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Dian Kurniati

Mathematics Education Department, University Of Jember, East Java

Author-ID : 2512929

Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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MATH TEACHER QUESTIONS CAN HELP STUDENTS AROUND COFFEE PLANTATIONS TO BEHAVE CRITICAL THINKING Dian Kurniati; Hobri Hobri; Abdur Rahman Asari; Sharifah Osman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The questions asked by the teacher affect students' thinking processes. So, it is necessary to do research that aims to describe what types of questions can provoke students to behave critically. The research subjects were 40 junior high school students around a coffee plantation in Jember, Indonesia. The data collection methods in this study were (1) test, (2) observation, and (3) interview. Each test was given two questions that meet the criteria for critical thinking behavior with the theme of coffee. The test is given at the end of mathematics lessons every Monday. Observations focused on three critical thinking behaviors, namely truth-seeking, open-mindedness, and inquisitiveness. Interviews were conducted at the end of the activity, namely after five learning meetings. There are two findings in this research. First, junior high school students around coffee plantations are accustomed to truth-seeking, open-mindedness, and inquisitiveness in responding to questions from teachers. The habit of students in responding to teacher questions begins at the third meeting in learning. Second, there are three types of questions that can provoke students to behave critically. The three types of questions are questions that require students to construct concepts, principles, and procedures.Soal-soal yang diberikan oleh guru selama pembelajaran di kelas mempengaruhi proses berpikir siswa. Sehingga perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan jenis pertanyaan apa yang dapat menstimulus siswa untuk berperilaku kritis. Subjek penelitian adalah 40 siswa SMP di sekitar perkebunan kopi di Jember, Indonesia. Metode pengumpulan data pada penelitian ini adalah (1) metode tes, (2) metode observasi, dan (3) metode wawancara. Setiap tes diberikan dua soal yang memenuhi kriteria perilaku berpikir kritis dengan tema kopi. Soal yang diajukan merupakan soal yang menitikberatkan pada konstruksi konsep, prinsip, dan prosedur dalam matematika. Tes diberikan pada akhir pelajaran matematika setiap hari Senin. Pengamatan difokuskan pada tiga perilaku berpikir kritis, yaitu pencarian kebenaran, keterbukaan pikiran, dan rasa ingin tahu. Wawancara dilakukan pada akhir kegiatan yaitu setelah lima kali pertemuan pembelajaran. Ada dua temuan dalam penelitian ini. Pertama, siswa SMP di sekitar perkebunan kopi terbiasa mencari kebenaran, memiliki pemikiran terbuka, dan rasa ingih tahu dalam menjawab pertanyaan dari guru. Kebiasaan siswa dalam menanggapi pertanyaan guru dimulai pada pertemuan ketiga dalam pembelajaran. Kedua, ada tiga macam soal yang dapat menstimulus siswa untuk berperilaku kritis. Ketiga jenis soal tersebut merupakan soal yang menuntut siswa untuk menyusun konsep, prinsip, dan prosedur.

PENGEMBANGAN MEDIA BERBANTUAN GEOGEBRA PADA SISTEM PERTIDAKSAMAAN LINEAR-KUADRAT DALAM MENINGKATKAN LITERASI MATEMATIKA SISWA Dian Kurniati; Fitri Annisa; Randi Pratama Murtikusuma; Didik Sugeng Pambudi; Abi Suwito
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The purpose of this research is to develop a valid, practical, and effective interactive learning media assisted by GeoGebra. This study used the Thiagarajan (4-D) model which includes four stages, namely defining, designing, developing, and disseminating. The process of the four stages produced an interactive GeoGebra learning media, so students can explore practice questions related to inequalities material independently. The research subjects selected were students of class X Science 2 SMAN Arjasa Jember. The result of this development is a valid interactive learning media assisted by GeoGebra with a very high level of validity, included as practical criteria based on students' scores as media users, and is proven to be effective in improving students' mathematical literacy skills based on the N-Gain from the average pretest and posttest. This interactive learning media assisted by GeoGebra received positive responses from students as an interesting media that support students to understand the material during their sudy.

ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI BENTUK ALJABAR DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF Guvinta Rahayu; Dian Kurniati; Dhanar Dwi Hary Jatmiko; Nurcholif Diah Sri Lestari; Reza Ambarwati
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol 8, No 2 (2022): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jes-mat.v8i2.6372

Students' critical thinking skills in learning are very important to have in the 2013 curriculum. The purpose of the study was to describe the critical thinking skills of students in SMP Negeri 7 Jember class VII J in solving mathematical problems in algebraic material, in terms of reflective and impulsive cognitive styles. This research is a descriptive study that uses a qualitative approach with 4 research subjects from class VII J consisting of 2 reflective subjects and 2 impulsive subjects. Data collection techniques used are tests and interviews. Data analysis techniques were carried out by reducing data, presenting data and drawing conclusions. Technique of data validity using triangulation method. The results of the research that have been carried out are that reflective subjects are able to meet all of the FRISCO critical thinking indicators (Focus, Reason, Inference, Situation, Clarity and Overview) in solving critical thinking test questions tend to be thorough, take a long time and the answer is correct. Impulsive subjects were only able to fulfill some of all the FRISCO critical thinking indicators (Focus, Reason, Inference, Situation, Clarity and Overview), namely focus and situation. Impulsive subjects cannot solve critical thinking questions because they do not understand how to solve problems.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS LESSON STUDY FOR LEARNING COMMUNITY BERNILAI BUDAYA USING UNTUK MENINGKATKAN NUMERASI Meilysa Ajeng Kartika Putri; Didik Sugeng Pambudi; Dian Kurniati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Sekolah umumnya masih belum menggunakan perangkat pembelajaran yang dapat mendukung pengembangan penguasaan terkait literasi matematika (numerasi). Penelitian pengembangan ini dilaksanakan dengan menggunakan model pengembangan Thiagarajan (4D). Tujuan dari penelitian ini untuk mengembangkan perangkat pembelajaran yang terdiri dari modul ajar, Lembar Kerja Siswa (LKS), dan soal TKN dengan menggunakan model pembelajaran collaborative learning berbasis Lesson Study for Learning Community bernilai budaya suku using yang valid, praktis, dan efektif. Materi pada LKS dan TKN yang dikembangkan mengambil konteks nilai budaya Using Banyuwangi. Teknik pengumpulan data yang digunakan adalah wawancara, observasi keterlaksanaan perangkat pembelajaran, tes hasil belajar berupa kemampuan numerasi, dan angket respon siswa. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran berbasis Lesson Study for Learning Community bernilai budaya suku Using memenuhi kriteria valid, praktis, dan efektif. Koefisien validitas untuk modul ajar, LKS, dan soal TKN berturut turut 4,83; 4,83; dan 4,85. Dari hasil observasi keterlaksanaan perangkat pembelajaran, diketahui nilai kepraktisan dengan rerata 94,07% dengan kategori sangat baik. Nilai keefektifan perangkat pembelajaran menunjukkan kemampuan numerasi siswa tuntas secara klasikal sebesar 81%. Selain itu, respon siswa positif yaitu mendukung terhadap pembelajaran yang menggunakan konteks budaya Using pada LKS dan soal TKN.Schools generally still do not use learning tools, that can support mastery development, related to mathematical literacy (numeracy). The development research is conducting using the Thiagarajan development model (4D). The purpose of this study is to develop learning tools consist of teaching modules, Student Worksheets (LKS), and TKN using a collaborative learning model based on Lesson Study for Learning Community with valid, practical and effective with Using cultural. The material on the LKS and TKN takes the context of Using Banyuwangi’s cultural values. The data collection