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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Wahana Matematika dan Sains Gamatika Kreano, Jurnal Matematika Kreatif-Inovatif Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan REFLEKSI EDUKATIKA Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan MaPan : Jurnal Matematika dan Pembelajaran SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Pengabdian Pada Masyarakat BAREKENG: Jurnal Ilmu Matematika dan Terapan Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Jurnal Tadris Matematika Jurnal Basicedu Prima: Jurnal Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) Jurnal Teori dan Aplikasi Fisika Transformasi : Jurnal Pendidikan Matematika dan Matematika J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Jurnal Riset Rekayasa Elektro PHI: Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Wahana Pendidikan International Journal on Teaching and Learning Mathematics Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Instructional and Development Researches Jurnal Basicedu ATHENA: Journal of Social Culture and Society SAGA: Journal of Technology and Information Systems Jurnal Pendidikan Agama Islam Indonesia (JPAII) Salus Publica JOP Jurnal Tadris Matematika Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Journal of Pedagogi
Dian Septi Nur Afifah
Universitas Bhinneka PGRI
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Pengaruh Gaya Belajar, Aktivitas, dan Perhatian Orang Tua Terhadap Prestasi Belajar IPAS Siswa SD di Boyolangu Winarti, Lilik; Afifah, Dian Septi Nur; Dirgantoro, Ajar
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4735

Abstract

This study aims to analyze the relationship between learning styles, learning activities, and parental attention with the learning achievement of fifth-grade elementary school students in Natural and Social Sciences (IPAS) in Boyolangu District, Tulungagung Regency. This study used a quantitative approach with a correlational design. The sample size was 151 students drawn using simple random sampling from four public elementary schools. Data collection used questionnaires and academic grade documentation, while data analysis was conducted through multiple linear regression. The results showed that all three independent variables had a positive and significant relationship with learning achievement, both partially and simultaneously. Partially, learning styles had a significance value of 0.009 with a correlation coefficient of r = 0.491 (moderate category), learning activities had a significance value of 0.001 with r = 0.498 (moderate category), and parental attention showed the strongest influence with a significance value of 0.003 and r = 0.894 (strong category). Simultaneously, all three variables had a significant relationship with academic achievement (significance 0.002), although the strength of the relationship was moderate (R = 0.308). This finding indicates that student academic success depends not only on internal factors such as learning styles and activities, but is also significantly influenced by parental support at home. The practical implication of this study is the importance of collaboration between teachers and parents in designing learning strategies responsive to student characteristics to improve the quality of science learning outcomes in elementary schools.
Pengaruh Pola Asuh Orang Tua, Lingkungan Belajar, dan Metode Mengajar Guru Terhadap Minat Belajar Siswa Hadiputra, Susilo; Dian Septi Nur Afifah; Muhammad Anasrulloh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31329

Abstract

Minat belajar siswa merupakan faktor penting dalam keberhasilan pembelajaran, terutama pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) yang menuntut pemahaman konsep dan partisipasi aktif. Namun, di Sekolah Dasar Negeri se-Desa Samar, minat belajar siswa terhadap IPS masih rendah, yaitu hanya 41%. Rendahnya minat belajar ini diduga dipengaruhi oleh pola asuh orang tua, lingkungan belajar, dan metode mengajar guru. Penelitian ini bertujuan untuk mengetahui pengaruh masing-masing faktor tersebut terhadap minat belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan populasi siswa kelas III, IV, V, dan VI di SD Negeri se-Desa Samar. Sampel berjumlah 114 siswa yang ditentukan melalui teknik stratified proportional random sampling. Data dikumpulkan menggunakan angket yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan regresi linier berganda, uji t, dan uji F. Hasil penelitian menunjukkan bahwa secara parsial, pola asuh orang tua tidak berpengaruh signifikan terhadap minat belajar siswa (thitung = 1,249 < ttabel = 1,658; signifikansi = 0,215 > 0,05). Sementara itu, lingkungan belajar (thitung = 4,506; signifikansi = 0,000) dan metode mengajar guru (thitung = 3,338; signifikansi = 0,001) berpengaruh signifikan. Secara simultan, ketiga variabel tersebut berpengaruh signifikan terhadap minat belajar siswa (Fhitung = 261,465 > Ftabel = 2,68; signifikansi = 0,000 < 0,05). Dengan demikian, hipotesis alternatif (Ha) diterima, dan hipotesis nol (H0) ditolak secara simultan. Temuan ini menunjukkan bahwa lingkungan belajar dan metode mengajar guru merupakan faktor dominan yang memengaruhi minat belajar siswa dalam mata pelajaran IPS
KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MEMECAHKAN MASALAH IPAS MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN MEDIA BERBASIS VIDEO ANIMASI Sari , Ratna Kumala; Dian Septi Nur Afifah; Moh. Gufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31418

