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Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EKSPRIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN CTL PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA Zamroni, Zamroni; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, (2) which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style, (3) in each learning style, which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, and (4) in each learning model, which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style. The population of research was all VIII graders of Public Junior High schools in Bojonegoro Regency consisting of 55 schools. The sample was taken using cluster random sampling. The sample consisted of 304 students divided into experiment I, experiment II, and control groups. The conclusions of research were: (1) TPS CTL learning provided learning achievement better than STAD CTL and direct, but STAD CTL learning provided learning achievement as same as the direct learning did. (2) The students with kinesthetic learning style had learning achievement better than those with visual and auditory learning styles. But, the students with visual and those with auditory learning styles had equal learning achievement. (3) a. In kinesthetic learning style, all learning models provided the same learning achievement. b. In visual learning style, TPS CTL learning provided learning achievement better than STAD CTL. Meanwhile, direct learning provided the learning achievement as same as the TPS CTL and STAD CTL learning models did. c. In auditory learning style, all learning models provided the same learning achievement. (4) a. In TPS CTL learning model, the students with kinesthetic learning style had better achievement than those with auditory learning style. The students with visual learning style had learning achievement equal to those having kinesthetic and auditory learning styles, b. In STAD CTL learning model, the students with kinesthetic learning style had better achievement than those with visual and auditory learning styles. However, the students with visual learning style had learning achievement equal to those with auditory learning style, c. In direct learning, the three learning styles had the equal learning achievement.Keywords:TPS-CTL, STAD-CTL, Learning Style, learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI KPK DAN FPB DITINJAU DARI TINGKAT KECERDASAN LOGIKA MATEMATIKA SISWA KELAS V SD NEGERI SE-KECAMATAN PURWODADI TAHUN PELAJARAN 2 W, Kharisma Ardhy; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student logical-mathematical intelligence in the topic of Smallest Common Multiple (SCM) and Greatest Common Factor (GCF) at fifth grade students of elementary schools in Purwodadi District. The learning models compared Teams Games Tournament (TGT), Team Assisted Individualization (TAI), and direct instruction model. The type of the research was a quasi-experimental research. The population was the students at fifth grade of Elementary School in Purwodadi District on academic year 2013/2014. The size of the samples were 192 students consisted of 87 students in the first experimental group by using cooperative learning model Teams Games Tournament (TGT), 53 students in the second experimental group by using cooperative learning model Team Assisted Individualization (TAI), and 52 students in the control group by using direct instruction model. The instruments used mathematics achievement test and logical-mathematical intelligence test. The data was analyzed using two-way analysis of variance. The conclusions of the research were as follows. (1) TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (2) The high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students. (3) For all types of logical-mathematical intelligence students, TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (4) For all types of learning model, the high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students.Key words: Teams Games Tournament (TGT), Team Assisted Individualization (TAI), logical-mathematical intelligence, learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Jannah, Raodatul; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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models of SNH type, NHT type with realistic Mathematics approach, and conventional type results in a better learning achievement in Mathematics of the students; (2) which of the high, the medium, and the low independence of learning of the students results in a better learning achievement in Mathematics; (3) for each category of independence of learning of the students, which one results in better achievement in Mathematics, cooperative learning model of SNH type, NHT type with realistic Mathematics approach, and conventional type; and (4) for each learning model, which one results in better achievement in Mathematics, students who have high, middle, or low independence of learning. This research used quasi-experimental research method. The population of this research was the eleventh (8th) grade students of the state junior high schools in Mataram in the first semester of the academic year of 2012/2013. This research used stratified cluster random sampling technique. The sample of this research consisted of the students of SMP Negeri 15 Mataram, SMP Negeri 8 Mataram, SMP Negeri 9 Mataram. The data of the research were collected through documentation, questionnaire, and test. The data were then analyzed by using the unbalanced Two-Way Analysis of Variance at the significance level of 0.05. The results of the research are as follows: (1) the SNH type results in a better learning achievement in Mathematics of the students than cooperative learning model of NHT type and conventional type, and the cooperative learning model of NHT type results in a better learning achievement in Mathematics of the students than conventional type; (2) the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning give the same mathematics achievement as the low independence of learning; (3) for each category of independence of learning of the students, cooperative learning model of SNH type results in better achievement in Mathematics than cooperative model NHT type and conventional type, and cooperative learning model NHT type results in a better learning achievement in Mathematics of the students than conventional type; and (4) for each learning model, the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning results as good as in the low independence of learning.Keywords: Cooperative learning model of SNH type, NHT type, realistic Mathematics approach, and independence of learning of the students
