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Endang Wahyuningrum
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PENGARUH PENGGUNAAN MEDIA MANIPULATIF PADA PEMBELAJARAN MATEMATIKA DAN KEPERCAYAAN DIRI TERHADAP HASIL BELAJAR SISWA KELAS III SEKOLAH DASAR Murni, Fitri; Marjo, Happy Karlina; Wahyuningrum, Endang
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 6 No 2 (2022): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v6i2.13434

Abstract

Fitri Murni, Happy Karlina Marjo,  Endang WahyuningrumProgram Pasca Sarjana Magister Pendidikan Dasar Universitas Terbuka Jakartafitrimurni5@gmail.com, ut.happykarlina@gmail.com, endangw@ecampus.ut.ac.idABSTRAKPenelitian ini bertujuan untuk mengetahui: 1) pengaruh penggunaan media manipulatif terhadap hasil belajar Matematiika, 2) pengaruh kepercayaan diri terhadap hasil belajar Matematika, 3) pengaruh interaksi antara penggunaan media manipulatif pada pembelajaran Matematika dan kepercayan diri terhadap hasil belajar siswa kelas III SDN Kebon Jeruk 11 Pagi Jakarta Barat. Populasi  penelitian adalah siswa kelas III SDN Kebon Jeruk 11 Pagi Jakarta Barat. Pengambilan sampel penelitian dilakukan sampel tujuan dengan jumlah sampel adalah 32 siswa kelas III A  sebagai kelas kontrol dan 32 siswa kelas III B sebagai kelas eksperimen. Instrumen yang digunakan berupa tes, angket dan lembar observasi. Penelitian dilakukan selama dua bulan pada November dan Desember 2019. Jenis penelitian yang digunakan adalah pendekatan kuantitatif dengan menggunakan metode eksperimen dengan desain faktorial 2x2. Variabel pada penelitian ini adalah penggunaan media manipulatif sebagai variabel bebas, kepercayaan diri sebagai variabel moderator dan hasil belajar Matematika sebagai variabel terikat. Analisis data menggunakan uji-F dan uji-t dengan ANOVA dua jalur.  Hasil Penelitian memperlihatkan bahwa 1) terdapat pengaruh penggunaan media manipulatif terhadap hasil belajar Matematika. 2) terdapat pengaruh kepercayaan diri terhadap hasil belajar Matematika. 3) terdapat pengaruh interaksi penggunaan media manipulatif pada pembelajaran Matematika dan kepercayaan diri terhadap hasil belajar siswa kelas III SDN Kebon Jeruk 11 Pagi Jakarta Barat Kata Kunci : media manipulatif, kepercayaan diri, matematika ABSTRACTThis study aims to determine: 1) the effect of using manipulative media on mathematics learning outcomes, 2) the effect of self-confidence on mathematics learning outcomes, 3) the interaction effect between the use of manipulative media on mathematics learning and self-confidence on the learning outcomes of third grade students at SDN Kebon Jeruk 11 am West Jakarta. The population of the study was the third grade students of SDN Kebon Jeruk 11 Pagi, West Jakarta. The sampling of the research was carried out by the objective sample with the number of samples being 32 students of class III A as the control class and 32 students of class III B as the experimental class. The instruments used in the form of tests, questionnaires and observation sheets. The research was conducted for two months in November and December 2019. The type of research used is a quantitative approach using an experimental method with a 2x2 factorial design. The variables in this study were the use of manipulative media as an independent variable, self-confidence as a moderator variable and mathematics learning outcomes as the dependent variable. Data analysis used F-test and t-test with two-way ANOVA. The results of the study show that 1) there is an effect of using manipulative media on mathematics learning outcomes. 2) there is an effect of self-confidence on mathematics learning outcomes. 3) there is an interaction effect of using manipulative media on mathematics learning and self-confidence on the learning outcomes of third grade students at SDN Kebon Jeruk 11 Pagi West Jakarta  Keywords: manipulative media, self-confidence, mathematics
Pelatihan Pembuatan Modul Ajar Berdasarkan Hasil Tes Diagnostik dan Penggunaan Aplikasi PMM Bagi Guru Sekolah Dasar di Kecamatan Plumbon Susandi, Ardi Dwi; Zulaiha, Fanni; Sudirman, Sudirman; Wahyuningrum, Endang; Yumiati, Yumiati; Erni, Erni
Jurnal SOLMA Vol. 14 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i1.16761