Abstract

Creative thinking skills, as one of the 21st-century competencies, need to be developed from an early age, especially in the learning of Science and Social Studies (IPAS). However, IPAS instruction in elementary schools still tends to be conventional, teacher-centered, and lacks the use of instructional media, thereby limiting active student engagement in problem-solving activities. This study aims to describe the implementation of the Problem-Based Learning (PBL) model supported by animated video media, as well as to describe students’ creative thinking abilities in solving IPAS-related problems. The study employed a descriptive qualitative approach with subjects consisting of one teacher and six fifth-grade students from SD Negeri 1 Batokan, selected based on their Creative Thinking Ability Level (Tingkat Kemampuan Berpikir Kreatif/TKBK). Data collection techniques included observation, problem-solving tests, and in-depth interviews based on four indicators of creative thinking: fluency, flexibility, originality, and elaboration. The results showed that the implementation of PBL with animated video media facilitated interactive and contextual learning and promoted varied development of students' creative thinking abilities. Students in the very creative category (TKBK 4) fulfilled all creative thinking indicators, while those in the creative (TKBK 3) and moderately creative (TKBK 2) categories excelled in only some of the indicators. The implications of this study indicate that integrating the PBL model with visual media such as animated videos can serve as a relevant and applicable alternative to foster students' creativity and improve the quality of IPAS learning in elementary schools.
Intuitive Understanding of Kinesthetic Students in Solving Mathematics Problems with Realistic Mathematic Education Approach Nafi'an, Muhammad Ilman; Wahyuni, Fida Ika; Afifah, Dian Septi Nur
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 2 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i2.42228

Abstract

Intuitive understanding is the ability to understand something without going through reasoning, so it is very important in solving math problems. One approach that can improve students' intuitive understanding is the Realistic Mathematic Education (RME) approach. However, not all students can use their intuitiveness in solving math problems. One of them is influenced by students' learning styles. For this reason, it is necessary to conduct research that aims to describe the intuitive understanding of students who have a kinesthetic learning style in solving math problems with the RME Approach. However, not all students can use their intuitiveness in solving math problems. One of them is influenced by students' learning styles. For this reason, it is necessary to conduct research that aims to describe the intuitive understanding of students who have kinesthetic learning styles in solving math problems with the RME Approach. The subjects of this research are students who have kinesthetic learning styles at SMKN 2 Tulungagung. The selection of research subjects is based on the results of the learning style questionnaire. Data collection methods with test questions, interviews, and documentation. Data analysis includes data reduction, data presentation, and conclusions.To test the validity of the data using method triangulation. Based on the research results, subject K1 leads to affirmatory intuition understanding, and subject K2 leads to anticipatory intuition understanding. It can be concluded that the intuitive understanding of kinesthetic students in solving opportunity problems has fulfilled the indicators of affirmatory intuition and anticipatory intuition. Furthermore, it is recommended to use the RME approach to improve students' intuitive understanding in solving math problems based on students' daily experiences or activities.Pemahaman intuitif merupakan kemampuan memahami sesuatu tanpa melalui penalaran, sehingga sangat penting dalam menyelesaikan masalah matematika. Salah satu pendekatan yang dapat meningkatkan pemahaman intuitif siswa adalah pendekatan Realistic Mathematic Education (RME). Namun, tidak semua siswa dapat menggunakan intuisinya dalam menyelesaikan masalah matematika. Salah satunya dipengaruhi oleh gaya belajar siswa. Untuk itu perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan pemahaman intuitif siswa yang memiliki gaya belajar kinestetik dalam menyelesaikan masalah matematika dengan Pendekatan RME. Namun, tidak semua siswa dapat menggunakan intuisinya dalam menyelesaikan masalah matematika. Salah satunya dipengaruhi oleh gaya belajar siswa. Untuk itu perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan pemahaman intuitif siswa yang memiliki gaya belajar kinestetik dalam menyelesaikan masalah matematika dengan Pendekatan RME. Subyek penelitian ini adalah siswa yang memiliki gaya belajar kinestetik di SMKN 2 Tulungagung. Pemilihan subjek penelitian didasarkan pada hasil angket gaya belajar. Metode pengumpulan data dengan soal tes, wawancara, dan dokumentasi. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Untuk menguji keabsahan data menggunakan triangulasi metode. Berdasarkan hasil penelitian, subjek K1 mengarah pada pemahaman intuisi afirmatif, dan subjek K2 mengarah pada pemahaman intuisi antisipatif. Dapat disimpulkan bahwa pemahaman intuitif siswa kinestetik dalam menyelesaikan masalah peluang telah memenuhi indikator intuisi afirmatif dan intuisi antisipatif. Selanjutnya disarankan untuk menggunakan pendekatan RME untuk meningkatkan pemahaman intuitif siswa dalam menyelesaikan masalah matematika berdasarkan pengalaman atau aktivitas siswa sehari-hari.
Empowering Students: Integrating Moderate Values in Islamic Education through Project-Based Learning Ulum, Bachrul; Afifah, Dian Septi Nur
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i4.2202

