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Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EFEKTIVITAS MODEL KOOPERATIF TIPE NHT DENGAN PMR DAN MODEL KOOPERATIF TIPE GI DENGAN PMR TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA Ardiawan, Yadi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to know: (1) which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model, (2) which one has better students’ mathematics achievement, student having high creativity, medium or low, and (3) for any level of creativities, which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model and for any kind of models which one has better students’ mathematics achievement, student having high creativity, medium or low. The type of this research was a quasi experimental by 3x3 factorial design.The population in this research was the seventh grade students of junior high school in Pontianak in the academic year 2012/2013. Sampling was done by stratified cluster random sampling. The instrument of research using mathematics achievement test and verbal creativity test. The conclusions of the research were as follows. (1) There is an influence of the learning model toward students’ mathematics achievement. Cooperative model of NHT type with RME provides  students’ mathematics achievement better than the cooperative model of GI type with RME and conventional model. Cooperative model of GI type with RME provides students’ mathematics achievement better than the conventional model. (2) There is an influence of the student’s creativity level toward students’ mathematics achievement. Students having high creativity have better mathematics achievement than students having medium and low creativity. Students having medium creativity have better mathematics achievement than students with low creativity. (3) For any level of creativities that the cooperative model of NHT type with RME gives better student’s mathematics achievement than cooperative model of GI type with RME and conventional model, and cooperative model of GI type with RME gives better students’ mathematics achievement than conventional model. For any kind of models, students having high creativity have better mathematics achievement than students having medium and low creativity, and students having medium have better mathematics achievement than students having low creativity. Keywords: Cooperative Model of NHT (Numbered Heads Together) type, Cooperative Model of GI (Group Investigation) type, RME (Realistic Mathematics Education) Approach, Student’s Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) DAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DISERTAI ASSESSMENT FOR LEARNING MELALUI TEMAN SEJAWAT DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA DI KABUPATEN Nugroho, Purna Bayu; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract. The purposes of this study were to determine: (1) which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with the AfL through peers, or students who were given direct learning model, (2) which has better learning achievement, students with learning independence of high, moderate or low, (3) on each learning model, which one has the better learning achievement, students with learning independence of high, moderate or low, (4) in each learning independence category, which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with AfL through peers or students who given direct learning model. This study was a quasi-experimental study with a 3 x 3 factorial design. The study populations were all of grade X students of Senior High School in Bantul. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 214 students with the details of 72 students for experiment 1 and 70 for experiments 2 and 72 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning independence. Based on the hypothesis testing, it can be concluded as follows. (1) Students’ learning achievement treated by MMP learning model with the AfL better than students treated by STAD models with AfL and direct learning model. In addition, students’ learning achievement treated by STAD model with AfL through peers better than students treated by direct learning model. (2) Students’ learning achievement which has high learning independence better than students who have moderate and low independence. In addition, students who have moderate learning independence better than students who have low learning independence. (3) In the MMP learning model with the AfL through peers, STAD with AfL through peers and direct learning model, the students’ learning achievement who have high learning independence better than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence better than students who have low learning independence. (4) In the learning independence category of high, moderate and low, the students’ learning achievement treated by MMP with the AfL through peers better than students treated by STAD with AfL through peers and direct learning model. In addition, students’ learning achievement treated by STAD with AFL through peers better than students treated by direct learning model.Keywords: Missouri Mathematics Project (MMP), Student Teams Achievement Divisions (STAD), Assessment for Learning (AfL), Peers, Student’s Learning Independence