Abstract

Pendahuluan: Kurikulum Merdeka mengharuskan guru menyusun modul ajar berdasarkan tes diagnostik dan menggunakan Platform Merdeka Mengajar (PMM). Namun, banyak guru masih mengalami kesulitan dalam kedua aspek tersebut. Metode: Program ini memberikan pelatihan kepada guru di SD Negeri 1 Pesanggrahan tentang pelaksanaan tes diagnostik, pengembangan modul ajar, dan penggunaan PMM. Kegiatan ini dilaksanakan dalam empat tahap: persiapan, pelaksanaan, evaluasi, dan keberlanjutan. Hasil: Pelatihan ini meningkatkan pemahaman guru tentang tes diagnostik, meningkatkan kemampuan mereka dalam menyusun modul ajar, memfasilitasi penggunaan PMM, serta menghasilkan modul ajar yang siap digunakan. Kesimpulan: Program ini berhasil meningkatkan kompetensi guru dan berkontribusi pada peningkatan kualitas pendidikan di Kecamatan Plumbon melalui pengembangan modul ajar dan penerapan kurikulum yang lebih efektif.
The Influence of Cooperative Learning Models Think-Pair-Share and Jigsaw on the Mathematical Communication Skills of Grade X Students at SMKN 1 Gegerbitung in Terms of Self-Confidence Yani Rohaeni; Endang Wahyuningrum; Sandra Sukmaning Adji
Riwayat: Educational Journal of History and Humanities Vol 8, No 2 (2025): April, Culture and Identity
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i2.44984

Abstract

Kemampuan yang penting dalam pembelajaran matematika adalah keterampilan komunikasi dimana dengan berkomunikasi kita dapat mengungkapkan ide atau gagasan, dalam pembelajaran matematika seorang siswa diharapkan dapat berinteraksi secara aktif satu sama lain selama proses pembelajaran berlangsung agar pembelajaran berlangsung secara efektif, salah satu hal yang dapat diupayakan untuk meningkatkan keterampilan komunikasi matematika adalah siswa dengan menerapkan pembelajaran kooperatif. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Think-Pair-Share dan Jigsaw terhadap keterampilan komunikasi matematika ditinjau dari sikap percaya diri. Metode penelitian menggunakan quasi eksperimen dengan rancangan post test only control group design. Teknik pengambilan sampel menggunakan sample purpoship. Populasi dalam penelitian ini adalah siswa Kelas X jurusan Teknik Kendaraan Ringan dengan sampel penelitian di Kelas X TKR1,2 dan 3 SMK Negeri 1 Gegerbitung. Instrumen dalam penelitian ini terdiri dari 10 soal uraian materi program linier untuk mengukur keterampilan komunikasi matematika dan 20 pernyataan angket untuk mengukur sikap percaya diri siswa dalam pembelajaran matematika. Berdasarkan hasil analisis deskriptif penelitian, kemampuan komunikasi matematis siswa yang diberi pembelajaran kooperatif tipe Think-pair-share dengan subjek penelitian memperoleh skor rata-rata 30,20, simpangan baku 1,79. Kelompok Jigsaw dengan 32 subjek penelitian, memperoleh skor rata-rata 28,97, simpangan baku 1,80. Kelompok Konvensional dengan 28 subjek penelitian, memperoleh skor rata-rata 26,64, simpangan baku 2,16. Sedangkan hasil analisis deskriptif untuk kepercayaan diri kelompok Think-Pair-Share Tinggi sebesar 10 atau 33,3, sedang sebesar 19 atau 63,3% dan Rendah sebesar 1 atau 3,33%, kepercayaan diri kelompok Jigsaw Tinggi sebesar 4 atau 12,5%, sedang sebesar 24 atau 75% dan Rendah sebesar 4 atau 12,5% dan kepercayaan diri kelompok Konvensional sebesar 19 atau 67,9% sedangkan Rendah sebesar 9 atau 32,1%. Hasil uji hipotesis dengan ANAVA Dua Arah diperoleh bahwa terdapat pengaruh model pembelajaran terhadap komunikasi matematis dengan nilai tanda sebesar 0,002, terdapat pengaruh kepercayaan diri terhadap komunikasi matematis dengan nilai tanda sebesar 0,000, dan tidak terdapat interaksi antara model pembelajaran dengan komunikasi matematis. Dari hasil penelitian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Think-pair-share dan Jigsaw terdapat pengaruh terhadap kemampuan komunikasi matematis, terdapat pengaruh kepercayaan diri terhadap komunikasi matematis dan tidak terdapat interaksi antara model pembelajaran dan kepercayaan diri siswa terhadap kemampuan komunikasi matematis siswa.
Pengaruh Model Pembelajaran Jigsaw dengan OER terhadap Kemampuan Komunikasi dan Hasil Belajar Matematis Siswa SMP Negeri 1 Balantak Bungel, Moh. Fikri; Wahyuningrum, Endang; Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18627