techniques used interview, observation of the implementation of learning tools, learning outcomes test in the form numeracy ability, and student response questionnaires. The result showed that the development of learning tool based Lesson Study for Learning Community with cultural values of the Using met the criteria of being valid, practical, and effective. The validity coefficients for teaching modules, LKS, and TKN are 4,83; 4,83; and 4,85. The value of practicality seen from the results of observations of the implementation of learning tools shows that 94,07% in the very good category. The value of the effectiveness of learning tools shows that students’ numeracy skill are classically complete by 81%. In addition, the student’s response was very positive, it means they are support learning that used Using cultural context in LKS and TKN.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MODEL PROJECT BASED LEARNING TERINTEGRASI STEM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Fiqih Nur Hakiki; Didik Sugeng Pambudi; Dian Kurniati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan penelitian ini untuk meningkatkan pencapaian perangkat pembelajaran matematika yang valid, praktis, dan efektif berupa modul ajar, LKS dan THB berbasis STEM-PjBL serta menguji pengaruhnya terhadap kemampuan berpikir kritis. Penggabungan penelitian pengembangan (R&D) dengan model 4D dilakukan dalam penelitian ini serta juga mencakup penelitian eksperimen yang dilatarbelakangi karena rendahnya kemampuan berpikir kritis siswa SMK. Hal ini dapat dilihat pada rapor pendidikan yang mana pada indikator literasi, numerasi, maupun bernalar kritis masih dibawah kompetensi minimum. Penelitian ini melibatkan 32 siswa kelas X Teknik Kendaraan Ringan (TKR) sebagai subjek uji coba dan kelas X Teknik Sepeda Motor (TSM 1 dan 2) masing-amsing berjumlah 25 orang sebagai sampel. Pengukuran dalam penelitian ini adalah lembar validasi, lembar observasi keterlaksanaan perangkat pembelajaran, tes hasil belajar dan angket respon siswa. Hasil validasi untuk modul ajar, LKS, serta THB telah valid dengan skor secara berurutan adalah 4,77; 4,70; dan 4,81. Pada hasil kepraktisan diperoleh hasil 92,00% dengan kategori sangat baik. Nilai kefektifan menurut hasil penilaian hasil belajar yang telah dilaksanakan diperoleh hasil 78,13% siswa tuntas mengikuti pembelajaran serta 93,75% siswa merespon positif terhadap pembelajaran. Hasil pengujian t-test bahwa perangkat pembelajaran matematika model STEM-PjBL berpengaruh signifikan terhadap kemampuan berpikir kritis siswa.This study aims to develop valid, practical, and effective mathematics learning tools in the form of teaching modules, LKS and THB based on STEM-PjBL and to test their effect on critical thinking skills. This research combines development research (R&D) with 4D models and experimental research which is motivated by the low critical thinking skills of SMK students. This can be seen in the education report cards where the literacy, numeracy, and critical reasoning indicators are still below the minimum competency. This study involved 32 students of class X Light Vehicle Engineering (TKR) as test subjects and class X Motorcycle Engineering (TSM 1 and 2) each with 25 people as samples. The instruments used in this study were validation sheets, observation sheets on the implementation of learning devices, learning achievement tests and student response questionnaires. Validation results for teaching modules, LKS, and THB are valid with a score of 4.77 respectively; 4.70; and 4.81. In practicality results obtained results of 92.00% with very good category. The effectiveness value based on the learning outcomes test that has been carried out shows that 78.13% of students complete the lesson and 93.75% of students respond positively to learning. Based on the t-test on the results of experimental research, it was found that the STEM-PjBL model of mathematics learning had a significant effect on students' critical thinking skills.

