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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Analisa PRISMA ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar INSPIRAMATIKA JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) JCES (Journal of Character Education Society) International Journal on Emerging Mathematics Education Jurnal Tadris Matematika Indiktika : Jurnal Inovasi Pendidikan Matematika AXIOM : Jurnal Pendidikan dan Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Prima: Jurnal Pendidikan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education MEJ (Mathematics Education Journal) Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Educatio FKIP UNMA JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Padegogik Arithmetic : Academic Journal of Math Hipotenusa : Journal of Mathematical Society Range : Jurnal Pendidikan Matematika Jurnal Pengabdian kepada Masyarakat Nusantara Jambura Journal of Mathematics Education Asimetris: Pendidikan Matematika dan Sains Jurnal PEKA (Pendidikan Matematika) Edumatika Journal of Advanced Sciences and Mathematics Education Jurnal Cakrawala Pendas Inovasi Matematika (Inomatika) International Journal of Trends in Mathematics Education Research (IJTMER) AN-NAS: Jurnal Pengabdian Masyarakat Jurnal Tadris Matematika Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Hamidah Suryani Lukman
Universitas Muhammadiyah Sukabumi
Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics Aritsya Imswatama; Hamidah Suryani Lukman
International Journal of Trends in Mathematics Education Research Vol 1, No 1 (2018)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.307 KB) | DOI: 10.33122/ijtmer.v1i1.11

Abstract

The study aims to know the effectiveness of mathematics teaching material used based on ethnomathematics toward mathematical solving problem skill and student critical thinking and to know how student activity on mathematics learning by applying mathematics teaching material based on ethnomathematics. Research method applies a quantitative method with post-test only control design research type. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. Data analysis technique applies quantitative data analysis by using t-test. Based on data analysis result, mathematics teaching material based on ethnomathematics proves effective toward solving problem skill and student mathematical critical thinking. Besides, by applying mathematics teaching material can raise student activity.
Meningkatkan Komunikasi Matematis yang Efektif: Pengaruh Penerapan Model Role-Playing Berbantu GeoGebra dalam Menyelesaikan Soal Setara PISA Siti Fitri Diaroh; Hamidah Suryani Lukman; Nur Agustiani
Jurnal Padegogik Vol 6 No 2 (2023): Jurnal Padegogik, July 2023
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v6i2.3147

Abstract

The mathematical communication abilities of students play a significant role in understanding and conveying mathematical concepts. This study aims to compare the implementation of three instructional models, namely the Role-Playing Model with GeoGebra assistance, the Role-Playing Model, and the Direct Instruction Model, on students' mathematical communication abilities in solving PISA-equivalent problems. The research method employed is quantitative with a Quasi-Experimental design using the Nonequivalent Control Group Design. The population of this study consists of eighth-grade students at MTs Nurul Huda. Sample selection was conducted using purposive sampling. The sample consists of three classes: VIII B (experimental class 1) with 24 students, VIII C (experimental class 2) with 23 students, and VIII A (control class) with 20 students. The research instruments comprise pretest and posttest tests to measure students' mathematical communication abilities in solving PISA-equivalent problems. Additionally, observation sheets for teachers and students were used as non-test instruments. Quantitative data analysis was performed using parametric statistics for the balance test, namely a one-way ANOVA with the prerequisite of normality and homogeneity tests. The results of the analysis indicate that the Role-Playing Model with GeoGebra assistance is superior in improving students' mathematical communication abilities in solving PISA-equivalent problems compared to the other two instructional models.
PELATIHAN PENYUSUNAN MODUL AJAR BERDIFERENSIASI UNTUK MENINGKATKAN KESIAPAN IMPLEMENTASI KURIKULUM MERDEKA Hamidah Suryani Lukman; Ana Setiani; Nur Agustiani
JMM (Jurnal Masyarakat Mandiri) Vol 7, No 5 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v7i5.17478