Abstract

Rendahnya kemampuan komunikasi dan hasil belajar matematika dialami oleh siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran jigsaw dengan OER terhadap kemampuan komunikasi matematis dan hasil belajar matematika siswa Sekolah Menengah Pertama. Jenis penelitian ini adalah penelitian eksperimen dengan menggunakan rancangan penelitian quasi eksperimen dengan rancangan penelitian yang digunakan dalam penelitian ini adalah randomized pretest-posttest control group design. Penelitian ini dilakukan pada siswa kelas VII SMP Negeri 1 Balantak. Instrumen penelitian menggunakan tes pilihan ganda untuk mengukur hasil belajar siswa dan tes deskriptif untuk mengukur kemampuan komunikasi matematis. Kemudian data yang diperoleh dianalisis dengan uji-t dengan uji sampel bebas. Hasil penelitian menunjukkan bahwa model pembelajaran Jigsaw dengan OER tidak memberikan pengaruh yang signifikan terhadap hasil belajar dan kemampuan komunikasi matematis siswa dibandingkan dengan model pembelajaran ekspositori yang dapat ditunjukkan dengan hasil uji-t sampel bebas pada hasil belajar dengan taraf signifikansi 0,112 > 0,05 dan hasil uji-t sampel bebas pada kemampuan komunikasi matematis 0,134 > 0,05 tetapi berdasarkan analisis hasil diperoleh kelas eksperimen mempunyai hasil belajar dan kemampuan komunikasi matematis lebih tinggi dibandingkan kelas kontrol.   Low communication skills and mathematics learning outcomes are experienced by students. This study aims to determine the effect of the jigsaw learning model with OER on mathematical communication skills and mathematics learning outcomes of students at Junior High School. This type of research is experimental research using a quasi-experimental research design with the research design used in this study is a randomized pretest-posttest control group design. This study was conducted on grade VII students of Junior High School. The research instrument used a multiple-choice test to measure student learning outcomes and a descriptive test to measure mathematical communication skills. Then the data obtained were analyzed using a t-test with an independent sample test. The results of the study showed that the Jigsaw learning model with OER did not provide a significant effect on students' learning outcomes and mathematical communication skills compared to the expository learning model which can be shown by the results of the free sample t-test on learning outcomes with a significance level of 0.112> 0.05 and the results of the free sample t-test on mathematical communication skills 0.134> 0.05 but based on the analysis of the results obtained the experimental class had higher learning outcomes and mathematical communication skills than the control class.
Exploring the relationship between problem-solving ability and mathematical disposition in 10-11 year’s old students using model-eliciting activities Wahyuningrum, Endang; Bonyah, Ebenezer; Yumiati, Yumiati; Kartono, Kartono; Wijayanti, Nina
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.23765

Abstract

Background: Problem-solving ability and mathematical disposition are essential skills in mathematics education, particularly in developing critical thinking and practical application among students. Model-Eliciting Activities (MEAs) have been introduced as an instructional approach aimed at enhancing these skills by integrating real-world problems into learning. However, the effectiveness of MEAs in establishing a significant relationship between problem-solving ability and mathematical disposition remains unclear, necessitating further investigation.Aim: This study aims to analyze the association between problem-solving ability and mathematical disposition after implementing Model-Eliciting Activities (MEAs) in instruction.Method: This study employed a quantitative design with a cross-sectional approach, involving 30 fifth-grade students from SDN 02 Bojongsari, Depok, Indonesia, as participants. Data were collected using a problem-solving ability test and a mathematical disposition questionnaire. Subsequently, the data analysis was carried out using chi-square tests.Result: The results of the study showed that the χ2 value of 0.731 is less than α = 0.947, indicating that there is no significant relationship between mathematical problem-solving ability and mathematical disposition.Conclusion: The study concluded that no association was found between problem-solving ability and mathematical disposition among elementary school students after implementing MEAs in instruction. Additionally, although there is a tendency for students with a high mathematical disposition to demonstrate stronger problem-solving skills, this correlation is not strong enough to be considered significant
DESIGN OF STUDENT SUCCESS PREDICTION APPLICATION IN ONLINE LEARNING USING FUZZY-KNN Kharis, Selly Anastassia Amellia; Hertono, Gatot Fatwanto; Wahyuningrum, Endang; Yumiati, Yumiati; Irawan, Sam Rizky; Danial, T Ahmad; Saputra, Dimas Septian
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 17 No 2 (2023): BAREKENG: Journal of Mathematics and Its Applications
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol17iss2pp0969-0978

