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Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EKSPERIMENTASI MODEL PEMBELAJARAN GI DENGAN PENDEKATAN QL PADA PECAHAN TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI GAYA BELAJAR DAN KREATIVITAS SISWA Khasanah, Binti Anisaul; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: This research aims to know the different effect among learning used Group Investigation with Quantum Learning approach (GI-QL), Group Investigation (GI), and direct learning  models. This research was quasi experimental research with factorial design of 3x3x2. The population of this research was the seventh grade students of State Junior High School of District Pringsewu in The Academic Year 2013/2014. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance levels 0.05. The results of this research was as follows: (1) learning used GI-QL results better learning achievement than GI and direct learning models do, and GI results better learning achievement than direct learning models does, (2.a) at learning used GI-QL, kinesthetic, auditory, and visual learners have the same learning achievement; at learning used GI, visual learners have better  learning achievement than auditory, and kinesthetic and auditory learners have the same learning achievement; whereas at learning used direct learning models, kinesthetic learners have better  learning achievement than visual and kinesthetic learners, and visual and kinesthetic learners have the same learning achievement, (2.b) for kinesthetic and auditory learners, GI-QL results better learning achievement than GI and direct learning models do, and GI and direct learning models result the same learning achievement; and for visual learners, GI-QL and GI result the same learning achievement but better than direct learning models, and GI results better learning achievement than direct learning models does, (3.a) at each of learning models, students with high learning creativity have better learning achievement than low learning creativity, (3.b) at each of learning creativity categories, GI-QL results better learning achievement than GI and direct learning models do, and GI results better learning achievement than direct learning models does, (4.a) at each of learning models with each of learning styles, students with high learning creativity have better learning achievement than low learning creativity, (4.b) at each of learning models with each of learning creativity, visual learners have the same learning achievement with kinesthetic learners but it better  than auditory learners, and auditory learners have better learning achievement than kinesthetic learners, (4.c) at each of learning styles with each of learning creativity, GI-QL results better learning achievement than GI and direct learning models, and GI results better learning achievement than direct learning models.Keywords: Group Investigation, Quantum Learning, Direct Learning, Learning Style, Learning Creativity. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DAN NUMBERED HEADS TOGETHER PADA MATERI POKOK FUNGSI DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Zainuddin, Zainuddin; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to determine: (1) which has better learning achievement, students are given TS-TS, NHT, or direct  intruction, (2)  which has better learning achievement, students with intrapersonal intelligence of high, medium or low, (3) which has better learning achievement, students with interpersonal intelligence of high, medium or low on each learning model, (4) which has better learning achievement, students are given TS-TS, NHT, and direct intruction on each interpersonal intelligence. This study was a quasi experimental research with 3 3 factorial design. The population of this study was all eighth grade students of junior high schools in Surakarta. Sampling was done by stratified cluster random sampling. The sample in this study are 271 people with details of 89 people for class experiment I, 91 people for class experiment II and 91 people for control class. The instruments used were mathematics achievement test and  questionnaire of student’s interpersonal intelligence. The data was analyzed using two ways anova. Based on the hypothesis test, it is concluded as follows. (1) Cooperative learning methods TS-TS type provide a better performance than cooperative learning method NHT type and direct intruction. (2) Mathematics learning achievements of students with high interpersonal intelligence levels did not differ from that of students with medium levels of interpersonal intelligence, while learning mathematics achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence. (3) At each level of students’ interpersonal intelligence, TS-TS provided a better mathematics learning achievement compared with NHT learning and direct learning, while NHT learning provided no difference in mathematics learning achievement from direct learning. (4) At each learning model, mathematics learning achievement of students with high level of interpersonal intelligence was not different from that of students with medium level of interpersonal intelligence, while mathematics learning achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence.Keywords: Two Stay Two Stray (TS-TS), Numbered Heads Together (NHT), Interpersonal Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI ARITMATIKA SOSIAL DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SEKABUPATEN PACITAN Anggraheni, Retno; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The objectives of research were to find out: (1) which learning model provided better student learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model, (2) which students had better mathematics learning achievement, those with auditory, or visual, or kinesthetic learning style,  (3) in each learning model, which one had mathematics learning achievement better, whether the students with auditory, those with visual or those with kinesthetic learning style, (4)  in each learning style, which one provided better mathematics learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Pacitan Regency. The sample was taken using stratified cluster random sampling. The sample of research consisted of 242 students: 82 students for the experiment 1, 80 students for experiment 2 and 80 students for control classes. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The Problem Based Learning, the NHT type of cooperative learning, and direct learning models provided equal mathematics learning achievement. (2) The students with visual learning style had the mathematics learning achievement equal to those with kinesthetic one. Those with visual learning style had the mathematics learning achievement better than those with auditory one. Those with kinesthetic learning style had the mathematics learning achievement better than those with auditory one. (3) In PBL learning model, the students with visual learning style had the mathematics learning achievement better than those with auditory one, but those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, and those with auditory learning style had the mathematics learning achievement equal to those with kinesthetic one. In NHT type of cooperative learning model, the students with visual learning style had the mathematics learning achievement equal to those with auditory one and those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, but those with auditory learning style had the mathematics learning achievement better than those with kinesthetic one. In direct learning model, the results of the three learning style provided equal learning achievement. (4) In the students with visual learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, while PBL did better than the direct one, and the NHT type did better than the direct one. In those with kinesthetic learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, PBL provided learning achievement equal to the direct one, and the NHT type did better than the direct one. Keywords: Problem Based Learning (PBL), Numbered Heads Together (NHT), student learning style. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GI DAN NHT DALAM LC7E TERHADAP PRESTASI BELAJAR MATEMATIKA DAN MOTIVASI BERPRESTASI DITINJAU DARI ADVERSITY QUOTIENT Prihatiningrum, Wahyu; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract : The aim of this research was to determine the effect of learning models toward the learning achievement in Mathematics and the achievement motivation viewed from the Adversity Quotient (AQ). The learning models compared were Cooperative Learning Model of Group Investigation (GI) Type and Numbered Head Together (NHT) Type in Learning Cycle 7E (LC7E). 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. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 214 students, and they were divided into two groups, 107 students in Experimental Class 1 and 107 in Experimental Class 2. The instruments used for gathering the data of the research were test of achievement in Mathematics learning, questionnaire of achievement motivation, and AQ measurement tool. The data was analyzed using multivariate analysis of variance. The results of the research show that: (1) the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; (2) the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E; (3) the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (4) the students with AQ of the climbers type have a better achievement motivation than the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (5) in each learning model, either in the NHT in LC7E or GI in LC7E, the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (6) in each learning model, either the NHT in LC7E or the GI in LC7E, the students with AQ of the climbers type have a better achievement motivation than those the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (7) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; and (8) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E.Keywords:      NHT, GI, learning cycle, adversity quotient, and achievement motivation.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA INTERAKTIF PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA Elywati, Elywati; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract. The goals of the research were to discover: (1) which learning model has better academic achievements, the Think Pair Share (TPS) learning model aided by interactive media, TPS, or the direct learning model; (2) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style; (3) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style for each of the different learning models and (4) which has better academic achievements, the TPS learning model aided by interactive media, TPS, or the direct learning model for each of the different learning styles. The type of research was quasi-experimental research. The population of the research was all class XI students in state high schools in the Sukoharjo district during the academic year 2013/2014. The number of sample members in the research was 306 students, with 205 students in the experimental class and 101 students in the control class. Samples were collected using a method of stratified cluster random sampling. The method used for analyzing data was a unbalanced two way analysis of variance, preceded by a prerequisite test analysis, namely a normality test using Lilliefors’ method and a homogeneity test using Bartlett’s method. Based on the results of the hypothetical testing, it could be concluded as follows. (1) The TPS learning model aided by interactive media is better than the TPS and direct learning models, while the TPS learning model is as good as the direct learning model. (2) The academic achievements of students studying mathematics having an auditory learning style were better than students having a visual and kinesthetic style, while the results of students having a visual style was as good as that of those having a kinesthetic style. (3) The differences of students academic achievement depended on the learning model. (4) The effectiveness of learning models depended on students learning style.Keywords: TPS Interactive Media, TPS, Direct Learning, Learning Style, Academic Achievements Studying Mathematics.  
