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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Tadris: Jurnal keguruan dan Ilmu Tarbiyah International Journal of Nusantara Islam AKSIOMA Risâlah, Jurnal Pendidikan dan Studi Islam Al-Hayat: Journal of Islamic Education JURNAL PENGABDIAN KEPADA MASYARAKAT Triple S (Journals of Mathematics Education) JURNAL PENDIDIKAN TAMBUSAI Teorema: Teori dan Riset Matematika SAP (Susunan Artikel Pendidikan) Journal of Authentic Research on Mathematics Eduacation (JARME) Journal of Social Science Journal of Industrial Engineering & Management Research (JIEMAR) Vivabio : Jurnal Pengabdian Multidisiplin Jurnal Math-UMB.EDU International Journal of Educational Research and Social Sciences (IJERSC) Mosharafa: Jurnal Pendidikan Matematika Dimensi Matematika : Jurnal Pendidikan dan Pembelajaran Matematika Plusminus: Jurnal Pendidikan Matematika Journal of Instructional Mathematics International Journal of Humanities Education and Social Sciences Jurnal Pusat Inovasi Masyarakat International Journal Of Science Education and Technology Management (IJSETM) Edukasia: Jurnal Pendidikan dan Pembelajaran Uninus Journal of Mathematics Educations and Science (UJMES) PERISAI: Pendidikan dan Riset Ilmu Sains Journal of Social Science Al-'Adad: Jurnal Tadris Matematika Jurnal Manajemen Pendidikan Islam SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika International Journal of Nusantara Islam
Usep Kosasih
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN SELF EFFICACY SISWA MELALUI MODEL PEMBELAJARAN PROBLEM-BASED LEARNING (PBL) Fahya Annisatun*; Fifi Fusfita; Usep Kosasih; Anisa Umi Kulsum; Marsela Devanka; Rianti Cahyani
PERISAI: Jurnal Pendidikan dan Riset Ilmu Sains Vol. 2 No. 2 (2023): Juni Jurnal Perisai
Publisher : LPPM - Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/perisai.v2i2.283

Abstract

Penelitian ini dilakukan untuk mengatasi permasalahan rendahnya berpikir kritis dan kepercayaan diri siswa. Kajian ini bertujuan untuk menentukan peningkatan kemampuan berpikir kritis matematika dan self-efficacy. Problem-Based Learning (PBL) diterapkan sebagai solusi membantu siswa dalam pembelajaran matematika memahami konten, menganalisis konsep, merencanakan strategi perhitungan, dan menyimpulkan dengan tepat dalam memecahkan masalah. Jenis pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan metode quasi-eksperimental dan desain penelitian Nonequivalent (Pretest dan Posttest) Control-Group Design. Subjek dalam penelitian ini adalah siswa kelas VII SMPN 1 Tegalwaru, Kota Purwakarta pada tahun akademik 2022/2023. Kelas VII B sebagai kelas eksperimen dan kelas VII E sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes deskripsi untuk mengukur hasil belajar dan kuesioner untuk mengukur self-efficacy siswa. Teknik analisis data dalam penelitian ini menggunakan analisis kuantitatif berupa uji statistik.  Hasil yang diperoleh dari penelitian ini yaitu Kemampuan berpikir kritis peserta didik melalui model pembelajaran Problem-based learning (PBL) meningkat, sehingga berpotensi mampu mengatasi rendahnya beripir kritis siswa.
Analisis Kemampuan Berpikir Matematis Siswa pada Pembelajaran Aritmatika Sosial Ditinjau dari Model Pembelajaran dan Self Efficacy Siswa Nandang Arif Saefuloh; Wahyudin Wahyudin; Sufyani Prabawanto; Usep Kosasih; Samnur Saputra; Deti Ahmatika; Iden Rainal Ihsan
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2 (2023): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v14i2.15950

