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Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EKSPERIMENTASI MODEL PEMBELAJARAN INQUIRY LEARNING DAN DISCOVERY LEARNING TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Aziz, Abdul; Budiyono, Budiyono; Subanti, Sri
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 purpose of this research was to know the effect of the learning models on the learning achievement and mathematics communication ability viewed from the spatial quotient. The learning models compared were Inquiry learning, Discovery learning and Classical model. The type of this study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all grade VIII students of Junior High School in Solo city. Sample was collected by stratified cluster random sampling and consisted of 260 students which where divided into three groups,  86 students in Experimental Group 1, 86 students in Experimental Group 2, and 88 students in Control Group . The instruments of the research include mathematics achievement test, mathematics communication ability test and spatial intelligence test. The technique of analyzing data used the two-way multivariate analysis of variance with unbalanced cell. The results of this research could be concluded as follows ,  (1) Inquiry Learning and Discovery Learning have better learning achievement and mathematics communication ability aspects than the Classical learning, Besides that, Inquiry Learning and Discovery Learning  have the same learning achievement and mathematics communication ability; (2) The students with high spatial intelligence have the same learning achievement and mathematics communication ability as middle spatial intelligence. In addition, students who have high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence.; (3) In each learning model, the students with high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence, and the students with high and middle spatial intelligence have the same learning achievement and mathematics communication ability; (4) In each of the spatial intelligence, the cooperative learning model of Inquiry Learning and Discovery Learning give a better learning achievement and mathematics communication ability than the Classical model, and the cooperative learning model of Inquiry Learning and Discovery Learning give the same learning achievement and mathematics communication ability.Keywords: Inquiry Learning, Discovery Learning, Spatial Quotient, Learning Achievement, Mathematics Communication Ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN PROBLEM POSING DAN TIPE JIGSAW TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA PADA PECAHAN DITINJAU DARI TINGKAT PERCAYA DIRI SISWA KELAS VII SMP/MTs DI KOTA METRO LAMPUNG Kusumaningtyas, Wahyu; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aimed to find out: (1) which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models, (2) which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level, (3) in each level of confidence, which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models and (4) in each learning models, which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level. This research was a quasi-experimental research with 3×3 factorial design. The population of the research was all grade VII students of Junior High School (SMP) in Metro, Lampung in academic year 2013/2014. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test and questionnaire of student’s level of confidence. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The results of research showed as follows. (1) Learning models of jigsaw with problem posing approach had mathematical word problem solving ability as good as learning models of jigsaw, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models, and learning models of jigsaw had mathematical word problem solving ability as good as direct instructional models. (2) The students having high level of confidence had mathematical word problem solving ability as good as those having medium level of confidence. The students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence. The students having medium level of confidence had mathematical word problem solving ability as good as those having low level of confidence. (3) In each level of confidence, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models. (4) In each learning models, the students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence.Keywords : Jigsaw with Problem Posing Approach, Direct Instructional Models,    Mathematical Word Problem Solving Ability, Confidence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS), GROUP INVESTIGATION (GI), DAN PROBLEM BASED LEARNING (PBL) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Putra P, Heldy Ramadhan; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of research were to find out: (1) which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models, (2) which one have better learning achievement, the students with high, those with medium or those with low spatial ability, (3) in each learning model, which one have better learning achievement, the students with high, those with medium or those with low spatial ability, and (4) in each spatial ability, which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models. 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 Public Junior High School throughout Surakarta City. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement and spatial ability tests. Before used for data collection, the instruments of achievement and spatial ability tests were tried out first. Technique of analyzing data used was a two-way analysis of variance test with unbalanced  cells. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) PBL type of cooperative learning have better learning achievement than the GI and TPS types did, GI type have learning achievement as good as the TPS type did. (2) The students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (3) In various learning models, the students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (4) In each category of spatial ability, the students receiving PBL type of cooperative learning have better learning achievement than those receiving GI and TPS types did, those receiving GI type have learning achievement as good as those receiving TPS type did.Keywords: TPS, GI, PBL, Learning Achievement, Spatial Ability
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA MATERI DIMENSI TIGA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA (KBK) Fadjrin, Nanda Noor; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract. The objective of this research was to investigate the effect of the learning models on achievement viewed from creative thinking abilities (CTA) of the students. The learning models compared were PBL, TGT and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purbalingga on academic year of 2014/2015. The size of the sample was 277 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were creative thinking test and achievement test. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) PBL gave better achievement than TGT and DI. TGT gave better achievement than DI. (2) The students with high and medium CTA had better achievement than the students with low CTA. The students with medium CTA had better achievement than the students with low CTA. (3) In PBL, the students with high CTA had better achievement than medium and low CTA, the students with medium and low had the same achievement. In TGT, the students with high and medium CTA had the same achievement, the students with high CTA had better achievement than low CTA, the students with medium and low CTA had the same achievement. In DI, the students with high, medium and low CTA had the same achievement. (4) At the students with high CTA, PBL and TGT gave the same achievement. PBL and TGT gave better achievement than DI. At the students with medium CTA, PBL and TGT gave the same achievement, PBL gave better achievement than DI, TGT and DI gave the same achievement. The students with low CTA, PBL, TGT and DI gave the same achievement.Keywords: Problem Based Learning, Teams Games Tournamnet, Direct Instruction, Creative Thinking Abilities , Achievement.