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA POKOK BAHASAN LIMIT FUNGSI DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA (Penelitian Dilaksanakan di SMA Winarni, Dwi; Budiyono, Budiyono; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The objectives of this study were to know: (1) which one gives student better learning achievement, Numbered Heads Together learning process, Think Pair Share one  with Contextual Teaching and Learning, or conventional one, (2) which one having better learning achievement in mathematics, students who have the level of low  anxiety, medium one, or high one, (3) which level of anxiety in learning mathematics gives better learning achievements with Numbered Heads Together learning model, Think Pair Share one with Contextual Teaching and Learning approach one, or conventional one, (4) which learning model (Numbered Heads together, think pair share with contextual Teaching and Learning approach, or conventional) gives better learning achievement  in mathematics  toward the level of low anxiety, medium one , or high one.It was aquasi-experimentalstudy using twoindependent variables(model of learning andthe anxiety of learning mathematics) andonedependent variable(learning achievement of mathematics). The instruments used to collect the data were documentation,testing, andquestionnaires. Two-way ANOVA was used to analyze the data. The sample-taking was done using Sratified Cluster Random Sampling.The results of theresearchare. (1) the learning achievement in Conventional learning model andNumberedHeads Together one areequally well, Think Pair Sharemodelis better thanconventionalone,whileNumberedHeads Togetherandthinkpair share are equally well, (2) the learning achievement in mathematics toward low anxiety and medium one are equally well, low-anxiety learning is better than  highanxiety, medium anxiety and highoneareequally well, (3) in NumberedHeads Together, Think Pair Share, andconventional model, the learning achievement in mathematics toward low anxiety and medium one are equally well, low-anxiety is better than  highanxiety, medium anxiety and highoneareequally well, and (4) the learning achievement inlow, medium, andhigh anxietyat the learning achievement in Conventional learning model andNumberedHeads Together one areequally well, Think Pair Sharemodelis better thanconventionalone,whileNumberedHeads TogetherandThinkPair Share are equally well.   Keywords: Numbered Heads Together, Think Pair Share,Conventional  
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Sudarman, Satrio Wicaksono; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 4 (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 creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
PERBANDINGAN PRESTASI BELAJAR MATEMATIKA SISWA DENGAN PENDEKATAN CTL ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN NHT PADA POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI KEPERCAYAAN DIRI SISWA KELAS VIII SMP NEGERI DI KABUPATEN MAD Susanti, Vera Dewi; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objectives of research are to find out, in mathematics learning for two-variable linear equation system subject matter: (1) which one providing better achievement, the CTL learning model with STAD, that with NHT or the direct learning model, (2) which one providing better achievement, high, medium or low self-confidence, and (3) in high, medium or low self-confidence, which one providing better achievement, CTL approach with STAD or NHT type or direct learning model.The population of research was the students of Junior High Schools throughout Madiun Regency in the first semester of VIII grade in the school year of 2011/2012. The sampling technique used was stratified cluster random sampling with the students of SMP Negeri 2 Dolopo, SMP Negeri 2 Kebonsari and SMP Negeri 2 Geger as the sample. The instruments used to collect the data included test to obtain the data of mathematic learning achievement and questionnaire for the on of student’s self-confidence. Technique of analyzing data used was 3x3 two-way variance analysis. From the result of analysis, it could be concluded that: (1) The mathematics learning achievement of students using STAD type of cooperative learning model with CTL approach was better than that using NHT type, that using STAD type with CTL approach was better than that using direct learning model, and that using NHT type with CTL approach was better than that using direct learning model. (2) The mathematics learning achievement with high self-confidence was better than that with medium one; that with high self-confidence was better than that with low one; and that with medium self-confidence was better than that with low one. (3) Viewed from self-confidence level, the mathematics learning achievement of the students using STAD type of cooperative learning with CTL approach was better than that using NHT type, that using STAD type of cooperative learning with CTL approach was better than that using direct learning model, and that using NHT type of cooperative learning with CTL approach was better than that using direct learning model.Keywords: Learning model, CTL approach STAD, NHT, , direct learning, self confidence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN FAN-N-PICK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECEMASAN PADA MATEMATIKA SISWA SMP NEGERI DI KABUPATEN MAGELANG Setyowati, Anna; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (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 mathematics anxiety. The learning model compared were Teams Games Tournament of cooperative learning model, Fan-N-Pick of coopeartive learning model, and direct instruction model The method which was applied in this research was quasi-experimental with 3×3 factorial design done in class VIII second semester of Junior High School (SMP) In Magelang Regency Academic Year 2012/2013. Sampling technique using stratified cluster random sampling. The research concludes as follows. 1) Fan-N-Pick of cooperative learning model gave better mathematics learning achievement than TGT of cooperative learning model and direct instructional model. While, TGT of cooperative learning model gave better  mathematics learning achievement than direct instructional model. 