PENGEMBANGAN MODEL ASSESSMENT for LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI GAYA BELAJAR SISWA SMA NEGERI KARANGPANDAN TAHUN PELAJARAN 2012/2013 Suparmo, Dismas; Budiyono, Budiyono; Sutanto, Sutanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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ABSTRACT : The aims of this research were: (1)to determine whether the AfLwith peer assessment of trigonometry topics can be applied in Karangpandan Senior High School, (2) to know which is more effective of the application of the AfL with peer assessment in improving students’ achievement compare with direct instruction,(3) to know the influence of students’ learning styles toward mathematics learning achievement of students in the trigonometry subject, (4)to determine the effect of the application of the AfL with peer assessment in improving student achievement be compared with direct instruction in terms of students learning styles on trigonometry subject. The research was dividedi nto two phases, the first phase is the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, be done data collection, prototype planning model,Focus Group Discussion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles.The second phase was to test the effectiveness of a model that includes quasi-experimental research by design research 2×3. The population of this research was eleven grade students of Karang pandan Senior High School of the first semester of the academic year 2012/2013. Samples were divided into two groups,experimental and control groups. The data analysis technique of this research that being used inthis study was unbalanced two-way analysis of variance.Based on the result of the analysis, we can conclude that:(1) the model of the AfL with peer assessment can be applied in Karangpandan Senior High School State. During the implementation of theAfL with peer assessment, the students being involved in learning and assessment learning, so more enjoyable and mathematics achievementof students is also increasing (2)students taught using AfL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with kinesthetics learning style have higher mathematics achievement thanstudents with visual and auditory, while students with a visual learning style have a better achievement than students with auditory learning style, (4)at all the kinds of learning styles, students with applied learning AfL with peer assessment have better mathematics achievement than students with direct learning.Keywords: Assessment, Assesment for Learning (AfL), Peer Assessment, Learning Styles
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KEMANDIRIAN BELAJAR PADA PRESTASI BELAJAR MATEMATIKA PESERTA DIDIK SMA SE – KAB. MAGELANG TAHUN PELAJARAN 2012/2013 Pratiwi, Katherine Her; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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ABSTRACT: The objectives of this research are to investigate: 1) which of the cooperative learning model of the Jigsaw type, the cooperative learning model of the Numbered Heads Together (NHT), and the direct learning  results in a better learning achievement in mathematics, 2) which of  the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 3) in each of the learning models which of the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 4) in each of the self-regulated learning, which on the cooperative learning model of the Jigsaw type, the cooperative learning model of the NHT type, and the direct learning model results in a better learning achievement in mathematics. The research used the experimental quasi research method with the factorial design of 3x3. The population of the research was all of the students in Grade XI of Senior High School  in Magelang regency in academic year 2012/2013. The samples of research were taken by using the stratified cluster random sampling. The samples of the research were the students of Taruna Nusantara senior high school, state senior high school 1 of Bandongan, and state senior high school 1 of Dukun. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of a = 0,05. The results of the research are as follows: 1) Jigsaw better than NHT and direct learning, whereas NHT equal to direct learning in mathematics achievement, 2) the high self-regulated learning better than medium  and low, whereas the medium better than low in mathematics achievement, 3) Jigsaw with the high self-regulated learning better than the medium and low, whereas the medium better than the low in mathematics achievement. NHT with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. Direct learning with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. 4) The high self-regulated learning with the cooperative learning model of NHT type better than Jigsaw and direct learning, whereas Jigsaw better than direct learning. The medium self-regulated learning with the cooperative learning model of Jigsaw type better than NHT and direct learning, whereas NHT equal to direct learning. The Low self-regulated learning with NHT better than Jigsaw and direct learning in mathematics achievement. Keywords : Jigsaw, NHT, and self-regulated learning.
