greenhouse mengalami penurunan fungsi, hanya tanaman tertentu saja yang masih hidup, tanaman di halaman sekolah banyak yang mati dan harus diganti. Ditinjau dari aspek green school dan keindahan sudah seharusnya dibenahi, dan perlu dipertimbangkan juga pemanfaatan greenhouse dan taman halaman sekolah sebagai sumber belajar siswa, terutama pada topik Keanekaragaman Hayati, mata pelajaran Biologi. Tujuan kegiatan Pengabdian kepada Masyarakat ini untuk melakukan revitalisasi dan pembenahan kembali keberadaan greenhouse dan taman halaman sekolah agar dapat memenuhi dua tujuan, yaitu mempertahankan Adiwiyata dan dapat dimanfaatkan sebagai sumber belajar siswa yang berorientasi pada kesadaran dan perilaku berkonservasi di SMA Negeri 14 Semarang. Kegiatan ini juga mendukung implementasi pendidikan berkelanjutan (Education for Sustainable Development), sebagai salah satu SDGs. Metode yang diterapkan untuk memecahkan masalah dalam kegiatan ini adalah (1) analisis permasalahan mitra di SMA Negeri 14 Semarang, (2) merumuskan solusi/revitalisasi/inovasi, (3) pelaksanaan kegiatan, dan (4) monitoring dan evaluasi hasil kegiatan. Hasil kegiatan menunjukkan bahwa telah dilakukan perbaikan fisik greenhouse, penambahan species tanaman, serta penataan greenhouse dan taman halaman sekolah. Greenhouse dan taman halaman sekolah SMA Negeri 14 Semarang dapat dimanfaatkan sebagai sumber belajar siswa, khususnya pada materi Keanekaragaman Hayati.
Development of Digital Atlas with Multiple Intelligences on the Materials of Cell Structure and Function to Improve Cognitive Thinking Ability of Senior High School Students Ricky Janu Riyadi; Saptono, Sigit
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.33037

Abstract

Cell Structure and Function is one of the biology topics in senior high schools that needs to be concretized, as students cannot directly observe cellular structures and organelles without supporting tools. Learning this material requires observation of illustrations, logical reasoning, collaboration, and independent study. Relying solely on textbooks as the main learning source is considered less effective in mastering the concepts, which results in students’ incomplete cognitive understanding. Therefore, an additional teaching supplement that visualizes the material while accommodating students’ learning styles is necessary. This study aims to describe the characteristics of the developed atlas, analyze its validity, examine teachers’ and students’ responses, and evaluate the effectiveness of the atlas in improving students’ cognitive abilities. This research employed a Research and Development (R&D) design with eight stages: identifying potentials and problems, data collection, product design, expert validation, design revision, product trial, product revision, and usage trial. The subjects were XI MIPA A and XI MIPA E students at SMA N 1 Batang in the 2021/2022 academic year. Research instruments included interview sheets, validity sheets, teacher and student response questionnaires, and a 25-item multiple-choice test. Data were analyzed using descriptive quantitative percentages. The results showed that the developed atlas presented schematic illustrations and varied microscopic observations, linked cellular phenomena, encouraged logical reasoning through “let’s reason” prompts, facilitated discussions, and supported independent learning via YouTube videos. The validity test obtained a score of 96.6% (very good) from material experts and 87.5% (very good) from media experts. Teachers’ and students’ responses reached 90.7% and 91.2%, respectively, both categorized as very good. Effectiveness testing indicated improvements in cognitive thinking skills with the following N-Gain scores: remembering (C1) = 0.93 (high), understanding (C2) = 0.80 (high), applying (C3) = 0.76 (high), analyzing (C4) = 0.57 (moderate), and evaluating (C5) = 0.71 (high). Based on these results, the digital atlas incorporating multiple intelligences is proven effective in enhancing students’ cognitive thinking skills.  
Cognitive Learning Outcomes of Elementary School Students Through Differentiated Problem-Based Learning Husna Lailatul Latifa; Sigit Saptono; Barokah Isdaryanti
Journal of Primary Education Vol. 14 No. 1 (2025): Juni (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v14i1.36825

