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Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS), NUMBERED HEADS TOGETHER (NHT), DAN THINK PAIR SHARE (TPS) PADA MATERI LINGKARAN DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Kusumaningrum, Ratih; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to find out the effect of Two Stay To Stray (TSTS), Numbered Heads Together (NHT), and Think Pair Share (TPS) types of cooperative learning model on the student learning achievement viewed from mathematics learning creativity. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the 8th graders of Junior High Schools in Sukoharjo Regency. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement test and mathematics learning creativity questionnaire. Considering the hypothesis testing, the following conclusions could be drawn. 1) TSTS learning model provide better learning achievement then NHT and TPS learning model did, and NHT and TPS learning model provided equally good learning achievement. 2) The students with high mathematics learning creativity had mathematics learning achievement better than those with medium and low learning creativity did, and those with medium and low learning creativities had equally good learning achievement. 3) In high and low mathematics learning creativity levels, the students treated with TSTS, NHT, and TPS learning model had equally good mathematics learning achievement. At medium mathematics learning creativity level, the students treated with TSTS  and NHT learning models had equally good mathematics learning achievement, those treated with NHT and TPS learning models had equally good mathematics learning achievement, those treated with TSTS learning model had better mathematics learning achievement than those treated with TPS learning model. 4) In TSTS learning model, the students with high and medium learning creativity had equally good mathematics learning, those with medium and low learning creativity had equally good mathematics learning, those with high learning creativity had learning achievement better than the students with low mathematics learning creativity. In NHT and TPS learning model, the students with high, medium, and low mathematics learning creativity had better mathematics learning achievement.Keywords: Two Stay Two Stray (TSTS), Numbered Heads Together (NHT), Think Pair Share (TPS), Mathematics Learning Creativity.
KESULITAN METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES – GALENUS KELAS XI MIA 1 SMA NEGERI I SOE Bulu, Vera Rosalina; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to describe difficulty, cause, and solution to the difficulties the 11th MIA 1 Grades of SMA Negeri I Soe faced in using their metacognitive of ability to solve mathematics problem in probability material using melancholic, sanguinic, phlegmatic and choleric personality types. This study was an exploratory qualitative research. The procedure used of selecting subject is snowball sampling, so that 12 subjects were obtained whose data could be analyzed. The data collection was conducted using think aloud method. The data validation was carried out using time triangulation. Techniques of analyzing data used were: (1) classifying data into 4 categories: (a) understanding problem, (b) thinking about plan, (c) implementing the plan, (d) rechecking the answer, (2) presenting the data in narrative text and (3) drawing a conclusion about difficulty, cause, and solution to metacognitive difficulty in each category. The results of research showed that the metacognitive difficulties in solving problem of probability material for melancholic and choleric students were as follows. (a) The students difficulty realized strategic deliberation and the advantage of strategy used, (b) Students experience metacognitive difficulty in realizing the strategic change when they were wrong, (c) Difficulty in realizing the evaluation on confusion, (d) Difficulty in realizing when a strategy is used, (e) Difficulty in realizing the different strategies, (f) Difficulty of other strategy in problem solving, (g) Difficulty in realizing their work product evaluation, and (h) Difficulty in realizing the consideration of all options in solving problem. The difficulty of sanguinic and phlegmatic students were as follows. (a)  Difficultly realized strategic deliberation and the advantage of strategy used, (b) Difficulty in realizing the advantage of strategy used (c) Difficulty realizing when a strategy was used (d) Difficulty in realizing when a strategy was used (d) Difficulty in realizing the reason of using different strategies in  various situation (e) Difficulty in realizing other strategy in solving problem and (f) Difficulty in realizing the deliberation of all options in solving problem.Keywords: Metacognitive Difficulty, Problem Solving, Hippocrates-Galenus Personality Type. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SCIENTIFIC PADA MATERI FUNGSI DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Putra, Hendry; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of learning model (LM) toward learning outcomes (LO) in mathematics viewed from the learning styles (LS). The learning models of this research were cooperative LM of the NHT with Scientific, the cooperative LM of the TPS with Scientific, and the classical learning with Scientific. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Karanganyar. The instruments used to gather the data were test of LO in Mathematics and questionnaire of LS. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows: 1) the students instructed NHT had a better LO in Mathematics than those instructed TPS and those instructed the classical learning. Furthermore, the students instructed TPS had a better LO in Mathematics than those instructed the classical learning. 