ANALYSIS OF STUDENTS’ ERRORS IN SOLVING CURVED FACE THREE-DIMENSIONAL PROBLEMS BASED ON KASTOLAN’S STAGE REVIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES: ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL BANGUN RUANG SISI LENGKUNG BERDASARKAN TAHAPAN KASTOLAN DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT Erfan Yudianto; Liski Roswita Dinia; Titik Sugiarti; Dian Kurniati; Nurcholif Diah Sri Lestari
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a1

This study aims to analyze the types of errors made by students in solving curved face three-dimensional problems based on Kastolan’s stages reviewed from field-dependent and field-independent cognitive styles. This study uses descriptive research with a qualitative approach. The subjects in this study were 4 students of class IX A SMP Muhammadiyah 1 Jember who had completed the cognitive style test and soblukan ethno mathematical story questions, then continued with interviews to obtain more in-depth information. The subject was chosen based on the work of students who made the most mistakes according to the Kastolan error stage indicator. The results obtained in this study are field-dependent students mostly make conceptual, procedural, and technical errors. The form of conceptual error experienced was that students misinterpreted the problem in the form of pictures, students did not conceptualize the height of the cone, and students misinterpreted the shape of the cylinder. The form of procedural error experienced was wrong in determining the formula and students were wrong in determining the surface area of the soblukan’s lid. The form of technical error experienced, students were wrong in doing calculations. The field-independent students made more technical errors. The form of technical error is that students are wrong in doing calculations. Through this research, it is expected that teachers can design learning to minimize student errors in solving problems by looking at the types of errors that have the most.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL CORE DENGAN PENDEKATAN RME UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS Any Isroaty; Sunardi Sunardi; Nurcholif Diah Sri Lestari; Didik Sugeng Pambudi; Dian Kurniati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Rendahnya kemampuan koneksi matematis membuat peserta didik kesulitan dalam mengaitkan antara ide matematika satu dengan yang lain. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika menggunakan model Connecting, Organizing, Reflecting and Extending (CORE) dengan pendekatan Realistic Mathematics Education (RME) yang disusun untuk meningkatkan kemampuan koneksi matematis peserta didik. Perangkat yang dikembangkan terdiri dari Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD) dan Tes Hasil belajar (THB) yang berupa tes kemampuan koneksi matematis yang valid, praktis dan efektif. Metode penelitian yang digunakan pada penelitian ini adalah pengembangan dengan menggunakan model 4D Thiagarajan Semmel & Semmel dan dilakukan penelitian eksperimen untuk menganalisis pengaruh peningkatan perangkat yang dikembangkan terhadap peningkatan kemampuan koneksi matematis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran model CORE dengan pendekatan RME termasuk pada kriteria valid, praktis dan efektif. Berdasakan uji hipotesis terhadap hasil penelitian eksperimen diperoleh nilai Sig. (2-tailed) (Sig. (2-tailed ) sehingga dapat disimpulkan bahwa perangkat pembelajaran model CORE dengan pendekatan RME berpengaruh terhadap peningkatan kemampuan koneksi matematis. Abstract The low of the ability of mathematical connections makes it difficult for students to connect one material or concept to another. The study aim is to develop mathematics learning tools using Connecting, Organizing, Reflecting and Extending (CORE) models with Realistic Mathematics Education (RME) approaches to improved the mathematical connection ability of students. The developed device consists of the learning implement plan (RPP), Student Worksheet (LKPD) and learning test (THB) of mathematical connection capability test a valid, practical and effective. Research methods used in this study are development using the 4D model thiagarajan semmel & semmel and experimental studies are conducted to analyze the effect of improved devices developed on improving mathematical connection capabilities. Research shows that the CORE model learning tool with the RME approach meets valid, practical and effective criteria. Based on a hypothesis test of experimental research based on sig. (2-tailed) = 0.007 (sig. (2-tailed < 0.05) so it can be seen that the CORE model learning device with the RME approach has a significant effect on improving mathematical connection capabilities

Kemampuan Berpikir Komputasi Siswa dalam Menyelesaikan Soal Numerasi Tipe AKM Materi Pola Bilangan Hanifah Rizki Mubarokah; Didik Sugeng Pambudi; Nurcholif Diah Sri Lestari; Dian Kurniati; Dhanar Dwi Hary Jatmiko
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 7, No 2 (2023)
Publisher : Universitas Swadaya Gunung Djati

Abstrak. Kemampuan berpikir komputasi sangat penting untuk dikembangkan sehingga dapat menjadi salah satu bahan pertimbangan dalam merancang bahan pembelajaran. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mengetahui kemampuan berpikir komputasi siswa dan mendeskripsikan kemampuan berpikir komputasi 6 orang subjek penelitian. Subjek dalam penelitian ini adalah 6 siswa terpilih dari 25 siswa kelas VIII G SMP Nuris Jember. Instrumen penelitan berupa soal tes pola bilangan, pedoman wawancara serta lembar validasi. Hasil penelitian menunjukkan bahwa dari 25 siswa menunjukkan 16% siswa yang mempunyai kemampuan berpikir komputasi rendah, 64% siswa yang mempunyai kemampuan berpikir komputasi sedang, dan 20% yang mempunyai kemampuan berpikir komputasi tinggi. Siswa kelas VIII G rata-rata mampu memenuhi indikator kemampuan berpikir komputasi yaitu dekomposisi, berpikir algoritma, pengenalan pola. Namun, belum maksimal pada indikator abtraksi dan generalisasi. Siswa dengan kemampuan berpikir komputasi tinggi mampu memenuhi semua indikator berpikir komputasi yaitu dekomposisi, berpikir algoritma, pengenalan pola, dan abtraksi dan generalisasi. Walaupun, pada tahap abstraksi dan generalisasi masih terdapat kesalahan. Siswa dengan kemampuan berpikir komputasi sedang mampu memenuhi indikator dekomposisi, berpikir algoritma, dan pengenalan pola. Siswa dengan kemampuan berpikir komputasi rendah mampu memenuhi indikator dekomposisi dan berpikir algoritma, namun masih terdapat beberapa kesalahan.Kata Kunci: Berpikir Komputasi, Numerasi, Pola bilangan.