EKSPERIMENTASI MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI STRATEGI PEMBERIAN BALIKAN DAN AfL MELALUI TEKNIK BERTANYA YANG EFEKTIF DITINJAU DARI KECERDASAN INTRAPERSONAL PADA SISWA SMP/MTs KELAS VII SE-KOTA SURAKARTA TAHUN PELAJARAN 2013/201 R, Tika Karlina; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model, (2) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low, (3) which has better learning achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model in each intrapersonal intelligence, (4) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low on each learning model. The research was a quasi-experimental research with 3x3 factorial designs. The populations were the students of SMP/MTs in Surakarta on academic year 2013/2014 which consisted of 79 SMP/MTs. The size of the sample was 224 students. The instruments used were mathematics achievement test and a questionnaire of student’s intrapersonal intelligence. The data was analyzed using two ways ANOVA. According to the research results, it can be concluded: (1) AfL model through providing feedback had better mathematics achievement than AfL through asking effective questions and direct learning model, whole AfL through asking effective questions had better mathematics achievement than direct learning model, (2) the high intrapersonal intelligence students had better mathematics achievement than the moderate and low intrapersonal intelligence students, while the moderate intrapersonal intelligence students had better mathematics achievement than the low intrapersonal intelligence students, (3) for high and moderate intrapersonal intelligence, the students’ mathematics achievement treated by AfL through providing feedback better than students treated by direct learning model; for low intrapersonal intelligence, all the three models had the same mathematics achievement, (4) for AfL model through providing feedback, the students’ mathematics achievement which have high intrapersonal intelligence better than low intrapersonal intelligence; for AfL model through asking effective questions, the students’ mathematics achievement which have high intrapersonal intelligence better than moderate intrapersonal intelligence, the students’ mathematics achievement which have moderate intrapersonal intelligence better than low intrapersonal intelligence; for direct learning model, students with intrapersonal intelligence of high, moderate and low had the same mathematics achievement.Keywords: Assessment for Learning (AfL), providing feedback, asking effective questions, intrapersonal intelligence, learning achievement.
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP Mustika, Aulia Musla; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical  design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI TRIGONOMETRI DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA KELAS X SMA DI KABUPATEN SUKOHARJO Ningsih, Sri Hartati; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s logical mathematical intelligence. The learning model compared were Group Investigation of cooperative learning model, Think Pair Share of coopeartive learning model, and direct instruction model. The type of the research was a quasi-experimental research. The population of this research was all of the X grader of State Senior High School (SMA) in Sukoharjo Regency. The sample was taken using stratified cluster random sampling, with 321 students as the sample consisting 108 students for first experiment class, 108 students for second experiment class, and 105 students for control classes. The result of research showed that: (1) group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (2) group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence, (3) at each logical mathematical intelligence categories (high, middle, and low), Group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (4) at each learning models (Group Investigation of cooperative learning model, Think Pair Share of cooperative learning model, and direct instruction model), group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence. Key words: Group Investigation, Think Pair Share, and Logical Mathematical Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) DAN JIGSAW DENGAN PENDEKATAN MATEMATIKA REALISTIK DITINJAU DARI KECEMASAN MENGHADAPI TES SISWA KELAS VII SMP KABUPATEN BREBES TAHUN PELAJARAN 2012/2013 Santosa, Budi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the TGT type learning model, the Jigsaw type learning model approach, and the direct learning model results in a better learning achievement; (2) which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics; (3) in the students with the low, medium, and high anxiety levels to deal with test, which learning model of the TGT type learning model, the Jigsaw type learning model, and the direct learning results in a better learning achievement in Mathematics; and (4) In the TGT type learning model, the Jigsaw type learning model, and the direct learning model, which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. It was conducted at Class VII of Junior Secondary Schools of Brebes regency in Semester II in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling. The data of the research were gathered through multiple choice test and questionnaire anxiety level to deal with test. The data were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of α = 0.05. The results of the research are as follows: 1) The Jigsaw learning model results in a better learning achievement than both the TGT type learning model and the direct learning model, and the TGT type learning model results in a better learning achievement than the direct learning model. 2) The learning achievement of the students with the low anxiety level is better than those with those with high anxiety level and those with the medium anxiety level, but the learning achievement of the students with the high anxiety level is the same as that of the students with the medium anxiety level. 3) In the students with the high anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the TGT learning model. In the students with the medium anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the direct learning model. Other than those, in each anxiety level, the three learning models result in the same learning achievement. 4). In the TGT learning model, the learning achievement of the students with the low anxiety level to deal with test is better than that of those with the high anxiety level. Other than those, in each learning model, the students with the high, medium, and low anxiety levels have the same learning achievement in Mathematics.Keywords: Anxiety to deal with test, TGT learning model, Jigsaw, and realistic Mathematics.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) YANG DIMODIFIKASI PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN PONOROGO Suharyanto, Suharyanto; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract

Abstract: This research aimed to know: (1) which of the NHT modified model, the NHT model or the direct learning model promoted the students? better achievement on mathematics, (2) which one is better, the students with visual learning style, auditorial learning style, or kinesthetics learning style, and (3) in various learning style, which one having better achievement on mathematic, the NHT modified model, the NHT model or the direct learning model. This research was a quasi-experiments research with factorial design 3x3. The population of this research was the eight grade students of State Junior High Schools in Ponorogo. The sample was taken by the use of stratified cluster random sampling technique. The data collecting made use the documentation, questionnaire, and test methods. The documentation method was used to collect the data of the second-semester students? achievement on mathematics in the academic year 2011/2012 as found in their report books. This finding was further applied to check the balance of the students of the two exsperiment classrooms and one control classroom. The questionnaire was used to find the type of learning style mostly owned by the students. Whiles, the test was used to determine the students? achievement on mathematics in the straight line equation topic. Examination of hypothesis used an unbalanced two way analysis of variances at significance levels 5%. The results of the research was as follows: (1) the students? achievement on mathematics due to NHT modified model was equally due to NHT model, while the two models above was better than due to direct learning model, (2) there was no distinction among visual learning style, auditorial learning style, and kinesthetics learning style based on the students? achievement on mathematics, and (3) in various of learning style, the students? achievement on mathematics due to NHT?s modification model was equally due to NHT model, while the two models above was better than due to direct learning model.Keywords: the NHT Modified, the Direct Learning Model, the Learning Style
Co-Authors Abdul Aziz Abi Fadila Achmad Nurrofiq Adinata, Yuda candri Aditya Kusumawati, Aditya Aditya, Vanessa Rizky Afriyanto Afriyanto Agung Kurniawan Agus Hadiyarto Agus Margono AGUS PURWANTO Agus Yuwono Agustina, Risa Ahmad Faqihi, Ahmad Ahmad Saleh Ainun Ikbal, Alif Airlangga Airlangga, Airlangga Alfan Afandi Ali Djamhuri Ali, Syuhaeda Aeni Mat Aliyana, Aliyana Alvitriani Alvitriani, Alvitriani Amalia Zulvia Widyaningrum Ana Fauziah Anak Agung Istri Sri Wiadnyani Anastasya, Diana Ayu Andi Irwan Benardi, Andi Irwan Andini, Swastika Andri Cahyo Kumoro Anggi T W, Y Gigih Anggi TW, Y Gigih Anggun Srirahayu, Anggun Angkasa Angkasa Ani Margawati Ani Nurwijayanti, Ani Anisa Nurjanah, Anisa Anna Setyowati Antarini Antarini, Antarini Anwar Ardani Anwar, M. Khoerul Apoina Kartini Aprilia Aprilia, Aprilia Apsari, Laeila Ardi Dwi Susandi Ardiyanto, David Arief Kristyawan Arif Rahman Arkhan Subari Armunanto, Armunanto Asfiya, Nissa Atul Astorina Yunita Dewanti, Nikie Astorina, Nikie Aulia Musla Mustika Ayun Sriatmi Ayuningtyas, Nimas Putri Bagoes Widjanarko Baharsyah, Moh. Nasrul Baharsyah, Moh. Nasrul Barkhuizen, Jaco Bayu Wicaksono Beni Saputra Bibit Nasrokhatun Diniah Binti Anisaul Khasanah Bq Malikah Hr, Bq Malikah Buchori Asyik Budi Santosa Budi Santosa Budi Usodo Budi Warsito Bustomi Bustomi Chairani, Nadia Christiyani, Bintang Rumiris Dalud Daeka Darmadi Darmadi Darmanto Darmawati, Ratna Puspa Dedy Miswar Desi Tri Utami, Desi Tri Desy Arshinta, Desy Devi Yuliyanti Dewanti, Nikie Astorina Dewi Muliasari Dewi Nurhalimah, Dewi Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dewi, Rahmatika Dian Dwi Astutik, Dian Dwi Dian Fitri Argarini, Dian Fitri Diana Diana Diari Indriati Dismas Suparmo Djemari Mardapi Dwi Hapsari Retnaningrum Dwi Kurniawan, Ari Dwi Rohman Soleh, Dwi Rohman Edwin Latif Hardiyanto Edy Haryono Efendi, Tino Feri Eko Nugroho Elida Novita Ellesse, Karinna Elvia, Rosi Elywati Elywati Erna Dewi . Ernawati, Fifth Ervianni, Novi Yuli