2) The students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. While students with medium levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. 3) In the TGT of cooperative learning model, students with high and medium levels of mathematics anxiety had similar good mathematics achievement. So also students with medium and low levels of mathematics anxiety had similar good mathematics achievement. However, the TGT of cooperative learning model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. In the Fan-N-Pick of cooperative learning model, students with low, medium and high levels of mathematics anxiety had similar good mathematics achievement. In the direct instructional model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. 4) On students with low levels of mathematics anxiety by using TGT and Fan-N-Pick of cooperative learning model and direct instructional model had similar good mathematics achievement. Students with medium and high levels of mathematics anxiety, mathematics achievement had equally well if given a model of learning through direct instruction model and TGT of cooperative learning model. Likewise if given learning with TGT and Fan-N-Pick of cooperative learning model had similar good mathematics achievement. However, students with medium and high levels of mathematics anxiety had better mathematics achievement through Fan-N-Pick of cooperative learning model rather than through direct instructional model. Key words: Teams Games Tournament (TGT), Fan-N-Pick, Mathematics Anxiety
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION(GI) DAN THINK-PAIR-SHARE (TPS) PADA MATERI DIMENSI TIGA DENGAN PENDEKATAN PMRI DITINJAU DARI KREATIVITAS SISWA Andrijanti, Y Noenoek; Budiyono, Budiyono; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract:The purpose of this research are to know: 1) which one gives better achievement in mathematics, learning model of GI with IRME approach, learning model of TPS with IRME approach, or conventional learning model, 2) which one gives better achievement in mathematics, student who was high creativity, middle creativity, or low creativity, 3) for each category of student’s creativity (high, middle, and low), which one produces better achievement in mathematics, learning model of GI with IRME approach, learning model of TPS with IRME approach or conventional learning model. This research is quasi-experimental research with the research plan using factorial 3´3. The population of this research was all students in class X in SMA/MA Surakarta academic year 2012/2013. The sample-taking was done using stratified cluster random sampling.  The instrument which was applied to obtain the data of the research was test, questionnaires, and documentation. The test instrument was used to know the mathematics achievement on three- dimensional material. Hence, questionnaires instrument was used to know the student’s creativity. The questionnaires instrument includes content validity, internal consistency and reliability. The test instrument includes content validity, level of difficulty, different power and reliability. The  results of  the  research  are (1) GI type of cooperative learning model with IRME approach provides better learning achievement than the TPS type with IRME approach, conventional learning in mathematic learning in three dimension material. The TPS type of cooperative learning provides the learning achievement as good as the conventional learning did in three dimension material of mathematic learning, (2) the students with high creativity level have mathematic learning achievement as good as those with medium creativity level, the students with medium creativity level have mathematic learning achievement as good as those with low creativity level, and the students with high creativity level have mathematic learning achievement better than those with low creativity level, (3) at each creativity level, the GI type of cooperative learning model application with IRME provided learning achievement better than both TPS type with IRME and conventional learning did. The TPS type of learning model with IRME approach provided learning achievement as good as the conventional learning did in three dimension material of mathematic learning. Keywords:GIlearning model, TPS, IRME, creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TGT DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF MATEMATIKA SISWA DITINJAU DARI KECERDASAN MAJEMUK Fadila, Abi; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics.Keywords: STAD, TGT, multiple intelligences, learning achievement, and affective aspect.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHER DITINJAU DARI KECERDASAN EMOSIONAL SISWA Margono, Agus; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The purposes of  this study were to determine: (1) which has better learning achievement in mathematics, the application of TGT type cooperative learning, NHT type cooperative learning, or direct learning, (2) which has better learning achievement, the students with high emotional intelligence, medium, or low, (3) which has better learning achievement at each level of high, medium, and low emotional intelligence on cooperative learning model TGT, NHT, or direct learning, (4) which has better learning achievement on students with high, medium or low intelligence emotional at each learning of TGT, NHT, and direct learning.This research was a quasi experimental with 3 × 3 factorial design. The study population were  seventh grade student of Junior High School State of Yogyakarta. Sampling was done by stratified cluster random sampling with sample of the study were the students of