Abstract

The main problem in this study is students' ability to think mathematically in solving mathematical problems in learning social arithmetic in their class through minimum guidance-based learning (PBL and DL). This research uses a mixed method to look at the description of students' mathematical thinking abilities and the tendency of these abilities based on students' self-efficacy levels. The results showed that the increase in students' mathematical thinking skills at each level of low self-efficacy based on n-gain calculations. In addition, there is no significant difference in the scores for improving students' mathematical thinking skills based on the learning model and the level of self-efficacy. There is no significant interaction between the Learning Model and the Level of Self-efficacy in determining the increase in the average score of students' mathematical thinking abilities. Other findings show that students with low self-efficacy tend to have limitations in the ability to think mathematically in the process of conjecture and convincing. On the other hand, students with moderate and high self-efficacy have more complete mathematical thinking abilities, including specialization, generalization, conjecture, and convincing. However, in the process of conjecture and convincing, two sub-processes are found, namely knowledge modification using factual knowledge, contextual tools, or substantive thinking, as well as the process of selecting relevant information in solving problems. Therefore, the two groups are divided into four groups based on the way students use conjecture and convincing mathematical thinking abilities, namely: (1) students use specialization mathematical thinking skills based on the knowledge learned from the teacher, (2) students use specialization mathematical thinking abilities based on knowledge acquired in everyday life, (3) students use convincing mathematical thinking abilities by examining the formula used or based on knowledge learned from the teacher, and (4) students use convincing mathematical thinking abilities based on the knowledge obtained in everyday life (factual knowledge).
Model Brain-Based Learning dan Discovery Learning terhadap Kemampuan Berpikir Reflektif Matematis Siswa MTs Lilis Susanti; Usep Kosasih; Fani Fadilawati; Tiara Indriani
Plusminus: Jurnal Pendidikan Matematika Vol 3, No 2 (2023)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v3i2.3004

Abstract

Masalah rendahnya kemampuan berpikir reflektif matematis siswa perlu dipecahkan. Penelitian ini bertujuan menganalisis peningkatan kemampuan pemikiran reflektif matematika siswa yang belajar menggunakan model Brain-based Learning dan Discovery Learning. Metode penelitian yaitu eksperimen dengan pretest dan posttest tak ekuivalen. Penelitian dilakukan di salah satu Sekolah Menengah Pertama Islam di Kota Sumedang. Populasi penelitian yaitu seluruh siswa kelas VIII, dengan sampel kelas VIII A (kelas eksperimen) dan kelas VIII B (kelas kontrol). Data diperoleh dari tes pemikiran reflektif matematika dan kuisioner siswa. Hasil analisis menunjukkan bahwa peningkatan keterampilan pemikiran reflektif matematika siswa yang belajar menggunakan model Brain-Based Learning lebih baik daripada mereka yang belajar menggunakan model Discovery Learning. Siswa juga memberikan tanggapan positif terhadap penggunaan Brain-based Learning. Model Brain-Based Learning dapat menjadi alternatif dalam meningkatkan keterampilan pemikiran reflektif matematika siswa.The problem of low students' mathematical reflective thinking skills needs to be solved. This study aims to analyze the increase in students' mathematical reflective thinking skills who learn to use Brain-based Learning and Discovery Learning models. The research method is experimentation with non-equivalent pretest and posttest. The research was conducted at one of the Islamic Junior High Schools in Sumedang City. The research population was all students of class VIII, with samples from class VIII A (experimental class) and class VIII B (control class). The data were obtained from tests of mathematical reflective thinking and student questionnaires. The results of the analysis show that the improvement of students' mathematical reflective thinking skills who learn to use the Brain-Based Learning model is better than those who learn to use the Discovery Learning model. Students also gave positive responses to the use of Brain-based Learning. The Brain-Based Learning model can be an alternative to improving students' mathematical reflective thinking skills. 
GAME-BASED LEARNING: MATH TRAIN TRACK PADA PEMBELAJARAN GRADIEN Usep Kosasih; Farhan Maulana Muslim; Samnur Saputra; Deti Ahmatika
Jurnal Math-UMB.EDU Vol. 10 No. 2 (2023): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v10i2.4682

Abstract

Matematika merupakan mata pelajaran wajib yang ada di setiap jenjang sekolah, mulai dari SD, SMP, SMA, SMK, hingga perguruan tinggi. Faktanya, dari hasil wawancara pendidik matematika SMP, pada umumnya mata pelajaran matematika masih dianggap sulit dipahami karena matematika berhubungan dengan hal abstrak salah satunya pada sub materi gradien. Tujuan dari penelitian ini yaitu untuk mengetahui hasil validasi, dan desain pembelajaran dari desain pembelajaran Persamaan Garis Lurus berbasis Math Train Track. Pendekatan penelitian yang digunakan yaitu Research and Development (R&D), dengan model Design Research (DR) dan Desain penelitian menggunakan Formative Evaluation, dengan subjek penelitian pendidik dan pakar pendidikan matematika sebagai validator, dan peserta didik kelas VIII. Instrumen yang digunakan yaitu hasil validasi dari expert review (pakar pendidikan matematika) dan one-to-one (pendidik matematika). Dari hasil validasi yang dilakukan validator didapat bahwa Math Train Track layak untuk diuji coba tanpa revisi. Kata Kunci: Game-Based Learning, Math Train Track, Media Pembelajaran, Gradien.
Stufflebeam's Model Application of Education Management Information Systems (EMIS) in Improving the Quality of Learning Services Heri Kuswara; Engkus Kuswarno; Ahmad Mudrikah; Usep Kosasih
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 6 No 1 (2021): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v6i1.1311