Abstract

Purpose of the study: This study aims to highlight the important role of Islamic Religious Education in shaping moderate religious character among students, as well as to explore the integration of moderate religious values and the application of Project-Based Learning (PjBL) in the Islamic Religious Education curriculum at Bhinneka PGRI University, Indonesia. Methodology: The methodology used was a qualitative approach with a case study design, involving 50 students from various study programmes who took Islamic Religious Education courses. Data were collected through in-depth interviews, observations, and document analysis, which were then comprehensively analysed. Main Findings: The results showed that the implementation of PjBL significantly improved the understanding and application of moderation values through collaborative interaction and practical involvement in social projects. In addition, PjBL also served as an effective tool in strengthening attitudes of tolerance and inclusiveness among students. Novelty/Originality of this study: This study offers an innovative approach to the development of the IRE curriculum, integrating religious moderation values through the PjBL methodology. These findings make an important contribution to educational institutions in creating a moderate and socially responsible younger generation in the digital age.
The Role of School Principals in Implementing Deep Learning at Elementary Schools in Panggul District, Trenggalek Lastriatun, Tinuk; Purwananti, Yepi Sedya; Asrori, M. Abdul Roziq; Afifah, Dian Septi Nur
SAGA: Journal of Technology and Information System Vol. 3 No. 3 (2025): August 2025
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/saga.v3i3.570

Abstract

Twenty-first-century learning demands that elementary schools develop learning processes that are not merely oriented toward content mastery but also toward deep understanding and higher-order thinking skills. The deep learning approach is considered relevant because it emphasizes meaningful, reflective, and applicable learning. This study aims to analyze the role of school principals in implementing deep learning at elementary schools in Panggul District, Trenggalek Regency. A qualitative descriptive approach was employed, with data collected through in-depth interviews, classroom observation, and documentary analysis involving school principals and teachers. Data analysis followed the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing, with data validity assured through source and technique triangulation. Findings reveal that school principals serve as instructional leaders through planning, implementation, and academic supervision functions. Support was provided through the formulation of school policies, strengthening of learning planning, facilitation of teacher collaboration, and provision of professional support. However, academic supervision still tends to focus on administrative aspects and has not fully emphasized the quality of the classroom learning process. This study underscores the importance of strengthening instructional leadership and process-based academic supervision to ensure the sustainable implementation of deep learning at the elementary school level.
Pengaruh Strategi Pembelajaran Berdiferensiasi Berbasis Gemini Ai Pada Mata Pelajaran IPS Untuk Meningkatkan Motivasi Belajar Dan Keterampilan Berpikir Kritis Peserta Didik Kelas VIII SMPN 1 Rejotangan Rahmawati, Annisa Testi; Rindrayani, Sulastri Rini; Nur Afifah, Dian Septi; Dirgantoro, Ajar
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.20511