Profil Pemecahan Masalah Higher Order Thinking Skill Ditinjau dari Self-Eficacy Siswa Putri Wulandari; Nurcholif Diah Sri Lestari; Inge Wiliandani Setya Putri; Dian Kurniati; Saddam Hussen
Jurnal Tadris Matematika Vol 6 No 1 (2023)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2023.6.1.1-14

The phenomenon of students not being used to solving higher order thinking questions often occurred in one of the Islamic Senior High School in Sidoarjo. Therefore, this research aims to describe the profile of students' problem-solving in overcoming HOTS questions based on the self-efficacy. The research subjects were three selected students of XI-IPA class who were categorized into low, moderate, or high self-efficacy based on self-efficacy questionnaires and had good communication skills. The data were collected through tests, triangulated by interviews and analyzed using Polya's problem-solving indicators (unerstanding the problem, devising a plan, carrying the plan, and looking back). The results show that: 1) Students with low self-efficacy able to solve an “analyze” problem eventhough without looking back and solve the “evaluate” problem through all of the stages. Eventhough, he need help to work on the “creative” problem; 2) Students with moderate self-efficacy able to solve an “analyze” problem through all stages. However, while working on evaluate and creative problem, he could only complete the stages of understanding the problem, devise an incomplete plan and never try to carry out the plan; 3) Students with high self-efficacy can solve the problem on analyze, evaluate, and create in a complete stage. Teachers must become accustomed to asking HOTS questions to students in order to increase student self-efficacy and problem-solving abilities.

KESIAPAN GURU MATEMATIKA SEKOLAH MENENGAH DALAM MENGAJARKAN LITERASI DAN NUMERASI MELALUI KURIKULUM MERDEKA Nurcholif Diah Sri Lestari; Didik Sugeng Pambudi; Dian Kurniati; Abdillah Putra Maulana; Wasilatul Murtafiah; Suwarno Suwarno
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6674

Literasi dan Numerasi merupakan kompetensi yang perlu dikuasai dan diajarkan di sekolah. Namun, guru belum pernah mempelajari bagaimana cara mengajarkannya. Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru matematika sekolah menengah dalam mengajarkan literasi dan numerasi. Data diperoleh melalui metode survei dengan desain cross-sectional pada awal implementasi kurikulum merdeka di Indonesia. Responden adalah 47 guru matematika yang merespon survei, yaitu 52,2% guru di sekolah menengah atas atau sederajat dan 47,8% guru di tingkat sekolah menengah pertama atau sederajat. Hasil penelitian menunjukkan bahwa: 1) sebanyak 51,1% responden dikategorikan siap untuk mengajarkan literasi dan numerasi, 2) sebanyak 19,2% guru menyatakan siap dan telah mengajarkan literasi numerasi tetapi memilih metode pengajaran yang kurang tepat, 3) sebanyak 6,3% guru menyatakan siap mengajarkan literasi numerasi namun belum mempunyai pengalaman dalam mengajarkan literasi numerasi ataupun pemecahan masalah, 4) sebanyak 23,4% guru mempunyai pengalaman mengajar literasi numerasi melalui pemecahan masalah tetapi menyatakan tidak siap mengajarkan literasi numerasi. Temuan penelitian ini adalah hampir separuh jumlah guru masih belum siap mengajarkan literasi dan numerasi karena kurangnya keyakinan untuk mengajarkannya ataupun kurangnya pemahaman terhadap literasi dan numerasi. Oleh karena itu, peneliti merekomendasikan dilaksanakannya sosialisasi atau pelatihan pengajaran literasi dan numerasi melalui media online sebagai sumber informasi yang paling diminati responden

