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Cholis Sa’dijah

Universitas Negeri Malang

Author-ID : 2388532

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Proses Berpikir Kritis Siswa dalam Memecahkan Masalah Matematika Mila Sekar Ayu; Susiswo Susiswo; Cholis Sa'dijah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7508

Berpikir kritis menjadi bagian penting dalam pendidikan matematika untuk memproses suatu penyelesaian masalah. Setiap individu memiliki perbedaan dalam proses memecahkan suatu masalah. Proses berpikir kritis yang dimiliki oleh setiap individu juga dapat berbeda-beda. Penelitian ini bertujuan mendeskripsikan proses berpikir kritis siswa dalam memecahkan masalah matematika. Pendekatan dan jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif. Subjek sebanyak 3 siswa kelas VIII I UPT SMPN 2 Wlingi yang mewakili kategori hasil belajar matematika tinggi, sedang dan rendah untuk dianalisis secara lebih mendalam. Instrumen dalam penelitian ini adalah peneliti, soal SPLDV, serta pedoman wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kritis siswa dengan tingkatan hasil belajar matematika yang berbeda, memunculkan indikator berpikir kritis yang berbeda dalam memecahkan masalah matematika.Critical thinking is an important part of mathematics education to process problem solving. Every individual has differences in the process of solving a problem. The critical thinking process possessed by each individual can also be different. This research aims to describe students' critical thinking processes in solving mathematical problems. The approach and type of research used is descriptive qualitative research. The subjects were 3 students from class VIII I UPT SMPN 2 Wlingi representing the categories of high, medium and low mathematics learning outcomes to be analyzed in more depth. The instruments in this research were the researcher, SPLDV questions, and interview guidelines. The research results show that the critical thinking process of students with different levels of mathematics learning outcomes gives rise to different indicators of critical thinking in solving mathematics problems.

Kemampuan Berpikir Kritis Siswa SMP dalam Menyelesaikan Asesmen Kompetensi Minimum Numerasi Ditinjau dari Efikasi Diri Laurentcia Noviafta Widya; Cholis Sa'dijah; Tjang Daniel Chandra
Jurnal Paedagogy Vol 10, No 4: Jurnal Paedagogy (October 2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v10i4.9170

This research analyzes students' critical thinking abilities in solving Minimum Competency Assessment (AKM) questions by reviewing students' mathematical self-efficacy. This research used a descriptive method with a qualitative approach. The research subjects were 52 class VIII students at SMPK Mardi Wiyata Malang. This research instrument used AKM test sheets and mathematical self-efficacy questionnaires, which are then analyzed using an interactive model. This research showed that students with low self-efficacy abilities fulfill the indicators of interpretation, inference, evaluation, and explanation. Meanwhile, students with moderate self-efficacy fulfill the indicators of interpretation, inference, evaluation, explanation, and self-regulation. Students with high self-efficacy fulfill all indicators of critical thinking, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation.

The cognitive alignment of mathematics teachers’ assessments and its curriculum Firdha Mahrifatul Zana; Cholis Sa'dijah; Susiswo Susiswo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26814

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

METACOGNITIVE ACTIVITIES IN GROUP DISCUSSIONS OF ELEMENTARY SCHOOL STUDENTS MATHEMATICS MULTIPLICATION MATERIAL Dyah Triwahyuningtyas; Cholis Sadijah; Makbul Muksar; Subanji Subanji
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.9691

Student metacognition only focuses on individuals, not yet associated with student positioning in the group. There are positioning groups whose roles change, so it is necessary to examine more deeply the characterization of students' metacognition in solving multiplication problems in group discussions in terms of student positioning. This study aims to describe students' metacognitive activities, students' roles during the discussion process, and students' metacognitive abilities related to students' roles during group discussions on multiplication material in mathematics of grade 6 students in one of the public elementary schools in Indonesia. Not only knowing the concept so that students can think critically and learn independently from students without teacher assistance, but also students must be trained in solving problems. This study used descriptive qualitative as the research method. It was found that awareness was mainly found in expert and facilitator positions, regulation was found in expert and facilitator students, and evaluation was found in all student roles. The metacognitive characteristics that emerged in group discussions were expert students as triggers (stimulus) and regulators (contribution), facilitator students as regulators (contribution) and followers (passive), and novice students as followers (passive).Metakognitif siswa hanya berfokus terhadap individu, belum dikaitkan dengan pemosisian siswa dalam kelompok. Ada kelompok pemosisian yang perannya berubah, sehingga perlu mengkaji lebih mendalam terkait karakterisasi metakognitif siswa dalam menyelesaikan masalah perkalian pada diskusi kelompok ditinjau dari pemosisian siswa. Penelitian ini bertujuan untuk mendeskripsikan aktivitas metakognitif siswa, peran siswa selama proses diskusi, dan kemampuan metakognitif siswa yang terkait dengan peran siswa selama diskusi kelompok pada materi perkalian matematika siswa kelas 6 di salah satu sekolah dasar negeri di Indonesia. Tidak hanya mengetahui konsep agar siswa dapat berpikir kritis dan belajar secara mandiri dari siswa tanpa bantuan guru, tetapi juga siswa harus dilatih dalam memecahkan masalah. Penelitian ini menggunakan deskriptif kualitatif sebagai metode penelitian. Ditemukan bahwa kesadaran terutama ditemukan pada posisi ahli dan fasilitator, regulasi ditemukan pada siswa ahli dan fasilitator, dan evaluasi ditemukan pada semua peran siswa. Karakteristik metakognitif yang muncul dalam diskusi kelompok adalah siswa ahli sebagai pemicu (stimulus) dan pengatur (kontribusi), siswa fasilitator sebagai pengatur (kontribusi) dan pengikut (pasif), dan siswa pemula sebagai pengikut (pasif).

