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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan Matematika Undiksha Journal on Mathematics Education (JME) Jurnal Infinity Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Journal on Mathematics Education (JME) Jurnal Inovasi Teknologi Pendidikan Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Edu Sains: Jurnal Pendidikan Sains dan Matematika EDU-MAT: Jurnal Pendidikan Matematika AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JMPM: Jurnal Matematika dan Pendidikan Matematika PRISMA JOHME: Journal of Holistic Mathematics Education Pi: Mathematics Education Journal JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Cendekia : Jurnal Pendidikan Matematika QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika EDUPEDIA JTP - Jurnal Teknologi Pendidikan International Journal of Insights for Mathematics Teaching (IJOIMT) Indonesian Journal of Electrical Engineering and Computer Science Jurnal Paedagogy Padaringan : Jurnal Pendidikan Sosiologi Antropologi Mosharafa: Jurnal Pendidikan Matematika Early Childhood and Family Parenting Journal International Journal of Progressive Mathematics Education JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Journal of Disruptive Learning Innovation (JODLI) Journal of Advanced Sciences and Mathematics Education Journal of Innovation and Research in Primary Education Research and Development in Education (RaDEn) Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal Electronic Journal of Education, Social Economics and Technology Jurnal MIPA dan Pembelajarannya MATHEdunesa International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Penelitian Pendidikan Indonesia Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Cholis Sa’dijah
Universitas Negeri Malang
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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

 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
Penalaran Matematis Mahasiswa dalam Menyelesaikan Masalah Trigonometri Sari, Feti Eka Ratna; Sa'dijah, Cholis; Chandra, Tjang Daniel
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 12, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v12i1.16266

Abstract

Important for students to have reasoning abilities in learning mathematics. This is due to the relationship between mathematics and reasoning. The purpose of this study is to analyze students' mathematical reasoning abilities in solving trigonometry problems. This type of research is descriptive qualitative. As many as 36 students in class D semester 1 of mathematics education at State University of Malang were the subjects of this study. Methods of data collection obtained from the implementation of trigonometry problem tests and interviews. Data analysis with three stages namely reduction techniques, presentation, and drawing conclusions. This study resulted in the conclusions (1) students with high abilities met all indicators, namely making conjectures, performing mathematical manipulations, compiling evidence, and drawing conclusions, (2) students with moderate abilities fulfilled two indicators, namely making conjectures and compiling evidence, while (3) students who were low ability to fulfill one indicator, namely submitting conjectures.
Analisis Kesalahan Siswa SMP dalam Menyelesaikan Tes Literasi Statistik Berdasarkan Tahapan Kastolan Sari, Marinda Rosita; Sa'dijah, Cholis; Sukoriyanto, Sukoriyanto
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 11, No 1 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v11i1.13948

Abstract

Statistika merupakan bagian penting dari kurikulum matematika sekolah dan berperan penting dalam berbagai aktivitas manusia di era globalisasi. Oleh karena itu, semua siswa harus mempelajari statistika sebagai bagian dari pendidikannya. Salah satu tujuan penting pendidikan statistika di sekolah adalah literasi statistik. Namun, pentingnya literasi statistik sebagai kemampuan yang harus dimiliki siswa tidak sesuai kenyataan di lapangan. Beberapa penelitian menunjukkan bahwa kemampuan literasi statistik di sekolah menengah masih rendah. Sebagian besar siswa sekolah masih kesulitan dalam menyelesaikan soal yang berkaitan dengan data yang disajikan dalam bentuk grafik dan tabel dan cenderung melakukan kesalahan. Penelitian ini bertujuan untuk mengetahui kesalahan yang dilakukan siswa dalam menyelesaikan tes literasi statistik berdasarkan tahapan kastolan. Jenis kesalahan yang dilakukan siswa berdasarkan tahapan kastolan meliputi kesalahan konseptual, prosedural, dan teknik. Penelitian ini merupakan penelitian kualitatif dengan berjenis penelitian deskriptif. Subjek penelitian ini adalah 33 siswa kelas IX SMP Negeri 2 Krembung. Pengumpulan data dilakukan dengan memberikan tes literasi statistik. Hasil penelitian menunjukkan bahwa siswa yang melakukan kesalahan teknik sebesar 34%, kesalahan prosedural 22%, dan kesalahan konseptual 21%. Sehingga dapat disimpulkan bahwa siswa melakukan kesalahan konseptual, prosedural, dan teknik dalam menyelesaikan tes literasi statistik. Setiap siswa membuat kesalahan ini berdasarkan indikator yang berbeda-beda.
Implementasi Pembelajaran STEM Low Cost di Sekolah Dasar untuk Mengembangkan Keterampilan Abad 21 Kumala, Shifni Afida; Sa'dijah, Cholis; Hadi, Syamsul
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 11 No. 2 (2023): September 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v11i2.25795