Abstract

Abstrak: Masih banyaknya sekolah yang belum memahami urgensi kurikulum Merdeka mengakibatkan rendahnya kesiapan sekolah dalam mengimplementasikan kurikulum Merdeka. Oleh karena itu, kegiatan pengabdian pada Masyarakat ini bertujuan untuk memberikan pendampingan bagi guru SD di Sukabumi dalam menyusun modul ajar berdiferensiasi yang sesuai dengan kebutuhan peserta didik sebagai upaya meningkatkan kesiapan sekolah dalam implementasi kurikulum Merdeka jalur mandiri. Metode pendekatan untuk pelaksanaan kegiatan pengabdian masyarakat ini meliputi seminar, workshop, dan pendampingan. Mitra yang terlibat adalah KKG Kecamatan Kadudampit, dengan total peserta 112 orang. Hasil evaluasi kegiatan ini tergolong efektif dengan pencapaian sebesar 91%. Berdasarkan hasil tugas penyusunan modul ajar yang dikumpulkan, sekitar 75% peserta sudah memahami komponen modul ajar pada kurikulum Merdeka, namun masih kesulitan melakukan asesmen awal dan mendiferensiasikan pembelajaran di perencanaannya. Selain itu, respon guru dalam kegiatan pendampingan menunjukkan bahwa kegiatan ini bermanfaat bagi guru sebagai persiapan dalam mengimplementasikan kurikulum Merdeka di tahun ajaran baru. Kegiatan pendampingan ini juga memberikan pengalaman langsung kepada guru dalam memanfaatkan platform Merdeka mengajar dan mengadaptasi modul ajar untuk disesuaikan dengan kebutuhan di setiap satuan Pendidikan.Abstract: There are still many schools that do not understand the urgency of the Merdeka curriculum, resulting in low school readiness in implementing it. Therefore, this community service activity aims to provide assistance to elementary school teachers in Sukabumi in developing differentiated teaching modules that suit the needs of students as an effort to increase school readiness in implementing the Independent Pathway curriculum. The approach method for implementing community service activities includes seminars, workshops and mentoring. The partners involved were the KKG of Kadudampit District, with a total of 112 participants. The evaluation results of this activity were classified as effective with an achievement of 91%. Based on the collected results of the teaching module preparation tasks, around 75% of participants already understand the components of the teaching modules in the Merdeka curriculum, but still have difficulty carrying out initial assessments and differentiating learning in their planning. Apart from that, the teacher's response to mentoring activities shows that this activity is useful for teachers as preparation for implementing the Merdeka curriculum in the new school year. This mentoring activity also provides teachers with direct experience in utilizing the Platform Merdeka Mengajar and adapting teaching modules to suit the needs of each educational unit. 
PENGOPTIMALAN PENERAPAN MODUL AJAR DAN MODUL PROJEK PADA GURU SMP SEKOLAH PENGGERAK MODEL 1 Ana Setiani; Hamidah Suryani Lukman; Nur Agustiani
JMM (Jurnal Masyarakat Mandiri) Vol 7, No 5 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v7i5.17398

Abstract

Abstrak: Seiring di berlakukannya kurikulum Merdeka di jenjang Dasmen pada tahun 2022 .Hasil pendampingan pada sekolah penggerak selama lima bulan terkait modul ajar dan modul projek yang rutin setiap bulan dilakukan masih banyak permasalahan, yaitu mulai dari perencanaan KOS, penyusunan modul ajar, modul projek, dan implementasi masil belum optimal. Terlihat dari lima sekolah yang didampingi masih ada tiga sekolah masih perlu pendampingan khusus. Oleh karena itu, kegiatan pengabdian ini bertujuan untuk mengoptimalkan dalam perencanaan dan implenetasi dari kurikulum merdeka. Metode kedua pelatihan menyusun modul ajar  dan modul projek. Proses ini dilakukan secara hybrid. Offline berupa pendampingan langsung, kemudian dilanjutkan secara online melalui penyusunan mandiri di sekolah. Mitra dalam kegiatan ini yaitu  3 kepala sekolah dan 15 komite pembelajaran yang berada di kabupaten Sukabumi.  Selanjutnya kegiatan pengabdian terdiri dari observasi lapangan, koordinasi dengan mitra, pelaksanaan program, monitiring dan evaluasi, dengan harapan setiap satuan pendidikan dapat mengoptimalkan penyusunan modul ajar, modul projek, sampai implementasi. Adapun hasil evaluasi menujukan 3 sekolah dapat pengoptimalkan, terlihat dari keterampilan menyusun modul ajar dan modul projek pada awalnya 80% menjadi 91%, implementasi modul ajar dan modul projek dari awalnya 78% menjadi 95%.Abstract:  As the Merdeka curriculum is implemented at the Dasmen level in 2022, the results of the five months of mentoring at driving schools regarding teaching modules and project modules which are routinely carried out every month still have many problems, namely starting from KOS planning, preparing teaching modules, project modules, and implementation still not optimal. It can be seen that of the five schools being assisted, there are still three schools that still need special assistance. Therefore, this service activity aims to optimize the planning and implementation of the independent curriculum. The second method of training is to prepare teaching modules and project modules. This process is carried out in a hybrid manner. Offline in the form of direct assistance, then continued online through independent preparation at school. Partners in this activity are 3 school principals and 15 learning committees in Sukabumi district. Furthermore, service activities consist of field observations, coordination with partners, program implementation, monitoring and evaluation, with the hope that each educational unit can optimize the preparation of teaching modules, project modules, and implementation. The evaluation results showed that 3 schools were able to optimize, as seen from the skill in compiling teaching modules and project modules from initially 80% to 91%, implementation of teaching modules and project modules from initially 78% to 95%.    
IMPLEMENTASI DIGITAL GAME-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Eka Yulia Radityastuti; Hamidah Suryani Lukman; Nur Agustiani
AXIOM : Jurnal Pendidikan dan Matematika Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v12i1.16047