2) the LO in Mathematics of the students with the auditory LS was better than that of the students with the visual LS and that of the students with the kinesthetic LS. In addition, the LO in Mathematics of the students with the visual LS was better than that of the students with the kinesthetic LS. 3) on model of the NHT, the students with the visual LS had the same LO in Mathematics as the students with the auditory LS. Moreover, the students with the visual and auditory LS had a better LO in Mathematics than those the students with the kinesthetic LS. On model of the TPS and the classical learning results in the same LO in each of LS. 4) the students with the visual and auditory LS, NHT and the classical learning results in the same LO in Mathematics as TPS. Furthermore, NHT results in a better LO in Mathematics than the classical learning. The students with the kinesthetic LS had the same LO in each of LM.Keywords: NHT with Scientific, TPS with Scientific, learning outcomes, learning styles.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING , PROBLEM BASED LEARNING, DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Supraptinah, Umi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to find out: (1) which one that gives better mathematical problem solving abilities, among learning models of discovery learning (DL), problem based learning (PBL), or think-talk-write (TTW) using  scientific approach, (2) which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (3) in each learning model, which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (4) in each category of self regulated learning, which one that gives better mathematical problem solving abilities, among learning models of DL, PBL, or TTW using  scientific approach. This research was in quasi experimental. The population were all students of grade VIII State Junior High School in Sragen Regency on the second semester of 2014/2015 academic years. The samples were chosen by using stratified cluster random sampling and then selected 296 students. The instruments used for data collection were a questionnaire for self regulated learning of student and mathematical problem solving ability test in the form of essay. Hypothesis testing using two-way ANOVA with unbalanced cells, with a significance level of 5%. The results of research showed as follows. (1) PBL model using scientific approach to provide mathematical problem solving abilities is better than DL and TTW models using scientific approaches, while DL model is better than TTW model; (2) Students with high self regulated learning have  mathematical problem solving abilities better than medium or low self regulated learning, while students with medium and low self regulated learning have the same mathematical problem-solving ability; (3) In the DL, PBL, and TTW models using scientific approach, students with high, medium, or low self regulated learning have the same mathematical problem-solving ability; (4) For students with high self regulated learning, the use of DL and PBL models provide the same  mathematical problem-solving ability, the DL and TTW models provide the same  mathematical problem-solving ability, but  PBL model is better  than TTW model, for students with medium self regulated learning, PBL model provides mathematical problem-solving ability better than DL and TTW models, while DL and TTW models provide the same mathematical problem-solving ability, for students with low self regulated learning, the use of DL, PBL, and TTW models provide the same  mathematical problem-solving ability.Keywords: learning model, discovery learning, problem based learning, think talk write, scientific approach, self regulated learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS, THINK TALK WRITE, DAN LEARNING TOGETHER DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA Utami, Desi Tri; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this research was to find out the effect of the cooperative learning models on the learning achievement in mathematics viewed from the students’ logical mathematical intelligence. The learning models compared were the cooperative learning models of Structured Numbered Heads (SNH), Think Talk Write (TTW), and Learning Together (LT) with scientific approach. This research used quasi experimental research method with the factorial design of 3x3. The population of the research was all of the students in grade VII of Junior High School in Sukoharjo Regency. The data was analyzed using two-ways analysis of variance with unbalanced cell. The conclusions of the research were as follows. (1) SNH and TTW with scientific approach had the same learning achievement. SNH and TTW with scientific approach had better learning achievement than LT with scientific approach. (2) Students with high logical mathematical intelligence had better learning achievement than the students with middle and low logical mathematical intelligence, also students who had middle logical mathematical intelligence had better learning achievement than students who had low logical mathematical intelligence. (3) In SNH with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle and low logical mathematical intelligence. In TTW and LT with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle logical mathematical intelligence, and the students who had high and middle logical mathematical intelligence had better learning achievement than the students with low logical mathematical intelligence. (4) For all level of students’ logical mathematical intelligence, the students who were given by SNH, TTW, and LT with scientific approach had the same learning achievement.Keywords: Structured Numbered Heads, Think Talk Write, Learning Together, Scientific Approach, Logical Mathematical Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) PADA MATERI PELUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Faqihi, Ahmad; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract

models on learning achievement viewed from learning style types of the students. The learning models compared were PBL, GI, and classical with scientific approach model. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X1 higher Secondary School in Lombok East on academic year of  2014/2015. The size of the sample was 282 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach. (2) the student with the high, medium, and ow independent learning levels have equal learning achievement. (3) in each of the learning models, the high, medium, and, low independent learning levels, result in the equal learning achievement. (4) in each of the independent learning levels, the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach.Keywords: : learning model, PBL, GI, Classical learning model, Scientific Approach,  independent learning levels, Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN Ayu Kurniawati, Kiki Riska; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords:  Jigsaw, NHT, interpersonal intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN MODEL DISCOVERY LEARNING SERTA MODEL THINK PAIR SHARE MATERI KUBUS DAN BALOK DITINJAU DARI KATEGORI KECERDASAN EMOSIONAL PADA KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI PESERTA DIDIK SMP Pawiro, Yudi Pramono; Budiyono, Budiyono; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of this research was to know the effect of the learning models on the high order mathematical thinking skill viewed from the emotional quotient of the students. The learning models compared were model of the PBL, model of the DL and model of the TPS. This research used the quasi experimental research. It’s population was all of the students in Grade VIII of State Junior Secondary Schools in Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 253 students. They were grouped into three classes, namely: 87 in Experimental Class 1, 84 in Experimental Class 2, and 83 in Experimental Class 3. The instruments to gather the data were test of high order mathematical thinking skill on the learning topic of cube and beam, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. 1) Model of the PBL results in a better high order mathematical thinking skill than model of the DL, and  model of the TPS. Model of the DL results same high order mathematical thinking skill  with TPS. 2) Emotional quotient gives students a different effect on high order mathematical thinking skill on the learning topic of cube and beam. The students with the high emotional quotient have a better high order mathematical thinking skill than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have a better  high order mathematical thinking skill than those with the low emotional quotient. 3) There was no interaction the aforementioned learning models and the categories of the emotional quotient on the high order mathematical thinking skill of the students.Keywords: PBL, DL, TPS, High Order Mathematical Thinking Skill and Emotional Quotient.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS), THINK-TALK-WRITE (TTW) DAN TWO STAY-STRAY (TSTS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF-EFFICACY Viqriah, Khafittulloh; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
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Abstract: The aims of this research was to determine the effect of learning models on mathematics achievements and learning interest viewed from students self-efficacy. The learning model compared were TPS, TTW, and TSTS. The type of the research was a quasi-experimental research. The population were all of the students in grade 8th of Junior High School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Kalasan, SMPN 4 Kalasan, and SMPN 2 Ngemplak. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed by using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS gives better mathematics achievement than TTW, and both gives better mathematics achievement than TSTS. (2) Students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (3) For TPS and TTW, students who have high, medium, and low self-efficacy have the same mathematics achievement. For TSTS, students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (4) For students who have high and medium self-efficacy, TPS,TTW, and  TSTS gives the same mathematics achievement. For students who have low self-efficacy, TPS and  TTW gives the same mathematics achievement, TPS gives better mathematics achievement than TSTS, and TTW gives better mathematics achievement than TSTS .Keywords: Think-Pair-Share (TPS), Think-Talk-Write (TTW), Two Stay-Two Stray (TSTS), self-efficacy
EKSPERIMENTASI MODEL PEMBELAJARAN PENEMUAN TERBIMBING, PAIR CHECKS, DAN THINK PAIR SHARE PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR Muawanah, Lina; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this study was to determine the effect of guided discovery learning model, Pair Check (PC), and Think Pair Share (TPS) on the mathematics achievement of students in terms of student learning styles. This research used the quasi-experimental with factorial design 3x3. The population of this research was all Junior High School eighth grade students in Semarang Regency that used KTSP 2006. The sampling technique was conducted by stratified cluster random sampling. The instruments used to collect data were mathematics achievement test and questionnaire learning styles. The data was analyzed using two ways ANOVA with unbalanced cell, then then preceded with multiple comparative test using Scheffe method. Based on the hypothesis test, the results of this research obtained the following conclusions. 1) Guided discovery learning model provided a better learning achievement than learning model PC and TPS, as well as learning model TPS and PC  provided the same learning achievement. 2) Students with a visual learning style had better learning achievement than the students with auditory and kinesthetic learning styles, as well as students with auditory and kinesthetic learning styles had the same learning achievement. 3) In each learning model that guided discovery, PC and TPS, students with learning styles visual, auditory and kinesthetic provided the same mathematics learning achievement (4) In each of the students with visual and kinesthetic learning styles, learning model guided discovery, PC, and TPS had the same learning achievement. At the students with auditory learning styles, learning models had guided discovery learning achievement were better than a PC, the PC and TPS learning model had the same mathematics achievement, as well as guided discovery learning model and TPS had the same mathematics achievement.Keywords: Learning model, cooperative learning, guided discovery, PC, TPS, learning styles, 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. 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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. 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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 . 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