Abstract

Effective evaluation of student performance is crucial. Hence, many kinds of techniques are used such as statistics, physical examination and currently data mining techniques to evaluate student performance. Data mining techniques as known as Educational Data Mining (EDM) collect, process, report and used to find the unseen patterns in the student dataset. EDM uses machine learning techniques to dig out useful data from multiple levels of meaningful hierarchy. Various data from intelligent computer tutors, classic computer based educational systems, online classes, academic data in educational institution, and standar assesment can be process for EDM. This led universities include open and distance learning (ODL) to collect large volume of student and learning data in their learning management systems (LMS). Students in ODL are relatively familiar with LMS and many learning activities such as number of accessing materials, student participation in discussion forum recorded in LMS. The processes of using EDM to improve the quality of educational policy maker with data-based models have become a challange that institutions of higher education face today. Therefore, this study aims to design applications that predict student performance in online learning using machine learning techniques based on EDM. The machine learning technique used in this research is Fuzzy-KNN. Testing using Fuzzy-KNN produces an accuracy of 92.5%.
The Effectiveness of Problem-Based Learning Model on Students' Learning Independence and Mathematical Creative Thinking Abilities Aziza Khairu Rokhis; Maximus Gorky Sembiring; Endang Wahyuningrum
Bulletin of Science Education Vol. 5 No. 2 (2025): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v5i2.1807

Abstract

This study investigates the effectiveness of the Problem-Based Learning (PBL) model in fostering students’ learning independence and mathematical creative thinking skills. The research was conducted with seventh-grade students at SMP Negeri 2 Mesuji, Lampung, during the odd semester of the 2024/2025 academic year. The population comprised 216 students across seven classes, from which two classes were selected using cluster random sampling. A pretest–posttest control group design was employed. Data were collected through essay tests on the topic of social arithmetic and questionnaires assessing students’ learning independence. The data were analyzed using t-tests, N-Gain analysis, and one-proportion z-tests. The results indicate that the PBL model was more effective than conventional learning in enhancing both mathematical creative thinking and learning independence. The experimental group achieved a significantly higher average N-Gain score than the control group. Furthermore, over 60% of students in the experimental class attained a “good” category in learning independence after the intervention. Improvements in creative thinking indicators—fluency, flexibility, originality, and elaboration—were also more pronounced in the PBL group. These findings demonstrate that Problem-Based Learning not only improves students’ cognitive abilities but also cultivates essential learning dispositions such as independence and creativity. This research provides empirical support for the integration of student-centered learning models in mathematics education to promote higher-order thinking skills.
DISCO GAME BERBANTUAN CONGKLAK TERHADAP PENINGKATAN KERJA SAMA DAN PEMAHAMAN PEMBAGIAN SISWA KELAS II SD DI DESA KEMANTRAN Rosyidi, Ali; Mastur, Zaenuri; Wahyuningrum, Endang
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 23 No 2 (2023)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v23i2.18838