Abstract

Students in the 21st-century era must have many skills. There needs to be learning that supports an independent curriculum and project-based learning. Meanwhile, schools still carry out their learning activities using the lecture method, which is less meaningful and has yet to explore students' abilities fully. STEM is a skill and knowledge acquired simultaneously by students. The aims of this study are that researchers want to obtain deeper information about 1) the background of STEM-based learning at SDI Aisyiyah, 2) the implementation of STEM-based learning at SDI Aisyiyah, and 3) the skills students acquire during STEM-based learning at SDI Aisyiyah. Researchers want to obtain more in-depth information about the background of learning in the school, the application of STEM learning in the school, and the skills that can be formed from STEM-based learning. This research uses a qualitative method whose data processing uses NVivo12. Nvivo 12 is the latest version of the application for processing qualitative research data. The research findings support 21st-century learning, project learning during a pandemic, implementing an independent curriculum, providing STEM training, creating fun learning and creating a low-cost STEM culture. STEM learning is held once a week. The syntax in STEM learning at SDI Aisyiyah is as follows: 1. The teacher selects and breaks down KD/TP in learning, 2. Giving triggering questions or problems, 3. Finding solutions or problem-solving by teachers and students, 4. Product design, 5. Product presentation or presentation, 6. Product correction and evaluation, and the last is product revision. Some of the skills that can be formed from STEM learning at SDI Aisyiyah are being able to work together, being able to think complexly, having an artistic spirit, being a more communicative, more creative child, being independent, etc.
Proses Berpikir Siswa dalam Menyelesaikan Masalah Bilangan Berpangkat dan Bentuk Akar Berdasarkan Teori Pemrosesan Informasi Khotimah, Husnul; Sa’dijah, Cholis; Rofiki, Imam; Latifah, Eka Ratna Anjanuarti
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p499-513

Abstract

Information processing theory is a theory that can explain students' thinking processes in problem-solving. Effective problem-solving requires a good thinking process. Thus, exploring students' thinking processes will help in understanding the causes of students' mistakes so that they can be prevented and enhance students' problem-solving eventually. In line with that, this research aims to analyze students' thinking processes in solving powers and root forms problem (in mathematics) based on information processing theory. This case method research with a qualitative approach was carried out at SMP Laboratorium Universitas Negeri Malang (UM) involving two subjects. The findings show that for both student who answer correctly and student who answer incorrectly, the thinking process begins with the entry of stimuli into sensory memory which is then selected through selective attention to obtain perception. The information is then passed to short-term memory. The difference in their thinking processes lies in the retrieval process. The student who answered correctly succeeded in solving the problem correctly even though he experienced a forgotten lost while the student who answered incorrectly experienced misperceptions caused by a forgotten lost which resulted in the strategy execution and the final answer being incorrect.
Co-Authors Abdul Halim Abdullah 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 ALFARIS, RENALDY Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aprilia Dwi Mayangsari Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aulia Al Tsani Izzati Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani 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, Emy Yunita Rahma 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 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 Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mega Fatimah Rosana Mei Dwi Jayanti Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana 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 Novi Rahmadhani Putri Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nur Roudlotul Jannah Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pratiwi, Nike Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Qohar, Abd. Radeni Sukma Indra Dewi Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman Ratna Ekawati 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 Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri Syaiful Hadi 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