Development of challenges-based learning thematic model to improve critical thinking skills for primary school students Nafi Isbadrianingtyas; Cholis Sa'dijah; I Wayan Dasna; Eddy Sutadji
Research and Development in Education (RaDEn) Vol. 4 No. 1 (2024): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i1.32910

Learning in elementary schools emphasizes receiving information and subject matter rather than developing thinking abilities and understanding concepts. However, in the 21st century which is full of challenges and rapid changes like now, students need the ability to develop critical thinking. This is a need that should be reflected in the curriculum, because individual growth is basically characterized by Critical and innovative Thinking Skills. Based on needs analysis, this research develops a learning model with a thematic challenges-based learning approach. The novelty of this research lies in the Challenges/Competition. This challenge is integrated with technology-based learning media so that students are able to think critically. The aim of this research is to produce a Thematic Challenges-based Learning model to train elementary school students' critical thinking. This research uses a Research & Development research design. Research and development, or better known as R & D, is research that produces products that can be used to overcome problems faced by practitioners in completing their tasks. This research is a development research that adopts the Ploom model. This research is a development research that adopts the Ploom model. The development process follows Akker et al (2013) development framework, which is divided into three main stages: (1) Preliminary study; (2) development and prototyping; and (3) evaluation. The data in this development research consists of qualitative data and quantitative data. The syntax of the thematic based learning challenge model includes: (1) Big Idea, (2) Thematic Integration (Webbed Model), (3) Main Question, (4) Challenge, (5) Guiding Question, (6) Guiding Activity , (7) Guiding Resources, (8) Direct experience, (9) Solutions, (10) Assessments, and (11) Publications. The advantage of the Challenges-based Learning Thematic learning model is that it can improve students' critical thinking skills because students can learn to solve problems related to everyday life.

Teachers' Multiple Representations on Teaching Fractions at Elementary School: A Commognitive Framework Ria Norfika Yuliandari; Cholis Sa'dijah; Susiswo Susiswo; Purnomo Purnomo
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5048

This research explores how teachers utilize verbal, symbolic, pictorial, and real-life representations using a commognitive framework to support student learning. This research uses a qualitative approach with an exploratory descriptive design. The selection of research subjects was carried out through purposive sampling which was modified to achieve the research objectives. The research focuses on elementary school teachers who have education diplomas and more than 15 years of teaching experience. In this research, our data is in the form of learning video recording data. The collected data was analyzed using the cognition framework and the Lesh Model of multiple representations. The results of this research show two representations that teachers always apply to each commognitive component, namely symbolic representation and real-life representation. Symbolic representations are often used by teachers to solve mathematical problems, especially word problems. Likewise, real life representations are often used because they apply events or occurrences in everyday life. The use of diverse representations has the potential to increase students' understanding and ability to apply fraction concepts in real life.