Abstract

Learning that focuses solely on one-way knowledge transmission without integrating students into the learning process is one factor contributing to students' low cognitive learning outcomes. Conventional learning encompasses this kind of learning. Since every student learns differently, the current application of the Merdeka Curriculum's tenets is not in line with the use of conventional teaching methods. The purpose of this study is to investigate how the use of a differentiated Problem-Based Learning paradigm can improve students' cognitive learning outcomes in science. This study uses Nonequivalent Control Group Design and is quantitative in nature. The study's sample comprised 28 fourth-grade children from SDN Ngemplak Simongan 01 and 28 students from SDN Manyaran 03. The N-Gain test findings, which show that the experimental group received an average score of 0.71 while the control group received an average score of 0.55, provide evidence of this. Furthermore, the independent sample t-test used for hypothesis testing produced a significant value of 0.000<0.05, which resulted in the rejection of H0. This suggests that, in comparison to children who received conventional instruction, the cognitive learning outcomes of students taught utilizing the differentiated PBL paradigm demonstrated a high degree of progress and a significant difference.
Implementation of problem-based learning and the challenges in science education: A systematic literature review Faiz Mudhofir; Edy Cahyono; Sigit Saptono; Sulhadi
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1020

Abstract

Background: Problem-Based Learning, PBL, is a student-centered approach in science education that promotes conceptual understanding and higher-order thinking by engaging learners with authentic contextual problems. Aims: This systematic review synthesizes how PBL is implemented in science education, what outcomes are most frequently reported, and what barriers commonly hinder its adoption. Method: A PRISMA-guided systematic literature review was conducted using Scopus. Searches employed the terms “problem-based learning,” “science education,” and “science learning.” Eligible studies were empirical journal articles and conference proceedings published from 2017 to August 2025, written in English, and involving participants from elementary school through higher education. Of 388 records identified, 53 studies met the inclusion criteria and were analyzed according to publication trends, research designs, implementation strategies, targeted outcomes, and reported constraints. Results: Across educational levels, PBL was consistently associated with cognitive gains, especially in critical thinking, problem solving, and higher-order thinking skills. The reviewed evidence also indicated affective benefits, including stronger scientific attitudes, improved learning motivation, and enhanced collaboration. Nevertheless, recurring challenges emerged, such as limited instructional time, demanding assessment processes, curriculum coverage pressures, uneven teacher readiness, unequal participation in group work, and gaps in access to learning resources and technology. Conclusion: PBL offers clear promise for improving both cognitive and affective dimensions of science learning, yet its success depends on well-designed contextual problems, adequate pedagogical support, and alignment with learners’ readiness. Strengthening teacher capacity and refining assessment practices are essential to reduce persistent implementation barriers.