PENGARUH MODEL PROBLEM POSING SETTING KOOPERATIF TERHADAP PRESTASI DAN MINAT BELAJAR MATEMATIKA SISWA KELAS X SMA DI KABUPATEN MERAUKE DITINJAU DARI GAYA KOGNITIF SISWA Tri Winihati, Irene Endah; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract:  The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from the student cognitive style. The learning models compared were conventional model, the setting cooperative learning model of Problem posing, and Problem Posing model. The type of the research was a quasi-experimental research. The population were the students of Senior High School in Merauke regency on academic year 2013/2014. The size of the sample was 213 students consisted of 71 students in control group, 71 students in the first experimental group and 71 students in the second experimental group. The instruments used were mathematics achievement test, quesioner, and Group Embedded Figure Test (GEFT). The data was analyzed using multivariate analysis of variance. The conclusions of the research were as follows.  (1) Both  the setting cooperative learning model of Problem Posing and Problem Posing learning model result in a better learning achievement than the conventional learning model, and the setting cooperative learning model of Problem Posing result in a better learning achievement than the Problem Posing learning model. (2) The conventional learning model, the setting cooperative learning model of Problem Posing, and Problem Posing learning model results in the same learning interest. (3) The   field independent students have a better learning achievement than the field dependent students. (4) The field independent students have a better learning interest  than the  field dependent students. (5) For the field dependent students, the setting cooperatif learning model of Problem Posing gives  better learning achievement than the Problem Posing model, and Problem Posing learning model gives better learning achievement than the conventional learning model, and the setting cooperative learning model of Problem Posing gives the same learning achievement with the Problem Posing model.  For the field independent students, the setting cooperative learning model of Problem Posing and the Problem Posing model gives  better learning achievement than the conventional learning model. (6) For the field dependent students, each learning models gives the same learning interest. For the field independent  students, each learning models gives the same learning interest.Keywords: Problem Posing,Setting cooperative, Learning achievement, learning interest, cognitive style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAPPS DAN TSTS TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN Astuti, Robia; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The aim of this research was to determine the effect of learning models toward the ability to solve mathematical word problem viewed from the personality types. This research used the quasi-experimental research method by 3 x 4 factorial design. The population of this research was all of the students in Grade VII of State Junior High School of Tanggamus Regency in the 2013/2014 Academic Year. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 283 students, and they were divided into three groups, 96 students in TAPPS class, 95 students in TSTS class, and 92 students in direct instruction class. The data was analyzed by using analysis of variance with unbalanced cells. The results of the research showed as follows. (1) The students exposed to the TAPPS and TSTS learning models have the same ability to solve mathematical word problems. However, the students exposed to the both models have the ability to solve a better mathematical word problems than the students exposed to the direct instructional model. (2) The students with idealist type have the ability to solve a better mathematical word problems than artisan type. However, guardian type, artisan type and rational type, they have the same ability to solve mathematical word problems, as well as guardian type, idealist type and rational type, they also have the same ability to solve mathematical word problems. (3) At group of rational type, the students exposed to the TAPPS learning model have the ability to solve a better mathematical word problems than the students exposed to the direct instructional model. However, the students exposed to the TAPPS and TSTS learning models have the same ability to solve mathematical word problems, and the students exposed to the TSTS and direct instructional models have the same ability to solve mathematical word problem. At group of guardian type, artisan type, and idealist type, all models (TAPPS, TSTS, and direct instructional) have provided the same ability to solve mathematical word problems. (4) In the class that using the cooperative TAPPS learning model, rational type have the ability to solve a better mathematical word problems than guardian type, while artisan type, idealist type, and rational type, they have the same ability to solve mathematical word problems, as well as guardian type, idealist type, and artisan type, they also have the same ability to solve mathematical word problems. In the class that using the cooperative TSTS and direct instuctional models, guardian type, artisan type, idealist type, and rational type, they also have the same ability to solve mathematical word problems.Keywords:  word problem, TAPPS, TSTS, personality type. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN Daeka, Dalud; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The objectives of research were to find out: (1) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model, (2) in the student creativity level, which one having better mathematics learning achievement, high or medium or low creativity, (3a) in each learning model (NHT, TPS and Conventional) which one providing better mathematics learning achievement, high or medium or low student learning creativity, (3b) in each student creativity level (high, medium, and low) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout Pacitan Regency in the school year of 2012/2013. Meanwhile the sample was taken using stratified random sampling. The sample consisted of 275 students: 92 students for experiment I class, 92 for experiment II class and 91 for control class. The instruments used to collect the data were learning creativity questionnaire and mathematics learning achievement test. From the result of research, it could be concluded that: (1) NHT learning model provided