KEBEBASAN BERAGAMA DALAM DOKUMEN HAK ASAS MANUSIA INTERNASIONAL Budiyono, Budiyono
MONOGRAF 2014: DIMENSI HUKUM INTERNASIONAL
Publisher : Fakultas Hukum Universitas Lampung

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KEBEBASAN BERAGAMA DALAM DOKUMEN HAK ASASMANUSIA INTERNASIONAL
EKSPERIMENTASI MODEL PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) DAN SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW (SQ4R) DITINJAU DARI JENIS KELAMIN DAN GAYA BELAJAR Wulandari, Septi; Budiyono, Budiyono; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract:  The aims of the research was to determine the effect of learning models on mathematics learning achievement viewed from gender and the student learning styles. The learning models compared were SQ3R, SQ4R, and direct instruction. This was a quasi experimental research using 3x2x3 factorial designs. The hypotheses testing used three ways ANOVA with unbalance cell. This research concludes that: (1) SQ4R learning provided better mathematics learning achievement than SQ3R and direct instruction, while direct instruction provided better mathematics learning achievement than SQ3R; (2) girls had better mathematics learning achievement than boys; (3) the students with visual, auditory, and kinesthetic learning style, there was no difference in mathematics learning achievement; (4a) boys taught with SQ4R had better mathematics learning achievement than SQ3R and direct instruction, boys taught with SQ3R had mathematics learning achievement as good as direct instruction; (4b) girls taught with SQ4R and direct instruction had better mathematics learning achievement than SQ3R. Girls taught with SQ4R had mathematics learning achievement as good as direct instruction; (5a) the students with visual learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. the students with visual learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction, while students with visual learning style who were taught SQ3R provided mathematics learning achievement as good as direct instruction; (5b) the students with auditory learning style who were taught SQ4R had better mathematics learning achievement than SQ3R and direct instruction. Students with auditory learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction; (5c) the students with kinesthetic learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. Students with kinesthetic learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction. Students with kinesthetic learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction; (6) in the model of learning SQ3R, SQ4R, and direct instruction, not only boys but also girls with visual learning style had  mathematics learning achievement as good as they with auditory, and kinesthetic learning styles.Keywords: SQ3R, SQ4R, Gender, Learning Style, Mathematics Learning Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING DENGAN PENDEKATAN PMR TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KREATIVITAS SISWA KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Hodiyanto, Hodiyanto; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of learning models with realistic mathematic education (RME) approach on learning achievement and mathematical communication ability viewed from student creativity. The learning models compared were Problem Posing (PP), Problem Solving (PS) and direct learning models. This research used a quasi-experimental research. The population were the seventh grade students of junior high school in Sukoharjo. The samples of this research were taken by using the stratified cluster random sampling technique. The proposed hypothesis of this research was analyzed by using the two way multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) model of PP learning and model of PS learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. Model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. (2) the students with the high creativity have better achievement and mathematical communication ability than those with the moderate or low creativity, but the students with the moderate and low creativity have the same achievement and mathematical communication ability. (3) in each creativities of students, model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. Model of PP learning and model of PP learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. (4) in each learning models, the students with high creativity have better achievement and mathematical communication ability than those with medium and low creativity, and the students with moderate and low creativity have the same achievement and mathematical communication ability.Keywords: PP Learning, PS Learning, RME Approach, Direct Learning, Mathematical Communication Ability, Achievement, and Creativity of students.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN BLORA Nugroho, Zuhdha Basofi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the logical mathematical intelligence of the students. This research was a quasi-experimental research with a 3x3 factorial design. The population of the research was the seven class students of Junior High School at Blora regency on academic year 2014/2015 and the samples were students from SMP Negeri 2 Blora, SMP Negeri 1 Ngawen, and SMP Negeri 1 Japah which was taken by using stratified cluster random sampling technique. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW with scientific approach gave better achievement than TPS, and classical with scientific approach TPS with scientific approach gave better achievement than classical with scientific approach. 2) The students with high logical matematical intelligence better achievement than the students with medium and low logical matematical intelligence. The students with medium logical matematical intelligence better achievement than the students with low logical matematical intelligence. 3) At the students with high and medium logical matematical intelligence, TTW, TPS, and classical with scientific approach gave the same achievement. At the students with low logical matematical intelligence TTW and TPS with scientific approach gave the same achievement, TTW and TPS with scientific approach gave better achievement than classical scientific learning model. 