Abstract

Pentingnya kemampuan berpikir kritis dan pemecahan masalah tidak menjadi acuan bahwa semua siswa telah memiliki kemampuan tersebut. Melalui penggunaan model digital game-based learning, non-digital game-based learning, dan problem-based learning, kemampuan berpikir kritis dan kemampuan pemecahan masalah matematis siswa dibandingkan dalam penelitian eksperimen semu ini. Penelitian ini merupakan penelitian kuantitatif dengan desain pretest-posttest control group. Populasi penelitian terdiri dari 147 siswa kelas VII SMP IT Hayatan Thayyibah, dan metode cluster random sampling digunakan untuk memilih sampel. Sampel terdiri dari 68 siswa dari tiga kelas yaitu VII C, VII D, dan VII F. Instrumen penelitian yang digunakan adalah 4 soal tes kemampuan berpikir kritis dan pemecahan masalah matematis pada materi PLSV yang telah tervalidasi serta lembar observasi. Penelitian ini membuktikan bahwa model digital game-based learning lebih unggul dibandingkan dengan model non-digital game-based learning dan problem-based learning dalam hal kemampuan berpikir kritis dan pemecahan masalah matematis siswa. Kemampuan berpikir kritis dan pemecahan masalah siswa SMP juga dapat ditingkatkan dengan model digital game-based learning.AbstractCritical thinking skills and problem-solving cannot be assumed to be possessed by every student.  Through the use of digital game-based learning, non-digital game-based learning, and problem-based learning models, students' critical thinking skills and problem-solving in mathematics were compared in this quasi-experimental study. This research is a quantitative study with a pretest-posttest control group design. The study population consisted of 147 seventh-grade students (VII) of SMP IT Hayatan Thayyibah, and the cluster random sampling method was used to select the sample. The sample consisted of 68 students from three classes, namely VII C, VII D, and VII F. The research instruments used were 4 tests of critical thinking skills and mathematical problem-solving on validated PLSV material and observation sheets. This study proves that digital game-based learning models are superior to non-digital game-based learning and problem-based learning models in terms of students' critical thinking skills and mathematical problem-solving. The ability to think critically and solve problems in junior high school students can also be improved with digital game-based learning models.
Development of PBL-Based Mathematics Teaching Modules to Improve The Mathematical Critical Thinking Skills of Elementary School Students Fathira Aprilia Az-zahra; Hamidah Suryani Lukman; Pujia Siti Balkist
Jurnal Inovasi Matematika Vol 5 No 2 (2023): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v5i2.392

Abstract

This research aims to develop a Problem-Based Learning Based Mathematics Teaching Module to Improve the Mathematical Critical Thinking Ability of Elementary Students and test its quality based on validity, practicality, and effectiveness. This research uses the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). This research was conducted on 23 fifth-grade students at SDN Pakujajar CBM. The instruments used in this study were validation sheets by material and media experts to test the validity of problem-based learning-based mathematics teaching modules, teacher and student response questionnaires to test the practicality of problem-based learning-based mathematics teaching modules, and student mathematical critical thinking ability tests to test the effectiveness of problem-based learning-based mathematics teaching modules. Data analysis techniques in this study used Hypothesis Test and N-Gain. The results of the study obtained are: (1) The problem-based learning mathematics teaching module is included in the very valid category. (2) Based on the teacher and student response questionnaire, a very good response was generated regarding the teaching module developed, and the problem-based learning mathematics teaching module was included in the very practical category. (3) Based on the results of the Hypothesis Test and N-Gain analysis, it shows an increase in students' mathematical critical thinking skills in the moderate category, so the problem-based learning-based mathematics teaching module is declared effective.
Development of Animated Videos Based on the Merdeka Curriculum to Improve Students' Mathematical Problem Solving Ability Dista Anggraeni Safitri; Hamidah Suryani Lukman; Aritsya Imswatama
Jurnal Inovasi Matematika Vol 5 No 2 (2023): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v5i2.394