mathematics learning achievement as good as the TPS learning model did and better than the conventional learning model did, while TPS learning model provided mathematics learning achievement as good as the conventional learning model did. (2) The learning achievement of the students with high creativity was better than that of those with medium creativity, the learning achievement of the students with high creativity was better than that of those with low creativity, and the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3a) On each learning model, the learning achievement of the students with high creativity was better than that of those with medium and low creativity, while the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3b) On each creativity level whether high, medium or low, the mathematics learning achievement of the students taught with NHT learning model was as good as that of those taught with TPS learning model but was better than that of those taught with conventional model. And the learning achievement of the students taught with TPS learning model was as good as that of those taught with conventional model.Keywords: NHT, TPS, Conventional, Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN THINK-PAIR-SHARE (TPS) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KARAKTERISTIK CARA BERPIKIR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN Kusuma, Fitriana Anggar; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which learning models provided the better mathematics learning achievement, Two Stay Two Stray (TSTS), Think Pair Share (TPS) or direct learning, (2) which category of thinking pattern characteristics provided the better mathematics learning achievement, concrete sequential (SK), abstract sequential (SA), random concrete (AK) or abstract concrete (AA), (3) in each learning model, which category provided the better mathematics learning achievement SK, SA, AK or AA thinking patterns, and (4) in each category of student thinking pattern characteristics, which learning model provided the better mathematics learning achievement, TSTS, TPS or direct learning models. This study was a quasi-experimental research with a 3x4 factorial design. The population of research was all of the VII graders of Junior High Schools in Pacitan Regency. The sampling technique used was stratified cluster random sampling. The sample of research consisted of 237 students 81 students for experimental class 1 and 77 students for experimental class 2 and 79 students for control class.  Considering the hypothesis test, the following conclusions could  be drawn. (1) The learning using TSTS model provided the better mathematics learning achievement than the one using TPS, and the TSTS and TPS models provided learning achievement as good as the direct learning model did in one-variable equation and disequation material. (2) The learning achievement of the students with SK type of thinking pattern characteristics was better than that of those with SA and AK types, but that of those with SK type was as good as that of those with AA type, that of those with SA type as good as that of those with AK, and that of those with AA was better than that of those with SA and AK types of thinking pattern characteristics. (3) In TSTS, TPS and direct learning models, the mathematics learning achievement of the students with SK type was better than that of those with SA and AK types, but that of those with SK was as good as that of those with AA, that of those with SA was as same as that of those with AK, and that of those with AA was better than that of those with SA and AK types of thinking pattern characteristics. (4) In the thinking pattern characteristics of SK, SA, AA, and AK types, the TSTS learning model provided the better mathematics learning achievement than the TPS model and the TSTS and TPS provided better learning achievement than direct learning model in one-variable linear equation and disequation material.Keywords: Two Stay Two Stray (TSTS), Think-Pair-Share (TPS), Student’s Thinking Pattern Characteristics. 
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA DAN KREATIVITAS BELAJAR SISWA SMP SE-KABUPATEN WONOGIRI Utami, Novia Fajar; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract: This aims of the research were to determine: (1) which one that give better achievement, learning with TTW with RMA, TTW, or conventional, (2) which one  that give better achievement, the students having high, medium, or low mathematics reasoning ability, (3) which one that give better achievement, the students having high, medium, or low creativity, (4) in each learning model, which one category of mathematics reasoning ability that give better achievement, the students having high, medium, or low mathematics reasoning ability, (5) in each learning model, which one  that give better achievement, the students having high, medium, or low creativity, (6) in each category of mathematics reasoning ability, which one that give better achievement, the students having high, medium, or low creativity, (7) in each learning model for each category of mathematics reasoning ability, which one that give better achievement better, the students having high, medium, or low creativity. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was three-ways ANOVA with unbalanced cells. The result of research showed that: (1) TTW with  RMA provided better achievement than TTW and conventional, and also TTW provided better achievement than conventional, (2) the students having high and medium mathematics reasoning ability had same achievement, and also than the students having high and medium mathematics reasoning ability had better  achievement than those having low mathematics reasoning ability, (3) the students having high, medium, and low creativity had the same achievement, (4) in each learning model, the students having high and medium reasoning ability had the same achievement, and also than the students having high and medium mathematics reasoning ability had better achievement than those having low mathematics reasoning ability, (5) in each learning model, the students having high, medium, and low creativity had the same achievement, (6) in each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement, (7) in each learning model for each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement.Keywords: Think Talk Write (TTW), Realistic Mathematics Approach (RMA), mathematics reasoning ability, learning creativity, mathematics achievement.
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