Esti Setiawati Eva Tri Wahyuni Evi Yulia Arini, Evi Yulia FADHOLI, MUHAMMAD Faisol Faisol Fajarwati, Eka Farid Afrian, Muhammad Fathurrahman, Hanif Muhammad Fauzi, Ihwan Feri Candra Setiawan, Feri Candra Feriandi, Yoga Ardian Feriansah, Arif Firdausi, Eyda Firmansyah Firmansyah Firmansyah, Ade Arif Firmansyah, Aditya Fitriana Anggar Kusuma Fitriana, Laila Fitriani, Nanda Fofana, Fadillah Fathir Mahmud Friska, Erlin FX Sumarja, FX Gatut Iswahyudi Giant Aprisetyani Gultom, Rachel Sophia Joy Aprilia Hadi, Siswan Handayani, Mella Handayani, Novia Haq, Zahron Hardiansyah, Mas Achmad Hartuti Purnaweni Haryono Haryono Hastuti, Endah Kurnia Hefnita, Hefnita Heldy Ramadhan Putra P Hendriana, Rani Hendriyanto, Agus Hendry Putra, Hendry Heny Kusumayanti Heri Triluqman Budisantoso Herlina, Meri Hermanu Joebagio Heru Kurniawan Hibnu Nugroho Hidayatulloh, Taufiq Hodiyanto, Hodiyanto I Gusti Bagus Wiksuana I N. Widiasa Ida Hayu Dwimawanti Ignata Noviantari Sinar Y, Ignata Noviantari Imam Faizin, Imam Imam Prasetyo Imam Sujadi Indarto Indarto Iqbal Syaichurrozi Ira Kurniawati Irene Endah Tri Winihati Irfan Zidni1, Muhammad Irma Lusi Nugraheni Isnandar Slamet, Isnandar Isnawati Isnawati istiqomah istiqomah Istiqomah, Layli Nur Itsna Farida Jani, Jani Jayawarsa, A.A. Ketut Juwita Rini Kana Hidayati Katherine Her Pratiwi Khadafi Indrawan Khadijah Khadijah Khafittulloh Viqriah, Khafittulloh Khamsatul Faizati, Khamsatul Kharisma Ardhy W Khoerul Anwar KHOIRUL ANAM Kiki Kurniawan Kiki Riska Ayu Kurniawati, Kiki Riska Ayu Kinanti, Hidayah Arum Kiswanto, Andre Kiswanto, Andre Kuat Puji Prayitno Kurniawan, Tonni Agustiono Kusnilawati, Nunik Kusumawardani, Rahma Desta Kusumawardani, Seftia Kuwat Slamet, Kuwat Laelusifah, Laelusifah Lestari, Resta Lina Muawanah, Lina Lirëza, Linert LMS Kristiyanti, LMS LMS. Kristiyanti Luqman Buchori M. Ari Wuryanto M. Fakih M. Ilham Fredian Syah , M. Ilham M. Ridlo Yuwono Ridlo M. USMAN Ma'rifatulloh, Dicky Mahani, Ibud Mahfudin, Ains Eka Mahmudah Titi Muanifah Malicia Evendia Mardodo Mardodo Marita, Iklia Mariyah Eka Pratiwi, Mariyah Eka Mariyani, Anjar Martini Martini Maryam, Isnaeni Marylin Junias, Marylin Marzuki Marzuki Mashudi Mashudi Masro?ah, 'Izzatul Mateus Sakundarno Adi, Mateus Sakundarno Matin, Hashfi Hawali Abdul Mawarni, Arum Maya Kartika Sari Misgiono Misgiono, Misgiono Mohammad Zen Rahfiludin Muhamad Safa’udin, Muhamad Muhammad Akhyar Muhammad Rido Muhammad Rifai Muhammad Rifqi Muhtadi Muhtadi Muji Slamet Lestari, Muji Slamet Muliasari, Dewi Muliyadi Muliyadi Mursid Rahardjo Mursid Raharjo Musa Musa Nabiha, Puteri Inandin Najikhah , Fatikhatun Nanang Nabhar Fakhri Auliya, Nanang Nabhar Nanda Noor Fadjrin, Nanda Noor Nani Suwarni Nasrin Nasrin, Nasrin Nasrokhatun Diniah, Bibit Nata, Delvia Putri Neni Mariana Niki Astorina Yunita Dewanti, Niki Astorina Yunita Nila Kurniasih Ningrum, Dwi Ayu Nirwana, Nita Noverita Dian T, Noverita Dian Novia Fajar Utami Novita, Maryana Nugraha, Ferry Satya Adi Nugroho Arif Sudibyo Nugroho, Muhamad Asif Cahya Aji Nuha, Nabila Ulin Nunuk Suryani Nur Endah Wahyuningsih Nur Fajria Safarina, Ismi Nur Faqih, Mochamad Nur Hasanah, Ria Siti Nurani Nurani Nurfitri Astuti Nurina Kurniasari Rahmawati Nurjazuli Nurjazuli Nurlaela, Latifah Nurul Aziza, Nurul NURUL AZIZAH Nurul Farhin Nurviana, Vina Octarina Hidayatus Sholikhah Onny Setiani Othman, Nur Hidayati Paga, Bertha Ollin Paminto, Joko Paminto, Joko Pardana Wati, Sri Laksmi Perdana, Muhammad Faza Permatasari, Nisa Pertiwi, Anita Prabowo, Joko Setyo Pradana, Danindra Bagas Pradana, Danindra Bagas Pradana, Mochamad Agung Prapsilo, Restu Agus Prasetyo Budi Darmono Pratiwi, Hasih pratiwi, hasih Prihanti, Rheni Priyanto, Teguh Puastuti, Dwi