IMPLEMENTASI MEDIA KOMIK MATEMATIKA DIGITAL DALAM PEMBELAJARAN POLA BARISAN BILANGAN [USING DIGITAL MATHEMATICS COMICS TO TEACH NUMBER SEQUENCE PATTERNS] Suwito, Ruth Widyati; Sa'dijah, Cholis; Qohar, Abd.
JOHME: Journal of Holistic Mathematics Education Vol 7, No 2 (2023): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i2.7621

One of the problems with learning mathematics is students' difficulty in understanding the material. This difficulty is often accompanied by a sense of boredom, especially at the junior high school level. One solution to address this issue is the use of self-designed and organized digital mathematics comics to help students overcome difficulties and capture their attention. This research aims to implement valid and practical digital mathematics comics in the learning of number sequence pattern. This qualitative descriptive research was conducted by collecting data through questionnaires, observation sheets, and unstructured interviews. In the implementation of learning number sequence patterns using digital mathematics comics, 88 percent were found to be valid, and 89 percent were proven to be very practical based on the responses of 9 eighth-grade students from one of the private junior high schools in Malang who used it. Students were able to read, interact actively, and complete each exercise available in the media. Teaching mathematics using digital mathematics comics is recommended for implementation in other schools.BAHASA INDONESIA ABSTRACT: Salah satu masalah yang terjadi pada pembelajaran matematika adalah kesulitan siswa dalam memahami materi. Kesulitan yang biasanya disertai oleh rasa bosan dialami oleh siswa terlebih pada jenjang SMP. Salah satu solusi untuk menjawab permasalahan tersebut adalah penggunaan media komik matematika digital yang didesain dan disusun sendiri untuk membantu siswa mengatasi kesulitan dan menarik perhatian siswa. Penelitian ini dilakukan untuk menganalisis implementasi media komik matematika digital yang valid dan praktis dalam pembelajaran pola barisan bilangan. Penelitian dengan metode deskriptif kualitatif ini dilakukan dengan cara mengumpulan data melalui angket, lembar pengamatan, dan wawancara tidak terstruktur. Pada implementasi pembelajaran pola barisan bilangan dengan media komik matematika digital yang 88 persen sudah valid, terbukti 89 persen sangat praktis berdasarkan respons 9 siswa kelas 8 di salah satu SMP Swasta Malang yang telah menggunakannya. Siswa dapat membaca, berinteraksi dengan aktif, dan mengerjakan setiap latihan soal yang sudah tersedia pada media tersebut. Pembelajaran matematika dengan menggunakan komik matematika digital ini direkomendasikan untuk dapat diimplementasikan di sekolah-sekolah lain.

IMPLEMENTASI ASESMEN BERBASIS OPEN-ENDED MATHEMATICS PROBLEMS PADA SISWA SMP YANG MENDUKUNG KURIKULUM MERDEKA [IMPLEMENTATION OF AN OPEN-ENDED BASED ASSESSMENT WITH MIDDLE SCHOOL MATHEMATICS STUDENTS THAT SUPPORTS THE MERDEKA CURRICULUM] Mulia, Abigail Christina; Sa'dijah, Cholis; Susanto, Hery
JOHME: Journal of Holistic Mathematics Education Vol 8, No 1 (2024): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v8i1.7721

Creativity is one of six basic principles required for the Merdeka Curriculum implementation. Not only is it realized through the Pancasila Student Profile Strengthening Project (P5), creativity also needs to be realized in learning activities. This research aims to describe the implementation of problem exercises based on open-ended mathematics problems as a form of formative assessment that supports the implementation of the Merdeka Curriculum, especially in supporting students' mathematical creativity. The research was conducted at SMP Negeri 5 Malang using the qualitative descriptive method. The research subjects were 32 seventh grade students in the 2023/2024 school year.The instruments used were question exercises and rubrics based on open-ended mathematics problems that have met the valid criteria, activity observation sheets, and student interview guidelines. The results showed that the assessment based on open-ended mathematics problems can assess the level of mathematical creativity and prompted the student’s mathematical creativity. In the implementation of assessment based on open-ended mathematics problems based on valid open-ended mathematics problems, data was obtained that the level of practicality of assessment reached a practicality score of 3,674 which means that assessment based on open-ended mathematics problems is easy to use. Based on the response questionnaire and interviews, further research is recommended to integrate open-ended mathematics problems-based assessment with gamification.BAHASA INDONESIA ABSTRACT: Kreativitas merupakan salah satu bentuk profil pelajar Pancasila. Tidak hanya diwujudkan melalui Proyek Penguatan Profil Pelajar Pancasila (P5), kreativitas juga perlu diwujudkan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi latihan soal berbasis open-ended mathematics problems sebagai salah satu bentuk asesmen formatif yang mendukung pelaksanaan Kurikulum Merdeka, khususnya dalam mendukung kreativitas matematis siswa. Penelitian dilakukan di SMP Negeri 5 Malang dengan metode deskriptif kualitatif. Subjek penelitian adalah 32 siswa kelas VII tahun ajaran 2023/2024. Instrumen yang digunakan adalah latihan soal dan rubrik penilaian berbasis open-ended mathematics problems yang telah memenuhi kriteria valid, lembar observasi kegiatan, dan pedoman wawancara siswa. Pada implementasi asesmen berbasis open-ended mathematics problems yang telah valid, diperoleh data bahwa tingkat kepraktisan asesmen mencapai skor kepraktisan 3,74 yang berarti asesmen berbasis open-ended mathematics problems mudah untuk digunakan. Berdasarkan angket respons dan wawancara, penelitian lanjutan disarankan untuk mengintegrasikan asesmen berbasis open-ended mathematics problems dengan gamifikasi.