Abstract

Advances in science and information technology have changed the perspective and lifestyle of the Indonesian people in carrying out their activities, including in the world of education. The application of the Education Management Information System (Emis) today is a must for every educational institution. In learning, the application of Emis is expected to improve the quality of learning services which in turn will improve the quality of teachers and students, especially in the field of Information Technology. The four basic management functions put forward by Terry are Planning, Organizing, Actuating and Controlling (POAC), the dimensions of service quality created by Haksever et al., As well as the program evaluation model developed by Stufflebeam (Stufflebeam's Model) or CIPP Model, Becomes theoretical basis as an analysis knife or the framework of ideas used to analyze, synthesize and provide solutions for the application of Emis in SMA and SMK Ma'arif Banyuresmi Garut in improving the quality of learning services. The implementation of Emis in SMA and SMK Ma'arif starts with the creation of a strategic plan for learning Emis, the formation of an IT team and a letter of assignment, budget provision, preparation and procurement of learning media for Emis, preparation of Standard Operating Procedures (SOP), socialization and training on the use of Learning Emis, Implementation of Learning Emis, Evaluation of the application of Learning Emis and the impact of the application of Learning Emis on the quality of learning services and on the quality of teacher human resources and the quality of student human resources
Teacher Performance Management in Improving Islamic Religious Education (IRE) Lesson Learning Een Nurjannah; Engkus Kuswarno; Ahmad Mudrikah; Usep Kosasih
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 6 No 2 (2021): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v6i2.1312

Abstract

The management of teacher performance coaching is very important as a hard effort to improve teacher performance, especially in the learning process. PAI teacher performance coaching which is carried out in a planned and structured manner by implementing management functions will improve the quality or quality of PAI teacher learning itself and in the end, will improve student achievement as learning citizens. Teacher performance coaching carried out at SMPN 13 and SMPN 22 Bandung, has generally been well implemented with reference to the vision and mission, as well as the goals that must be realized. Based on the results of research findings on all aspects of management functions from planning, organizing, implementing and controlling as well as security factors and efforts to overcome the problem of increasing learning through management of teacher performance coaching have been implemented in the daily work activities of teachers in schools, especially in Islamic Studies subjects optimal. Thus, it is very important to discuss the findings of this study. Some things that become notes in the future for improving the management of Islamic education teacher performance coaching by PAIS supervisors and school principals are focused on fostering work ethics, building morals, and teacher character. This is very important to do as an effort to create teachers who are not only smart and creative but also have great character and have great character.
MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI PEMBELAJARAN DENGAN PENDEKATAN OPEN-ENDED Usep Kosasih; Tatang Mulyana
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 1, No 2 (2013)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v1i2.49429