SMPN 1, SMPN 12, and SMPN 14. Each of samples consists of three classes as TGT models class, NHT models class, and control class. The number of total members sample were 303 students. The instrument used to collect the data was mathematics achievement test instruments and students emotional intelligence questionnaire instrument. From the analysis it was concluded that: (1) TGT learning model has better achievement than NHT model and direct learning, NHT learning model has better achievement than direct learning, (2) the students with high emotional intelligence has better achievement than the students with medium and low emotional intelligence, while the students with medium emotional intelligence has better achievement than the students with low emotional intelligence, (3) the students with high emotional intelligence has the same achievement on TGT, NHT, or Direct Learning model; the students with medium intelligence, TGT model has better performance than NHT model, NHT model has the same achievement as direct learning model, TGT model has the same achievement as direct learning model; the students with low emotional intelligence has the same achievement on learning TGT model, NHT model, and direct learning, (4) the students with high, medium and low emotional intelligence has the same performance on TGT and NHT learning; on Direct Learning, the students with high emotional intelligence has better achievement than students with low emotional intelligence, the students with high emotional intelligence has the same achievement as medium emotional intelligence, the students with medium emotional intelligence has the same achievement as low emotional intelligence.Keywords: Teams Games Tournament, Numbered Heads Together, Emotional Intelligence, Learning Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN TIPE PROBLEM POSING DAN MODEL PEMBELAJARAN TIPE PROBLEM SOLVING DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI KELAS VIII KOTA SURAKARTA Aprisetyani, Giant; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of this research were to investigate: (1) which learning model of the Problem Posing, Problem Solving, and Direct Instruction results in a better learning achievement in Mathematics;  (2) which students of those with the visual learning style, those with the auditorial learning style, and those with the kinesthetic learning style have a better learning achievement in Mathematics; (3) in each learning model, which learning style of the visual learning style, the auditory learning style, and the kinesthetic learning style results in a better learning achievement in Mathematics; (4) in each learning style, which learning model of the the Problem Posing, the Problem Solvingand the Direct Instruction results in a better learning achievement in Mathematics.This research used the quasi experimental research with the factorial design of 3 x 3. The population of the research was all of the students in Grade VIII of State Junior Secondary Schools in Surakarta in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of three schools, namely: State Primary School 3, State Primary School of Surakarta, State Primary School 10 of Surakarta, and State Primary School21 of Surakarta. The proposed hypotheses of the research were tested by using the two-way analysis of variance (ANAVA) with unbalanced cells with the factorial design of 3 x 3. The results of the research are as follows: (1) the students instructed with the Problem Solving model have a better learning  achievement in Mathematics than those instructed with the Problem Posing type learning model and those instructed with the Direct Instruction, and the students instructed with the Problem Posing type learning model have a better learning achievement in Mathematics than those instructed with the Direct Instruction;  (2) the students with the visual learning style have a better  learning achievement in Mathematics than those with the auditory learning style  and those with the kinesthetic learning style, and the students with the auditory learning style have a better learning achievement in Mathematics than those with the kinesthetic learning style; (3a) in the Problem-Posing type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, and the learning achievement in Mathematics of the students with the auditory learning style  is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, (3b) in the Problem Solving type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, the learning achievement in Mathematics of the students with the auditory learning style is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, and (3c) in the  Direct Instruction, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style; and (4a)  in the students with visual learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, the learning achievement in Mathematics of the students exposed to problem possing type learning model is better than that of the students exposed to the direct instruction, and the learning achievement in Mathematics of the students exposed to the problem solving is better than that of the students exposed to direct instruction, (4b) in the students with the auditory learning style, the learning achievement in Mathematics of the students exposed to the problem posing type learning model is the same as that of the students exposed to the problem solving type learning model and that of the students exposed to the direct instruction, and (4c) in the students with the kinesthetic learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, and that of the students exposed to the learning instruction.Keywords:  Problem Posing, Problem Solving, Direct Instruction, learning styles, and learning achievement in Mathematics.