Co-Authors A.Wilda Indra Nanna Abdillah Putra Maulana Abdur Rahman As’ari Abdur Rouf, Abdur Abi Suwito Aini, Filda Nur Akfi Hikmah Wahdana Alfarisi, Muhammad Alfan Ambarwati, Reza Anggraeni, Citra Dwi Anggraini, Devi Dwi Annisatul Muffidah Any Isroaty Arfiansyah, Digga Ariestyan, Yola Arika Indah Kristiana Atin Hafizatul Aini Azizah, Rialita Fitri Cici Fitri Lestari, Cici Fitri Cindy Adelia Damayanti, Putri Intan Dedi Kusnadi Diah Sri Lestari, Nurcholif Dian Atika Sofie Diana Sulfikawati, Diana Didik Sugeng Pambudi Dinawati Trapsilasiwi Dwi Hary Jatmiko, Dhanar Dwi Ivayana Sari Dwiyana Dwiyana Dwiyana Dwiyana, Dwiyana Elniati, Sri Emdat Suprayitno Erfan Yudianto Ervin Oktavianingtyas Eva Liskurniawati, Eva Evi Takrimatul Ailiyyah Farida Hanim Yahya Fazira, Shima Kunaza Febriyanto, Eko Yudi Febriyanto Fiad, Uluf Finda Dwi Permatahati, Finda Dwi Fiqih Nur Hakiki Firmansyah, Frenza Fairuz Fitri Annisa Guvinta Rahayu Habibi, Ahmad Anas Hafidhoh, Nabilatul Hanifah Rizki Mubarokah Harimukti, Romi Hasan Basri Hasan Basri Hedi Pudjo Santosa Hidayah, Fauzia Nurul Hikamah, Lailatul Hobri Iffah Tsabita Ikhsani Indah Nabilla Nur Lutfiyyah Zariyatan Indahwati, Rohmah Indri Handayani, Indri Indriawati, Syahdinar Inge Wiliandani Setya Putri Intan Dwi Hastuti Irawan, Dahlan Irianto Aras Irvani, Fajrin Abidiyah Islamiah, Maulidi Arsih Umaroh Isma, As’ad Jamil, Nur Asiyah Jannatasari, Nindi Zakia Jatmiko, Dhanar Dwi Hary Karina Cindy Cahyadewi Krisagotama, Fisdianti Lailiya, Muhimatul Lestari, Nurcholif Diah Sri Lioni Anka Monalisa, Lioni Anka Liski Roswita Dinia M. Syahran Jailani Maharani Hayuning Pangastuti Pribadi Maulana, Abdillah Putra Maulana, Dikri Meilysa Ajeng Kartika Putri Milawati Milawati Misbahul Munir Mohamad Fatekurohman Much Yulianto Mulyati Nadia Dwi Cahyani Nancy Yunita Susanti, Nancy Yunita Nanik Yuliati Nurcholif Diah Sri Lestari Nurmaharani, Rika Nurmaharani, Rika Octaerdiyani, Debby Osman, Sharifah Palupi, Doni Dwi Pambudi, Didik Suggeng panglipur, indah rahayu Percy Sepeng Percy Sepeng Pratiwi, Enditiyas Pribadi, Maharani Hayuning Pangastuti Puguh Darmawan Purwanto Purwanto Purwanto Purwanto Puspitasari, Nitta Putra, Rizki Cahya Eka Putri Wulandari Putri, Inge Wiliandani Setya Rahmawati, Mira Rahmawati, Siska Ramadhan, Mustafa Randi Pratama Murtikusuma Rasyidah Rasyidah Reza Ambarwati Rezqy Ayu Devi Arafah Ridho Alfarisi Ridho Alfarisi, Ridho Rika Nurmaharani Rohmah Indahwati S Suharto S Sunardi S Susanto Saddam Hussen Saleh, Sitti Fithriani Sanawi, Ihsan Sapta, Hendra Sari, Diah Ayu Nurvita Sayid Mubarak Sefina Vamelia Hanim Sembiring, Rinawati Septia Anggraini Setiyawati, Endah Dwi Sharifah Osman siti fadilah Sitti Fithriani Saleh Sitti Fithriani Saleh Solly Aryza Subanji Subanji Subanji Suharto Suharto Sunardi Sunardi Sunardi Sunardi Sunardi, Sunardi Suratno Suratno Susanto Susanto Susanto Susanto Susi Setiawani Sutarto Sutarto Suwarno Suwarno Titik Sugiarti Titis Rini Chandrasari, Titis Rini Tonra, Wilda Syam Toto Bara Setiawan Trapsilasiswi, Dinawati Tri Widyasari Triyono Lukmantoro Umami, Anggi Nabilla Untu, Zainuddin Untu Vidayanti, Nurul Wasilatul Murtafiah Widhaning, U'ul Ulinuha Rahajeng Wijaya, Achmad Alfian Budi Yahya, Farida Hanim Yakin, Saeful Aenul Yuniar, Sita Nastiti Zakiyah Yasin Zayyadi, Moh

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