Abstract

This research aims to develop an animation video based on the merdeka curriculum to improve mathematical problem solving skills of elementary school students by testing its quality based on valid, practical, and effective criteria. This type of research is R&D with the ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation). The subjects of this study were 1 teacher and 23 fifth grade students at one of the public elementary schools in Sukabumi City. The instruments used in the study were media expert and material expert validation sheets to test the validity of the animated video, teacher and student response questionnaires to test the practicality of the animated video, and student mathematical problem solving ability tests to test the effectiveness of the animated video. The data analysis techniques used were Hypothesis Test and N-Gain analysis. The results showed that (1) The animation video developed was included in the category of very valid or very feasible to be tested. (2) Teachers and students gave very good responses to the animated video developed and included in the very practical category. (3) Based on the results of hypothesis testing and N-Gain, it shows that there is an increase in students' mathematical problem solving skills in the medium category so that the animated video developed is declared effective.
PELATIHAN PENGGUNAAN APLIKASI KAHOOT DALAM MEMBUAT KUIS ONLINE PADA GURU SMP DI SUKABUMI CIKOLE Hastri Rosiyanti; Rahmita Nurul Muthmainnah; Ismah Ismah; Eri Nurfadhilah Sari; Hamidah Suryani Lukman; Aritsya Imswatama
AN-NAS: Jurnal Pengabdian Masyarakat Vol 1, No 2 (2021): AN-NAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/an-nas.1.2.15-20

Abstract

Teknologi informasi pada dunia pendidikan di Indonesia sangat diperlukan, agar nantinya pendidikan nasional mampu bersaing pada level global. Tetapi pada kenyataannya masih banyak guru-guru di Indonesia yang belum melek akan teknologi. Salah satunya guru-guru di Sukabumi yang masih kesulitan dalam memanfaatkan teknologi dalam melakukan sistem ulangan harian matematika. Guru masih menggunakan sistem ulangan harian yang konvensional sehingga diperlukan adanya sistem ulangan harian berbasis online. Dalam upaya mengatasi masalah tersebut maka pengabdian ini dilakukan untuk memberikan pelatihan serta pemahaman teknologi informasi mengenai pemanfaatan aplikasi kahoot! sebagai sarana ujian berbasis online pada pembelajaran matematika.         
GAMIFIKASI BAHAN AJAR MATEMATIKA SMP: ANALISIS KEPRAKTISAN DAN EFEKTIVITAS TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS Hamidah Suryani Lukman; Nur Agustiani; Ana Setiani
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.v13i1.8170

Abstract

Implementasi pembelajaran yang menitikberatkan pada penguasaan keterampilan abad 21 dapat dilakukan melalui teknik Gamifikasi, yaitu penggunaan elemen desain game dalam konteks non-game untuk menarik perhatian, mengembangkan karakter, atau memecahkan masalah. Beberapa penelitian sebelumnya membuktikan bahwa gamifikasi terbukti dapat meningkatkan hasil belajar dan motivasi belajar siswa. Namun, belum ada penelitian yang spesifik terkait gamifikasi dalam bahan ajar matematika yang memfasilitasi peningkatan kemampuan berpikir kritis matematis siswa. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan bahan ajar matematika berbasis gamifikasi yang dirancang khusus untuk meningkatkan kemampuan berpikir kritis matematis siswa SMP, serta menguji produk tersebut berdasarkan aspek kepraktisan dan efektivitasnya. Model penelitian dan pengembangan ADDIE digunakan dalam penelitian, namun pada artikel ini langkah penelitian yang dibahas terbatas pada dua tahapan terakhir, yaitu Implementation dan Evaluation. Sampel yang digunakan pada tahap Implementation berjumlah 153 siswa dari 3 SMP yaitu SMP IT Hayyatan Thoyyibah, SMP Pelita YNH, dan SMP Islam Tahfidz Qur’an Al-Fath yang diambil melalui teknik cluster random sampling. Data dikumpulkan melalui instrumen tes kemampuan berpikir kritis FRISCO dan lembar respon siswa. Data dianalisis menggunakan uji t satu sampel, uji t dua sampel berpasangan, dan analisis deskriptif. Hasil penelitian menunjukan bahwa bahan ajar matematika berbasis gamifikasi sudah memenuhi kriteria praktis dan efektif digunakan dalam pembelajaran matematika, khusunya dalam meningkatkan kemampuan berpikir kritis matematis siswa SMP dengan kategori peningkatan sedang.Implementation of learning that focuses on mastering 21st century skills can be done through Gamification techniques, the use of game design elements in non-game contexts to attract attention, develop character, or solve problems. Several previous studies have proven that gamification can improve learning outcomes and student motivation. However, there has been no specific research regarding gamification which facilitates improving students' mathematical critical thinking abilities. Therefore, this research aims to develop gamification-based mathematics teaching materials specifically designed to improve junior high school students' mathematical critical thinking abilities, as well as testing these products based on aspects of their practicality and effectiveness. The ADDIE model is used in research, but in this article the research steps discussed are limited to the last two stages, Implementation and Evaluation. The sample used was 153 students from 3 junior high schools, IT Hayyatan Thoyyibah Middle School, Pelita YNH Middle School, and ITQ Al-Fath Middle School, taken using a cluster random sampling technique. Data was collected through the FRISCO critical thinking ability test instrument and student response sheets. Data were analyzed using one sample t test, paired two sample t test, and descriptive analysis. The research results show that gamification-based mathematics teaching materials have met the practical criteria and are effectively used in mathematics learning, especially in improving junior high school students' critical mathematical thinking skills in the moderate improvement category.
Pendampingan Implementasi Kurikulum Merdeka Jalur Mandiri Pada Jenjang Paud Di Kecamatan Lembursitu Nur Agustiani; Hamidah Suryani Lukman; Ana Setiani
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 5 No. 1 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN)
Publisher : Cv. Utility Project Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v5i1.2879