Abstract

Tujuan penelitaian ini adalah 1) menganalisis keefektifan model pembelajaran disco game berbantuan congklak terhadap peningkatan pemahaman konsep pembagian siswa; dan 2) menganalisis penerapan model pembelajaran disco game berbantuan congklak terhadap peningkatan  pemahaman konsep pembagian  ditinjau dari  kerja sama siswa. Teknik pengambilan sample dengan cluster random sampling. Jenis penelitian ini adalah quasi eksperiment. Penelitian ini dilakukan pada peserta didik kelas II tahun pelajaran 2022/2023 dengan jumlah 25 siswa di kelas eksperimen dan 28 siswa di kelas kontrol. Kelas eksperimen menerapkan disco game berbantuan media congklak dan kelas kontrol menerapkan strategi pembelajaran ekspositori. Instrumen yang digunakan dalam penelitian adalah lembar observasi, dan tes. Pengambilan data dilakukan dengan cara pengamatan, tes dan dokumentasi. Analisis data dengan deskriptif kuantitatif.Hasil penelitian menunjukkan hasil untuk one sample t test, independent sample t – test, dan paired t test mendapatkan nilai p value masing-masing  0.000, 0,001, dan 0,000. Dengan demikian disco game berbantuan media congklak lebih efektif dalam meningkatkan kerja sama dan pemahaman pembagian daripada strategi pembelajaran ekspositori.Kata kunci : disco game, media congklak, pembagian. ABSTRACTThe purposes of this study were 1) to analyze the effectiveness of the congklak-assisted disco game learning model towards increasing students' understanding of the concept of division; and 2) analyzing the application of the congklak-assisted disco game learning model to increase understanding of the concept of division in terms of student cooperation. Sampling technique used cluster random sampling. This type of research is a quasi-experimental (quasi-experimental). This research was conducted on class II students for the 2022/2023 academic year with a total of 25 students in the experimental class and 28 students in the control class. The experimental class applies the disco game with the help of congklak media and the control class applies the expository method. The instruments used in the study were observation sheets and tests. Data collection was carried out by means of observation, tests and documentation. Data analysis used quantitative descriptive. The results showed that the results for the one sample t-test, independent sample t–test, and paired t-test obtained p values of 0.000, 0.001 and 0.000 respectively. Thus the disco game assisted by congklak media is more effective in increasing cooperation and understanding of division than the expository method.Keywords: disco game, congklak media, division
Pengembangan Modul Berbantuan Aplikasi Desmos Dan Penerapannya Dalam Pembelajaran Pbm Untuk Meningkatkan Kemampuan Komunikasi Dan Representasi Matematis Siswa Kelas Ix Syibli, Muhammad Alif; Prastiti, Tri Dyah; Wahyuningrum, Endang
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i9.8524

Abstract

This study aims to develop a Desmos-assisted module and implement it through Problem-Based Learning (PBM) to improve the mathematical communication and representation skills of ninth-grade students. The research employed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Validation by three experts resulted in an average validity score of 90.42%, indicating that the module is highly valid. Student response questionnaires yielded an average score of 4.03 out of 5, suggesting that the module is practical to use. Student improvement was measured through pretests and posttests. The average pretest scores for communication and representation skills were 66.93 and 63.41, respectively, which increased to 92.39 and 90.72 in the posttest. The N-Gain score of 0.78 indicates a high level of improvement. These results show that using the Desmos-assisted module in PBM is effective in enhancing students’ mathematical communication and representation skills. Therefore, the developed module is feasible for use in mathematics learning at the ninth-grade level.
Geometry from Coastal Life: a grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Journal of Advanced Sciences and Mathematics Education Vol 5, No 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Co-Authors Abdul Mujib Ali Mahmudi Ali Rosyidi Ali, Sahri Antonius Situmorang Ardi Dwi Susandi Ardiansyah Ardiansyah Ardiansyah Ayi Darmana Aziza Khairu Rokhis Bahrul Ilmi Bonyah, Ebenezer Budi Pratikno Budi Pratikno, Budi Cecep Anwar Hadi Firdos Santosa D. Dafik Danial, T Ahmad Dewi Fatimah Didi Suhendi Disti Pratiwi Dwi Utami Edi Harapan Efendi Napitupulu Erni Erni Fanni Zulaiha Happy Karlina Marjo Hertono, Gatot Fatwanto Hobri Irawan, Sam Rizky Jackson Pasini Mairing Japar, Japar Jusniani, Nia Kartika Chrysti Suryandari Kartono - Kartono, Kartono Maman Rumanta Maximus Gorky Sembiring Moh. Fikri Bungel MUCHSINAN, KUN Muhammad Alif Syibli, Muhammad Alif Muhammad Fakhri Azhari Murni, Fitri Ningsih, Ari Yunita Novi Paryanti Pradestya, Rakha Pratiwi, Alfiah Dian Pratiwi, Disti Ratih Sugiyanti Retno Winarni Retno Winarni Riska Septian Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rosyidi, Ali Sandra Sukmaning Adji Saputra, Dimas Septian Sari, Vini Kartika Selly Anastassia Amellia Kharis Setiyo, Setiyo Siti Julaeha Siti Munawaroh Sucipto Sucipto Sudirman Sudirman Sukestiyarno, YL. Sulastri Sulastri Tasrip Rudiono Tri Dyah Prastiti Wijayanti, Nina Yani Rohaeni Yuli Kurniyawati Yumiati Zaenuri Mastur Zaenuri Mastur Zulkifli .