Abstract

Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran berdiferensiasi berbasis Gemini AI terhadap motivasi belajar dan keterampilan berpikir kritis peserta didik pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain pretest-posttest nonequivalent control group design. Populasi penelitian adalah seluruh peserta didik kelas VIII SMP Negeri 1 Rejotangan berjumlah 240 siswa, dengan sampel dua kelas sebagai kelompok eksperimen dan kontrol. Instrumen penelitian berupa angket tertutup untuk mengukur motivasi belajar dan tes uraian berbasis HOTS (C4–C6) untuk mengukur keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa rata-rata motivasi belajar kelas eksperimen meningkat dari 68,7 menjadi 82,3, sedangkan kelas kontrol meningkat dari 48,89 menjadi 55,56. Keterampilan berpikir kritis kelas eksperimen meningkat dari 64,5 menjadi 80,1 dengan kategori N-Gain sedang–tinggi (>0,6), sementara kelas kontrol hanya mengalami peningkatan kecil. Uji MANOVA menunjukkan pengaruh simultan yang signifikan terhadap kedua variabel (Pillai’s Trace = 0,172; p = 0,005). Repeated Measures MANOVA juga menunjukkan perbedaan signifikan antara pretest dan posttest (p < 0,001; η² = 0,729) serta perbedaan antar kelompok (p < 0,001; η² = 0,705). Temuan ini membuktikan adanya interaksi signifikan antara penerapan strategi berbasis Gemini AI dan peningkatan kedua variabel, sehingga strategi ini efektif meningkatkan kualitas pembelajaran IPS.
Analisis Pengaruh Ukuran Lantai Muatan Timbangan Terhadap Nilai Error Pada Pengujian Eksentrisitas Timbangan Elektronik Sesuai OIML R76 Geston Bakti Muntoha; Danang Erwanto; Dian Septi Nur Afifah
Jurnal Teori dan Aplikasi Fisika Vol. 12 No. 1 (2024): Jurnal Teori dan Aplikasi Fisika
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences, University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jtaf.v12i1.345

Abstract

The use of high-intensity non-automatic weighing instruments can cause users to overlook the load's location during weighing. However, electronic non-automatic weighing instruments maintain measurement accuracy regardless of the load's position. This study aims to analyze the effect of load receptor size on error values when testing non-automatic weighing instruments eccentricity using the OIML R-76 recommended method. Testing the eccentricity of electronic non-automatic weighing instruments with the same construction model, load cell, and indicator but different load receptor sizes can affect the non-automatic weighing instruments' error values. The largest error value on Instrument A, with a load floor size of 40x30cm, is -0.025kg at test point 4. On Instrument A, the smallest error value at test points 1, 2, and 5 is -0.005kg. On Instrument B, with a load floor size of 60x50cm, the largest error value at test points 1 and 4 is -0.005kg, respectively. At test points 2-3-5, the smallest error value on Instrument B is 0kg. The average error on Instrument A is -0.01kg, while on Instrument B it is 0kg. The size of the load receptor affects the increase in the error value of a non-automatic weighing instrument, with larger load receptor resulting in greater error values, even if the construction design of the load receptor support is the same.
The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles Saraswati, Grafika; Afifah, Dian Septi Nur; Hartanto, Setyo
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vgppqv60

Abstract

Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for data collection. Data analysis involved data reduction, data presentation, and drawing conclusions, along with validity testing using triangulation techniques. The results showed that the teacher’s implementation of differentiated instruction increased significantly between the first and second meetings, with the percentage of implementations increasing from 85.71% to 92.86%. Students demonstrated various responses based on their cognitive styles: reflective students showed a high level of organization and self-confidence; impulsive students were prompt in providing answers but less accurate; and slow-inaccurate students required more time to process information and frequently made mistakes. The implementation of the differentiated instruction strategy at State Junior High School (SMPN) 2 Sumbergempol has been proven to improve the quality of mathematics learning. This approach can serve as a valuable model for other schools seeking to improve their teaching methods. It was suggested that further research could be carried out over an extended period with long-term impact evaluations, as well as additional training for teachers to implement differentiated instruction strategies effectively.
Implementation of the Adiwiyata School Program in Building Environmental Care Character at Elementary School Trikuncahyo, Kabul; Sujono, Imam; Afifah, Dian Septi Nur; Setiani, Rahyu
Salus Publica: Journal of Community Service Vol. 4 No. 1 (2026): April 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/saluspublica.v4i1.585