Abstract

Abstrak: Penelitian ini bertujuan untuk menelaah peningkatan kemampuan berpikir kreatif dan komunikasi matematis siswa yang mendapatkan pembelajaran dengan pendekatan open-ended dan konvensional, interaksi antara pembelajaran yang digunakan dengan kategori kemampuan siswa dalam hal kemampuan berpikir kreatif dan komunikasi matematis siswa, serta sikap siswa terhadap pembelajaran dengan pendekatan open-ended. Desain penelitian ini adalah kuasi eksperimen dengan kelas kontrol tes awal dan tes akhir. Populasi penelitian ini adalah seluruh siswa SMP Negeri 1 Baleendah dengan sampel penelitian siswa kelas VII sebanyak dua kelas yang dipilih secara purposif. Kelas eksperimen memperoleh pembelajaran dengan pendekatan open-ended dan kelas kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan komunikasi matematis, dan skala sikap siswa. Analisis data dilakukan secara kuantitatif dan kualitatif. Analisis kuantitatif dilakukan terhadap data tes awal dan gain ternormalisasi kemampuan berpikir kreatif dan komunikasi matematis, serta terhadap data tes kedua kelas dilakukan uji perbedaan rerata antara dua populasi dan ANOVA dua jalur. Analisis kualitatif dilakukan untuk menelaah sikap siswa terhadap pembelajaran dengan pendekatan open-ended. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kreatif dan komunikasi matematis siswa yang mendapatkan pembelajaran dengan pendekatan open-ended lebih baik daripada siswa yang mendapatkan pembelajaran konvensional, terdapat suatu interaksi antara pembelajaran yang digunakan dengan kategori kemampuan (tinggi, sedang, dan rendah) siswa dalam hal kemampuan berpikir kreatif dan komunikasi matematis, secara umum siswa bersikap positf terhadap pembelajaran dengan pendekatan open-ended. Abstract: This study aims to examine the enhancement of creative thinking and communication skills of students who have learning mathematical open-ended approach and conventional, the interaction between the learning ability of students to use the categories in terms of creative thinking skills and mathematical communication students, and students' attitudes toward open-ended learning approach. The study design was quasi experimental with the initial test and control final test. The study population was all students one of the first secondary school in Bandung regency. Two classes was chosen as the study sample. Obtain experimental class learning with open-ended approach and gain control of a class of conventional learning. To obtain research data used in the form of the test instrument the ability to think creatively and mathematical communication, and student attitude questionnaire. Data analysis was carried out quantitatively and qualitatively. Quantitative analysis performed on the initial test data, and the normalized gain the ability to think creatively and mathematical communication, as well as to both classes of test data performed the mean difference test between the two populations and two-ways ANOVA. Qualitative analysis performed to examine students' attitudes toward learning with open-ended approach. The results showed that an increase in creative thinking and communication skills students gain mathematical learning with open-ended approach is better than students who received conventional learning, there is an interaction between the learning ability that is used by category (high, medium, and low) in terms of student creative thinking skills and mathematical communication, the general attitude of students towards learning positf with open-ended approach.
Management of Character Education in the Development of Leading High School Students Zainal Ilmi; Ulfiah Ulfiah; Sayid Muhammad Rifqi Noval; Usep Kosasih
International Journal of Nusantara Islam Vol 7, No 2 (2019): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v7i2.12582

Abstract

This research entitled "Character Education Management in the Development of High School Students' Noble Morals (Qualitative Descriptive Study in SMAN 1 and SMA Islam Qardhan Hasana Kota Banjar Baru)". This study aims to determine and analyze: (1) Planning, (2). Organizing (3). Implementation (4). Evaluation (5). Barriers to implementation (7) Solutions to implementation problems. Three important foundations are used in this research, including theological, philosophical, and six value systems. The theories that underlie this research are management theory and quality theory. This research uses a qualitative approach with descriptive methods. Data collection was carried out by triangulation techniques using interviews, document study, and field observations. With research subjects the principal, teacher. Data analysis was carried out through data reduction, data presentation, and conclusions. The main findings of this study were: (1) The planning of character education in the development of noble character in high school has been structured quite well and systematically, but its implementation still faces several obstacles, namely human resources (2). Organizing has been running according to the program with the same principles of understanding, responsible commitment, although not yet supported by adequate job analysis. (3) Implementation has gone well. However, it has not paid attention to the resources owned. (4) Evaluation according to the school work program in the future, however, it has not been followed up with innovative programs that are in accordance with the needs. (5) Obstacles in implementation can be implemented although not evenly distributed (7) . Solutions in implementation can be done to overcome obstacles through a process of coaching and development. Recommendations for this study were conveyed to various parties, including the Principal, so that planning was supported by adequate teacher resources. Organizing should first conduct a job analysis. Implementation should pay attention to the resources owned in order to achieve targets effectively and efficiently. Evaluation is recommended to pay attention to the results obtained during the implementation so that the program is sustainable. It is recommended that teachers continue to improve competencies, both pedagogical, social, personal and professional competencies.
Pengembangan Modul Ajar Sistem Persamaan Linear Berbasis Proyek Terkait Kemampuan Pemecahan Masalah Leni Apriyanti; Yayu Laila Sulastri; Deti Ahmatika; Dini Cahya Aprilani; Usep Kosasih
SAP (Susunan Artikel Pendidikan) Vol 8, No 2 (2023)
Publisher : Universitas Indraprasta PGRI Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v8i2.17320