Abstract

Pendampingan implementasi kurikulum merdeka (IKM) jalur mandiri pada jenjang PAUD dilaksanakan dengan tujuan agar kepala sekolah dan guru-guru PAUD yang bukan dari sekolah penggerak mampu menyusun KOSP (Kurikulum Operasional Satuan Pendidikan) dan modul ajar berdiferensiasi serta modul projek penguatan profil pelajar pancasila (P5) yang sesuai. Untuk membantu sekolah menyusun KOSP, modul ajar, dan modul P5 maka dilaksanakan pendampingan melalui workshop.   Peserta pada kegiatan ini adalah kepala sekolah dan guru-guru PAUD di lingkungan kecamatan Lembursitu, Kota Sukabumi. Kegiatan ini dilaksanakan secara luring selama dua hari, yang terdiri dari workshop KOSP dan workshop modul ajar berdiferensiasi serta modul P5. Hasil dari kegiatan ini yaitu dalam penyusunan kurikulum operasional, peserta mampu menyusun visi misi yang terukur, sedangkan dalam penyusunan modul peserta mampu menentukan tujuan pembelajaran untuk menyusun alur, asesmen dan memilih media yang sesuai.
Co-Authors Achla Nabilla Miharjo Agistnie, Rheina Amalia, Khoirunnisaa Fadhilah Ana Setiani Ana Setiani Anggia Murni Anisa Rahmawati Annisa Enistoneisya Hermawan Aritsya Imswatama Aryanti Septiani Astri Sutisnawati Ayip Surodi Azis, Dikri Maulana Dhea Andryos Yuntiaji Diana Oktaviani, Diana Dikri Maulana Azis Dista Anggraeni Safitri Eka Yulia Radityastuti Elnawati Eri Nurfadhilah Sari Farhan Mustaf Azizi Fathira Aprilia Az-zahra Febby Ramdani Febi Febriyani Febriyani, Febi Hasnaa Indar Nurazhaar Hastri Rosiyanti IDA RAHMAWATI Ida Rahmawati Iryani Dinar Dinar Ismah Ismah Juliana, Fani Kosasih, Fajar Hamzah Kurnia Mawar Kurniawan, Riqi Lia Milyawati Maria Ulfah Masyuda, Lida Merina Merina Merina, Merina Merina, Merina Mira Siti Nur’azizah Muhassanah, Nur’aini N. Alifa Maulida Nenden Mutiara Sari Nita Andriani Nita Widyati Ananda Novi Andri Nurcahyono Nur Agustiani Nur Agustiani Nur Agustiani Nur Agustiani Nur'azizah, Mira Siti Nuraini Muhassanah Nurhalisah, Ita Amalia Nurma Muharom Nurul Aeni Patmawati Prasetia, Astri Pujia Siti Balkist Rahmita Nurul Muthmainnah Restu Intan Purwati Risa Rahma Safitri Rosinansis, Rineka Safitri, Dista Anggraeni Sani, Sumiati Setiani, Ana Setiani, Ana Setiani, Ana Siti Fitri Diaroh Sopiah, Imat Sri Mulyani Suningsih Suningsih Yanti Mulyanti Yanti Mulyanti Yanti Mulyanti, Yanti Yuntiaji, Dhea Andryos