Puji Nugraheni Purna Bayu Nugroho Purwanto Purwanto Pusaka, Semerdanta Pusfitra, Susi Putra Adi Wibowo Putri, Vilentia Sindy Hermadianti Putri, Yunisha Dena Rachmani, Ayu Shafira Rahayuningtyas, Indah Rahma Kurnia Sri Utami Rahmat Winata Rahmita Ika Sari Rakhman, Dani Raodatul Jannah Ratih Kusumaningrum Ratna Januarita Ratri, Sari Dwika Religiana, Mergy Religiana, Mergy Reny Yesiana Resiandi, Arida Retno Anggraheni Retno Wahyuningsih Reza Kusuma Setyansah, Reza Kusuma Rianto, Muhammad Richo Riawan Yudi Purwoko Riestianty, Riestianty Rigianti, Henry Aditia Rika Adi Kusumo, Rika Adi Riki Andriatna Riki Tri Kurniawan, Riki Tri Rinawati Rinawati Riyadi Riyadi Riza Ayuningtyas, Riza Rizky, M. Affan Rizqi Khoirunnisa Robia Astuti Rofiah, Nurul Hidayati Rohmah, Anita Khoiri Rosahada, Ailsa Devina Rosaini, Rosaini Rosana Rosana Rosiana, Tina Rosiana, Tina Ruba, Yohanes Emanuel Rukmini Rukmini S Siswanto Sa'idah, Ulya Sabila, Attina Surya Safa’udin, Muhamad Safitri, Eliya Salman Paris Harahap Salsabila, Unik Hanifah Sanat Dia, Sanat Sanusi Sanusi Saputra, Whin Themas Mico Sari, Gustia Paramitha Sari, Putri Permata Sariyasni, Sariyasni Sariyasni, Sariyasni Sariyatun Sariyatun Satrio Wicaksono Sudarman Sebastianus Widanarto Prijowuntato, Sebastianus Widanarto Seno Johari Septi Wulandari Septo Pawelas Arso Setiawan, Feri Setiawan, Sofiyan Setya Wahyudi Setyo Prabowo, Joko Shanti Indah Lestari, Shanti Indah Sholeh Muntasyir Sholichatun Aisyah Rahmawati, Sholichatun Aisyah Sigit Saptono Silmi, Rhaniya Siswo Sumardiono Siti Kunarti SITI RACHMAWATI Siti Uswatun Hasanah Solly Aryza Sri Hartati Ningsih Sri Hartini Sri Laksmi Pardanawati, Sri Laksmi Sri Pawiti, Sri Pawiti Sri Subanti Sri Sumiyati Sri Yamtinah Stacia Reviany Mege Suci Irawati Sudarma, Sudarma Sudarmi Sudarmi Sudarno Sudarno Sudarno utomo Sugih Wijayati, Sugih Sugiman Sugiman Sugiyarta Stanislaus, Sugiyarta Suhada, Ahmad Syauqi Suhartono Suherman, Suherman sukardi, sukardi - SULISTIYANI SULISTIYANI SUMADI SUMADI Sumarwati Sunarso Sunarso Sunaryo Sunaryo Supratikta, Hadi Suprihati - Supriyono Supriyono Surjoputro, Antono Suryaningsih, Nurohmah SURYO Budi Santoso Sutanto Sutanto Sutopo Patria Jati Sutrima Sutrima Sutrisno, Sutrisno Syafrudin Syafrudin Syaiful Anwar Syamsul Arifin Syamsulhuda BM Tardi Tardi Tenang Haryanto Thaib, Fachri Tika Karlina R Titi Prihatin Tri Joko Tri Retnaningsih Soeprobowati Tri Wahyuningsih Tri Widyastuti Tuakong, Wigberta Mogi Tulus Junanto Tutuk Djoko Kusworo UGP, Rusli Umi Hartati, Umi Umi Supraptinah, Umi Utomo, Dani Puji Vera Dewi Susanti Vera Rosalina Bulu Veronica Sri Wigiyanti Vinta Mariko Malau, Vinta Mariko Wafiyatu Maslahah, Wafiyatu Wahyono, Yoyon Wahyu Kusumaningtyas Wahyu Prihatiningrum Wahyu Romadlhon, Ahmad Wardi Wardi Wawan Kokotiasa, Wawan Wayangkau, Erich C. Wayangkau, Erich Christian Weda Kupita Werdania, Riandhita Eri Wharyanti Ika Purwaningsih, Wharyanti Ika Wicaksono, Bhayu Widhanarto, Ghanis Putra Widiastuti, Yulia Widyawati Widyawati Wihasti Imas Priyandani, Wihasti Imas Wijaya, David Sura Wikan Budi Utami Windriya, Anafil Windyandari, Aulia Windyandari Wirdiarti, Nuni Wiryanto Wiryanto Wulandari, Arum Nur Y Noenoek Andrijanti Yadi Ardiawan Yarmaidi Yarmaidi Yeti Sumiyati Yudanto, Yusuf Arya Yudi Pramono Pawiro, Yudi Pramono Yuli Budiati Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuli Utanto Yulia Neta . Yuliana, Dwi Yulianti, Fina Yuliyanti , Fina Yulyoni, Finni Yusdiyanto Yusdiyanto Yusim, Adi Kurniawan Yusniar Hanani Yusniar Hanani D., Yusniar Yusniar Hanani Darundiati Yuyut Ariyanto, Yuyut Zainnur Wijayaanto Zainu, Danif Zamroni Zamroni Zuhdha Basofi Nugroho, Zuhdha Basofi Zulkarnain Ridlwan Zulkarnain Zulkarnain