Co-Authors Abdul Latif Aden Arif Gaffar Aditya Marianti Aditya Marianti Agesti Purnaning Putri Al Ayyubi, Sholahudin Hasby Yusuf Alfan, Dheny Choirul Aliyana, Aliyana Amin Retnoningsih Andi Fadllan Andin Irsadi Anggun Wulandari Ani Rusilowati Ari Widodo Ari Widodo Ari Yuniastuti Ariati, Theodora Prahereni Novi Arif Widiyatmoko, Arif Ariwibowo, Litasari Aldila Ariyatun, Ariyatun Asih, Oktavia Yudhi Astuti, Rafita Puji Badruttamam, Muhammad Imam Bagus Addin Hutomo, Bagus Addin Bambang Subali Barokah Isdaryanti Budi Astuti Budi Naini Mindyarto, Budi Naini Budiyono Budiyono Citra Nur Anisah Dalaila, Isvana Dewi Mustikaningtyas Dewi, Novi Ratna Dyah Rini Indriyanti Dyah Setyaningrum Winarni Dyah Setyaningrum Winarni Edy Cahyono Eka Aprilia Mardiansyah, Eka Aprilia Eling Purwantoyo Ellianawati, Ellianawati Endah Peniati Endang Susilaningsih Endang Susilaningsih Enni Suwarsi Rahayu Erna Noor Savitri, Erna Noor Ernawati, Yuliana Erwin Prastyo Eryka Oktaviana Faiz Mudhofir Faridah, Indah Faridah, Nilen Fawaida, Ulya Febrianto, Taufan Feghana, Ferghana Fijar, Nur Alif Fina Fakhriyah Fine Reffiane Fitri Arum Sasi, Fitri Arum Fonda, Sarah Shabrina Hafizhasando, Ramajid Hartono Hartono Husna Lailatul Latifa Ibnul Mubarok Indah Urwatin Wusqo Indriani, Betty Ismarlini, Ismarlini Izza, Fika Rofiuddin Jana Sandra Joko Sutarto Khusnul Budiani Kumalasari, Mia Laila, Nafisatul Lemmuela, Litania Hephzibah Lilis Erfianti Lisdiana Lisdiana Lisdiana, Lisdiana Listiaji, Prasetyo Listiyowati, Siti Litasari Aldila Aribowo Lukitasary, Deasy Arta Lutfia Nur Hadiyanti, Lutfia Nur Maftukhatul Karim Marcelia Ardianti Margareta Rahayuningsih Margareta Rahayuningsih Nugroho Edi K Martien Herna Susanti Masrikhah, Ririn Masturi Masturi Mohammad Fatkhul Amien Muhammad Abdullah Muhammad Zaenuri Murbangun Nuswowati Musriyono, Anna Ardiyani Mutiara Nurul Lita Azizah Naimatus Sa'diyah Narinda Intany, Narinda Nikmah, Alfiyatun Nourmayanti, Andrina Eka Novi Ratna Dewi Nugroho Edi Kartijono Nur Hikmah Nurul Wahidah Nuryani Rustaman Nuryani Y Rustaman Pangastuti, Aulia Tirani Parjiyo, Parjiyo Parmin - PH, Qori Agussuryani Pramesti Dewi Priyantini Widiyaningrum Priyantini Widiyaningrum Putut Marwoto Qalfin, Moh. R. Susanti, R. Susanti Rahayu, Sinta Rahmani Fitra Rahmawati, Kamalia Nurazizah Rahmawati, Kamalia Nurazizah Ramadhani, Silmi Aulia Raula Samsul Amarila Retno Sri Iswari Ricky Janu Riyadi Rohmah, Siti Naily Rohmatul Khasanah, Rohmatul Rustono - Ruwiyatun, Ruwiyatun S Sulhadi Saefudin Saefudin Saefudin Saefudin Saiful Ridlo Saiful Ridlo Sakinah, Nur Milatis Sapta Aji, Rianda Herlan saputra, pria adi Saraswati, Ifah Saraswati, Ifah Sarwi Sarwi Savitri Wanabuliandari Sekar Dwi Ardianti Setiawati, Ning Setiawati, Ning Setyaningrum, Devi Shofwan Ridho, Shofwan Sianturi, Amri Siti Alimah Siti Fathonah Slamet Riyadi, Ahmad Sri Haryani Sri Ngabekti Sri Sukaesih Sri Sulistyorini, Sri SRI WARDANI Sriyadi Sriyadi, Sriyadi Styati, Nur Hanifah Suci Lestari Sudarmin Sudarmin Sudarmin Sudarmin Sudarmin Sudarmin Sudarmin Sudarmin Sulhadi Sumardi . Sunyoto Eko Nugroho, Sunyoto Eko Susilo Susilo Susilo Susilo Totok Sumaryanto Florentinus, Totok Sumaryanto Tri Setyaningsih Tsani, Ghanius Udi Utomo Ulfaa, Irma Ulhaq, Hasnaa’ Dhiya’ Umi Roudlotul Jannah Vony Nurul Fatma Wahyu Sejati, Dwi Jayanti Wahyuni, Desiy Ema Dwi Wardana, Irfan Ihza Widiastutik, Trianti Winarto Winarto Wiwi Isnaeni Wiyanto - Wiyanto Wiyanto Wiyanto Wiyanto Woro Sumarni Wulan Christijanti Wulandari, Betti Cahya Yuliati Khasanah Yustinus Ulung Anggraito Yusuf Wisnu Mandaya Zahra, Siti Nur Fathimatuz Zahwa, Iana