Co-Authors Abdul Aziz Abi Fadila Achmad Nurrofiq Adhan. S., Sepriyadi Adinata, Yuda candri Adiningsih, Amalia Aditya Kusumawati, Aditya Aditya, Vanessa Rizky Afidah, Sururin Afriyanto Afriyanto Agung Kurniawan Agus Hadiyarto Agus Margono AGUS PURWANTO Agus Yuwono Agustin, Tina Agustina, Risa Ahmad Faqihi, Ahmad Ahmad Saleh Ainun Ikbal, Alif Airlangga Airlangga, Airlangga Alfan Afandi Alfarizi, Safrudi Ali Djamhuri Ali, Syuhaeda Aeni Mat Aliyana, Aliyana Alvitriani Alvitriani, Alvitriani Amalia Zulvia Widyaningrum Amin Yusuf Ana Fauziah Anak Agung Istri Sri Wiadnyani Anastasya, Diana Ayu Andi Irwan Benardi, Andi Irwan Andini, Swastika Andri Cahyo Kumoro Andriyani, Liz Y. 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 Antono Suryoputro 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 Arrohmah, Munib Asfiya, Nissa Atul Astorina Yunita Dewanti, Nikie Astorina, Nikie Aulia Musla Mustika Aurell, Yuendzi Santa Ayun Sriatmi Ayuningtyas, Nimas Putri AYUNINGTYAS, RENY 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 Cahya Tri Purnami Catur Wahyu Priyanto Chadikun, Paulus Chairani, Nadia Christiyani, Bintang Rumiris D. Wasgito Purnomo Dalud Daeka Darmadi Darmadi Darmanto Darmawati, Ratna Puspa Dedy Miswar Desi Tri Utami, Desi Tri Dessy Paiman 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, Hapsari 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 Dzakiyah, Anis Edi Subkhan, Edi Edwin Latif Hardiyanto Edy Haryono Efendi, Tino Feri Eko Nugroho Eko Widaryanto 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 F.X. Sumarja Fadhilah, Fatin FADHOLI, MUHAMMAD Fajarwati, Eka Fardiansyah, Ahmad Irzal 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 Hasirun, La Ode 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 Irawati, Septiria Irene Endah Tri Winihati Irfan Zidni1, Muhammad Irma Lusi Nugraheni Isnainun, Nur Septhalny Isnandar Slamet, Isnandar Isnawati Isnawati istiqomah istiqomah Istiqomah, Layli Nur Itsna Farida Jani Jani Jayawarsa, A.A. Ketut Johan, Riche Chyntia Juwita Rini Kana Hidayati Karamang, Syukur Kartono , 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 Komariyatun, Eny Kristanti, Arin Ike Kuat Puji Prayitno Kurniawan, Aldi Prastya Kurniawan, Tonni Agustiono Kusnilawati, Nunik Kusumawardani, Rahma Desta 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 Ma'ruf, Muhammad Hasan Mahani, Ibud Mahfudin, Ains Eka Mahmudah Titi Muanifah Malicia Evendia Mardodo Mardodo Mariay, Ivonne F. 