Abstract

This study aims to describe the implementation of the Adiwiyata School Program in building environmental care character at SD Negeri 1 Ngrandu, Trenggalek. The Adiwiyata Program, jointly initiated by the Ministry of Environment and Forestry and the Ministry of Education and Culture, seeks to create schools as learning centers that cultivate environmental responsibility. This research employed a qualitative approach with a case study design. Research subjects included the school principal, Adiwiyata team, seven teachers, school committee, and twelve students from grades 4, 5, and 6. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using Miles and Huberman's interactive model encompassing data condensation, data display, and conclusion drawing. Data validity was verified through source triangulation and technique triangulation. The findings reveal that: (1) planning was conducted in a participatory and systematic manner through the Environmental Potential and Problem Identification (IPMLH) process involving all stakeholders; (2) implementation covered all four main components—environmental policy, environment-based curriculum, participatory environmental activities, and eco-friendly facility management; (3) changes in students' environmental character progressed across the knowing, feeling, and acting domains; (4) integration of Islamic spiritual values such as the concepts of khalifah fil ardh and amanah strengthened intrinsic motivation and behavioral consistency; and (5) key supporting factors included exemplary leadership and teacher commitment, while inhibiting factors encompassed budget constraints, high teacher workload, and inconsistency between school and home habits.
Co-Authors Abdul Manab Alviana Widyawati Arum Purba Sulistyani Bachrul Ulum Bagus Ahmadi Basuki Sarjono Basuki, Bambang Eko Bondan Wicaksana Asmi Asmara Danti Sri Rahayu Dewi Patmalasari Didik, Sugiharto Diesty Hayuhantika Dinda Ayu Manggar DIRGANTORO, AJAR Diyah Ayu Wulandari Dwi Wulandari Dwi Wulandari Dwikoranto Ekawati Zuhro', Yuyun Erwanto, Danang Farida, Khoirul Gaguk Resbiantoro Gaguk Resbiantoro Geston Bakti Muntoha Grafika Saraswati Gufron, Mohammad Hadiputra, Susilo Hayuhantika, Diesty Hayuhantika, Diesty Hendra Erik Rudyanto Ika Mariana Putri Imam Sukwatus Suja’i indi ratnani Irnelia, Venia Regita Irwan Kristanto KHOIRUN NISAK Lastriatun, Tinuk Lutfia Marsalina Marsalina, Lutfia Maryono Maryono Moch Fachrish Rizha Zhamzhamy Moh. Gufron Mohammad Faizal Amir Mohammad Gufron Mohammad Syauqy Muhamad Abdul Roziq Asrori Muhammad Anasrulloh Muhammad Ilman Nafi&#039;an Muhammad Ilman Nafi'an Muhammad Ilman Nafi’an Muhammad Ngizzul Muttaqin Muhlasin Amrullah Muntoha, Geston Bakti Nafi'an, Muhammad Ilman Nafi'an, Muhammad Ilman Nur Ika Fatmawati NUR KHOLIFAH Pamungkas, Bian Dwi Pebriani, Linda Purnawananti, Yepi Sedya Purwananti, Yepi Sedya Putri, Ika Mariana Putri, Ika Mariana Rahmat Hidayat Rahmawati, Annisa Testi Rahyu Setiani Rayiningtyas Ayu Palupi Ria Lestari Ningrum Rijalush Sholikhin Rijalush Sholikhin Sholikhin Rindrayani, Sulastri Rini Rohmah, Niza Nur Saraswati, Grafika Sari , Ratna Kumala Sari, Eka Yuliana Sarjono, Basuki Setyo Hartanto Setyo Hartanto, Setyo Sholikhin, Rijalush Sholikhin Siti Komariyah Suindayati Suindayati Sujono, Imam Sulistiyawati, Wiwik Sulistiyawati Suyani Suyani, Suyani Syafi'ah, Rohmatus Tomi Listiawan Trikuncahyo, Kabul Utomo, Fajar Hendro Wahyuni, Fida Ika Wardini, Sevia Umi Widyawati, Evi Winarti, Lilik Wiwik Sulistiyawati Sulistiyawati Yulianto, Arin Eko