Analisis Kemampuan Representasi Matematis Siswa Tipe Camper Dalam Pemecahan Masalah Matematika Di Era Pandemi Covid-19 Saputri, Risma Rintias; Sa'dijah, Cholis; Chandra, Tjang Daniel
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i2.8694

Kemampuan representasi matematis adalah kemampuan siswa dalam mengkomunikasikan ide-ide matematika dalam bentuk visual, simbol, dan verbal. Representasi matematis penting dimiliki oleh setiap siswa karena dapat membantu dalam menyelesaikan masalah. Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa tipe camper dalam pemecahan masalah matematika di era pandemi Covid-19. Penelitian ini bersifat deskriptif kualitatif. Pengumpulan data dilakukan dengan tes dan wawancara. Langkah pertama pengambilan subjek pada penelitian ini adalah pemberian angket Adversity Respon Profile (ARP) melalui google form, kemudian menganalisis hasil angket ARP dan didapatkan siswa dengan Adversity Quotient (AQ) tipe Camper. Langkah kedua yaitu pemberian tes secara online melalui google meet kepada siswa kelas VIID tipe Camper. Langkah ketiga yaitu kegiatan wawancara secara online melalui WhatsApp kepada siswa yang terpilih, yaitu kepada tiga siswa Camper VIID SMPN 1 Giri. Hasil penelitian menunjukkan bahwa tiga siswa mampu memunculkan representasi visual, dua siswa mampu memunculkan representasi simbol, dan hanya ada satu siswa yang mampu memunculkan representasi verbal.

Kemampuan Berpikir Kreatif Mahasiswa Calon Guru Pada Mata Kuliah Trigonometri Secara Daring Berbantuan Google Classroom Nugraheni, Dinda Dwi; Sa'dijah, Cholis; Sisworo, Sisworo
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i2.8776

Abstrak: Seorang calon guru sangat perlu untuk memiliki kemampuan berpikir kreatif guna memberikan pembelajaran dalam pendidikan yang inovatif sehingga siswa yang diajarkan memiliki kemampuan berpikir kreatif untuk menghadapi tantangan di masa depan. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kreatif mahasiswa calon guru pada mata kuliah trigonometri secara daring berbantuan google classroom. Jenis penelitian ini adalah penelitian kualitatif deskriptif yang dilakukan pada mahasiswa S1 Pendidikan Matematika Universitas Negeri Malang angkatan 2020 semester gasal tahun ajaran 2020/2021. Tes kemampuan berpikir kreatif diberikan pada 37 mahasiswa, kemudian dipilih tiga mahasiswa dengan mempertimbangkan kemampuan matematika pada tugas yang diberikan sebelum pemberian tes berpikir kreatif menggunakan teknik purposive sampling. Setelah proses analisis dilakukan, hasil penelitian menunjukkan bahwa mahasiswa kategori tinggi memenuhi tiga aspek kemampuan berpikir kreatif seperti kelancaran, keluwesan, dan kebaruan. Mahasiswa kategori sedang memenuhi dua aspek kemampuan berpikir kreatif seperti keluwesan dan kebaruan. Sedangkan mahasiswa kategori rendah tidak memenuhi aspek indikator kemampuan berpikir kreatif sama sekali. Aspek keluwesan dan keunikan kemampuan berpikir kreatif yang dimiliki oleh mahasiswa kategori tinggi dan sedang salah satunya dipengaruhi oleh pemanfaatan pembelajaran daring berbantu google classroom.Kata kunci: Berpikir Kreatif; Calon Guru; Google ClassroomAbstract: A prospective teacher ought to have the ability to think creatively to provide learning in innovative education, with the expectation to build the students’ ability to think creatively in facing challenges in the future. The purpose of this study was to describe the creative thinking skills of prospective teacher students in online trigonometry courses assisted by Google Classroom. The type of this research is a descriptive qualitative research conducted on Undergraduate Mathematics Education students at State University of Malang, class 2020 odd semester, 2020/2021 academic year. The test of creative thinking ability was given to 37 students, then three students were selected for the research subject. The considerations were based on their mathematical ability on the pre-assessment test beforehand using purposive sampling technique. After the analysis process was conducted, the results showed that the high category students fulfilled three aspects of creative thinking abilities such as fluency, flexibility, and novelty. Students in the middle category fulfill two aspects of creative thinking skills such as flexibility and novelty. Meanwhile, the low category students did not meet the indicator aspects of the ability to think creatively at all. Aspects of flexibility and uniqueness of creative thinking skills possessed by high and medium category students are influenced by online learning system assisted by Google Classroom. Keywords: Creative Thinking; Prospective Teacher; Google Classroom

Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Abdul Haris Rosyidi Abdul Jamil Abdul Jamil Abdullah, Abdul Halim Abdur Rahman As’ari Abdur Rohim, Abdur Agus Hidayat Agus Setiawan Agus Setiawan Ahmad Farid Haebah Ahyansyah, Ahyansyah Ainun Naziya Rohmah Akhmad Riandy Agusta Akmalia, Yuyun Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aura Sya’banningrum Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani Desi Rahmadani Desyandri Desyandri Dewi Astutik Dewi Astutik Dewi, Aulia Rahma Dian Wardhani Dyah Triwahyuningtyas Dyah Triwahyuningtyas Dyaswardani, Hapsari Eddy Sutadji Edy Bambang Irawan Eka Damayanti Eka Damayanti Eko Waluyo Emy Yunita Rahma Pratiwi Erry Hidayanto Ery Tri Djatmika RWW Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fimmatur Rizka Ardina Fimmatur Rizka Ardina, Fimmatur Rizka Firdaus Dyah Utami Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firman Tsabbit Abqari Fithriyah, Inayatul Fitri Kumalasari Flavia Aurelia Hidajat, Flavia Aurelia Galuh Putri, Yuniar Heksaria Hajjah Rafiah Handayani, Ucik Fitri Hanurawan, Fattah Heni Pujiastuti Henry Praherdhiono Herawati Susilo Heri Purnomo Heri Setiawan Heri Susanto Herti Prastitasari Hery Susanto Hery Susanto Hidayah, Irma Rachmah Himmatul Ulya Huljannah, Miftha Husniyah, Hana Kholifatul I Ketut Suada I Made Arnawa I Made Sulandra I Nengah Parta I Nyoman Sudana Degeng I Wayan Dasna Ika Ratih Sulistiani Imam Rofiki Imelda Dastania Pradani Imro'atul Mubarokah Imro'atul Mubarokah Indriati Nurul Hidayah Intan Sari Rufiana Istiqomah, Roshydatul Itsnaniya Fatwa Nurani Khafidhoh Nurul Aini Khalimatus Syuhriyah Khusnil Khatimah Khusnul Khotimah Kristayulita Kristayulita Kumala, Shifni Afida Kusumaningtyas, Nopem Labuem, Susana Lathiful Anwar Latifah, Eka Ratna Anjanuarti Laurentcia Noviafta Widya Lenita Puspitasari Luluk Faridatuz Zuhroh Luluk Wahyu Nengsih M. Misbachul Huda Maimunah Maimunah Maimunah, Maimunah Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mayangsari, Aprilia Dwi Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana Muhana Gipayana Mujiyem Sapti Mujiyem Sapti Mukhlis Mukhlis Mulia, Abigail Christina Murpratiwi, Gendis Murwanto, Arik Nafi Isbadrianingtyas Nazila Naf’atu Fina Nita Retno Wahyuningati Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pranata, Syalshabil Shafa Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Putri, Novi Rahmadhani Qohar, Abd. Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman Ratri Rahayu Renika Arisinta Resyarusyda Parandrengi Ria Norfika Yuliandari Rini Nurhakiki Risa Utaminingsih Rizka Riana Rizka Zulvana Wardhani Rizky Nova Damayanti Rizqi, Muhammad Ainur Rustanto Rahardi Sa'dun Akbar Saad, Muhamad Ikhwan Mat Saiful Anwar Saputri, Risma Rintias Sari, Feti Eka Ratna Sari, Marinda Rosita Satrio Agung Prabowo Sepharyanto Sepharyanto Sisworo Sisworo, S Siti Chusnia Siti Lailiyah Siti Salina Mustakim Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri Syamsul Hadi Syifa’ul Amamah Tatik Retno Murniasih Titik Harsiati Tjang Daniel Chandra Tomi Listiawan Toto Nusantara Vinarahmah, Aula Rizqi Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Widi Ardianto Widya, Laurentcia Noviafta Wikan Budi Utami Yerizon Yerizon Yudhi Hanggara Zana, Firdha Mahrifatul Zukhrufurrohmah, Zukhrufurrohmah Zulnaidi, Hutkemri

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