4) In TTW with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with medium and low logical matematical intelligence had the same achievement, and students with high logical matematical intelligence had better achievement than students with low logical matematical intelligence. In TPS with scientific approach students with high logical matematical intelligence had better achievement than students with medium and low logical matematical intelligence, and students with medium and low logical matematical intelligence had the same achievement. In classical with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with high and medium logical matematical intelligence had better achievement than students with low logical matematical intelligence.Keywords:  Think Pair Share, Think Talk Write, Classical learning model, Scientific Approach, Logical Matematical Intelligence, Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMP DI KOTA SURAKARTA TAHUN AJARAN 2014/2015 Astutik, Dian Dwi; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of research were to find out: (1) which one gives better in mathematics achievement, cooperative learning model of Numbered Heads Together (NHT) or Think Pair Share (TPS) type or clasical learning model. (2) which one gives better in mathematics achievement, students who have high, medium, or low self-directed learning. (3) which one gives better in mathematics achievement, cooperative learning model of Numbered Heads Together (NHT), Think Pair Share (TPS) type or clasical learning model, in each of self-directed learning. (4) which one better  mathematics achievement among students who have high, medium, or low self-directed learning, on each learning models. This research was quasi experimental research with 3 x 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Surakarta City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 273 students: 96 students for the experiment I, 93 students for experiment II and 84 students for experiment III. The instruments used for collecting data were mathematics learning achievement test and student learning style questionnaire. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of  α = 0,05. Based on hypothesis test, the conclusions were as follows. (1) Students who taught by cooperative learning model of NHT type have better mathematics achievement than students who teach by cooperative learning model of TPS type and classical learning model. On the other side, students who teach by cooperative learning model of TPS type produced the same mathematics achievement as using classical learning model. (2) Students with high self-directed learning had mathematics achievement better than students with medium or low self-directed learning, while students with medium self-directed learning produced the same mathematics achievement as with low self-directed learning. (3) In aech category high, medium and low self-directed learning, students who taught by cooperative learning model of NHT type have better mathematics achievement than students who teach by cooperative learning model of TPS type and classical learning model. On the other side, students who taught by cooperative learning model of TPS type have better mathematics achievement than classical learning model. (4) On each model of learning, cooperative learning model of NHT type, TPS type and classical learning model, students with high self-directed learning had mathematics achievement better than students with medium or low self-directed learning, while students with medium self-directed learning had mathematics achievement better than students with low self-directed learning.Keywords: Cooperative Learning of NHT, TPS, Self-Directed Learning, Mathematics Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA POKOK BAHASAN HIMPUNAN DITINJAU DARI KECERDASAN EMOSIONAL KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Fakhri Auliya, Nanang Nabhar; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to know the effect of the learning models on the learning achievement in Mathematics viewed from the emotional quotient of the students. The learning models compared were the cooperative learning model of the NHT type with scientific approach, the Cooperative Learning Model of the TPS type with scientific approach, and the classical model with scientific approach. This research used the quasi experimental research. It’s population was all of the students in Grade VII 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 262 students. They were grouped into three classes, namely: 92 students in Experimental Class 1, 85 students in Experimental Class 2, and 85 students in Control Class. The instruments to gather the data were test of achievement in Mathematics on the learning topic of Set, 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) The cooperative learning model of the NHT type with scientific approach results in a better learning achievement in Mathematics than the cooperative learning model of the TPS type with scientific approach, and the classical model with scientific approach, the cooperative learning model of the TPS type with scientific approach results in a better learning achievement in Mathematics than the classical model with scientific approach. 2) Emotional quotient gives students a different effect on mathematics achievement of students in the topic of Set. The students with the high emotional quotient have a better learning achievement in Mathematics than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have a better learning achievement in Mathematics than those with the low emotional quotient. (3) There was not an interaction the aforementioned learning models and the categories of the emotional quotient on the learning achievement in Mathematics of the students.Keywords: NHT, TPS, Classical, Scientific Approach and Emotional Quotient.
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