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 Nasir, Mohammad Mohammad Zen Rahfiludin Muhamad Safa’udin, Muhamad Muhammad Akhyar Muhammad Akib Muhammad Luthfi Muhammad Nasir 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 Ningrum, Fara Puspita Aqila Nirwana, Nita Noverita Dian T, Noverita Dian Novia Fajar Utami Noviana, Yuita Tri Novita, Maryana Nugraha, Ferry Satya Adi Nugroho Arif Sudibyo Nugroho, Muhamad Asif Cahya Aji Nugroho, Norcha Satria Adi Nuha, Nabila Ulin Nunuk Suryani Nunung Rodliyah Nur Endah Wahyuningsih Nur Fajria Safarina, Ismi Nur Faqih, Mochamad Nur Hasanah, Ria Siti Nurani Nurani Nurbani, Agung Nurfitri Astuti Nurina Kurniasari Rahmawati Nurjazuli Nurjazuli Nurjazuli, Nurjazuli Nurlaela, Latifah Nurul Aziza, Nurul NURUL AZIZAH Nurul Farhin Nurviana, Vina Nuswantari, Nuswantari 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 Pratiwi, Jessyca Widya Prihanti, Rheni Primadi Bagus Saputro Priyanto, Teguh Puastuti, Dwi Puji Nugraheni Purna Bayu Nugroho Purwanto Purwanto Pusaka, Semerdanta Pusfitra, Susi Puspitasari, Dio Putra Adi Wibowo Putri, Latifah Eka Putri, Vilentia Sindy Hermadianti Putri, Yunisha Dena Rachmani, Ayu Shafira Rahayuningtyas, Indah Rahma Kurnia Sri Utami Rahman, Muhammad Auliya Rahmat Winata Rahmita Ika Sari Rakhman, Dani Rantau, Palupi 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 Rumainum, Inna Martha 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, Nethi Puspita Sari, Putri Permata Sariyasni, Sariyasni Sariyasni, Sariyasni Sariyatun Sariyatun Satrio Wicaksono Sudarman Sebastianus Widanarto Prijowuntato, Sebastianus Widanarto Seno Johari Septi Wulandari Septiana Rahmawati Septo Pawelas Arso Setiani, Ony Setiawan, Feri Setiawan, Ramadhani Setiawan, Sofiyan Setya Wahyudi Setyo Prabowo, Joko Shanti Indah Lestari, Shanti Indah Sholeh Muntasyir Sholichatun Aisyah Rahmawati, Sholichatun Aisyah Sigit Saptono Silitonga, Irene Silmi, Rhaniya Sisca Fajriani 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 Suhartono, Suhartono Suherman, Suherman sukardi, sukardi - SULISTIYANI SULISTIYANI Sulistiyani, Sulistiyani SUMADI SUMADI Sumarwati Sunarsi, Denok 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 Suyadi Suyadi Syafrudin Syafrudin Syahidah, Kayla Hana Syaiful Anwar Syamsul Arifin Syamsulhuda BM Tardi Tardi Taufik, Opik Tenang Haryanto Thaib, Fachri Tika Karlina R Tri Joko Tri Retnaningsih Soeprobowati Tri Wahyuningsih Tri Widyastuti Trisyono, Trisyono Tuakong, Wigberta Mogi Tuhumena, Veronica L. 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 Wahyudi Wahyudi Wamafma, Ilona M. 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 Yunita Wulandari Yusdiyanto Yusim, Adi Kurniawan Yusniar Hanani Yusniar Hanani D., Yusniar Yusniar Hanani Darundiati Yuyut Ariyanto, Yuyut Zainnur Wijayaanto Zainu, Danif Zamroni Zamroni Zaskia, Pingkan Resa Zuhdha Basofi Nugroho, Zuhdha Basofi Zulkarnain Ridlwan Zulkarnain Zulkarnain