Abstract

This research was moved by the lack of learning tools that suit students' needs and the low problem solving abilities of students in linear equation systems material. This is the main justification behind the need to develop a teaching module for systems of linear equations that is related to problem solving abilities. This research aims to determine the validity, practicality and effectiveness of the teaching modules developed. This research was carried out in class A-1 of the Nusantara Islamic University Mathematics Education Study Program for the 2022/2023 academic year. This study expects to decide the validity, practicality, and effectiveness of the created educating modules. This examination technique is called plan research with the Plomp model. The information sources in this study are expert validators and students. The data collection instruments used were expert validation sheets, practicality questionnaire sheets, and formative assessment sheets consisting of problem-solving ability tests, affective questionnaires, observations in the affective domain and the psychomotor domain. This information is analysed using percentages outlined based on qualifications. Based on the tests carried out, it can be concluded that the teaching module developed is valid, practical and very effective.
Model Brain-Based Learning dan Discovery Learning terhadap Kemampuan Berpikir Reflektif Matematis Siswa MTs Susanti, Lilis; Kosasih, Usep; Fadilawati, Fani; Indriani, Tiara
Plusminus: Jurnal Pendidikan Matematika Vol. 3 No. 2 (2023): Juli
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v3i2.1347

Abstract

Masalah rendahnya kemampuan berpikir reflektif matematis siswa perlu dipecahkan. Penelitian ini bertujuan menganalisis peningkatan kemampuan pemikiran reflektif matematika siswa yang belajar menggunakan model Brain-based Learning dan Discovery Learning. Metode penelitian yaitu eksperimen dengan pretest dan posttest tak ekuivalen. Penelitian dilakukan di salah satu Sekolah Menengah Pertama Islam di Kota Sumedang. Populasi penelitian yaitu seluruh siswa kelas VIII, dengan sampel kelas VIII A (kelas eksperimen) dan kelas VIII B (kelas kontrol). Data diperoleh dari tes pemikiran reflektif matematika dan kuisioner siswa. Hasil analisis menunjukkan bahwa peningkatan keterampilan pemikiran reflektif matematika siswa yang belajar menggunakan model Brain-Based Learning lebih baik daripada mereka yang belajar menggunakan model Discovery Learning. Siswa juga memberikan tanggapan positif terhadap penggunaan Brain-based Learning. Model Brain-Based Learning dapat menjadi alternatif dalam meningkatkan keterampilan pemikiran reflektif matematika siswa. The problem of low students' mathematical reflective thinking skills needs to be solved. This study aims to analyze the increase in students' mathematical reflective thinking skills who learn to use Brain-based Learning and Discovery Learning models. The research method is experimentation with non-equivalent pretest and posttest. The research was conducted at one of the Islamic Junior High Schools in Sumedang City. The research population was all students of class VIII, with samples from class VIII A (experimental class) and class VIII B (control class). The data were obtained from tests of mathematical reflective thinking and student questionnaires. The results of the analysis show that the improvement of students' mathematical reflective thinking skills who learn to use the Brain-Based Learning model is better than those who learn to use the Discovery Learning model. Students also gave positive responses to the use of Brain-based Learning. The Brain-Based Learning model can be an alternative to improving students' mathematical reflective thinking skills.
Co-Authors Abdul Hamid Abdul Wahid Acep Tanto Achamd Mudrikah Achmad Mudrikah Achmad Mudrikah Achmad Mudrikah ade sopiati Ahmad Mudrikah Ahmatika, Deti Ahmatika, Deti Amanda, Raina Afiana Anisa Umi Kulsum Apriyanti, Leni Aqilah, Nur Auliya, Selma Bana Goerbana Kartasasmita Cahyani, Riyanti Dadang Muliawan Devi Ambarwati Dhelianur Komala Sari Didin Wahidin Dini Cahya Aprilani Edo Prasetyo Een Nurjannah Egi Ahmad Supriadi Elsa Elsa Encar, Euis Engkus Kuswarno Engkus Kuswarno Fadilah, Irma Mardiyati Fadilawati, Fani Fadlurrochman, Rizqon Fuadi Fahruroji Fahruroji Fahya Annisatun* Fani Fadilawati Farhan Maulana Muslim Fifi Fusfita Gita, Tarisa Wirahma Heri Kuswara Heru Sujiarto Hilda Rahmawati, Ajeng Ajeng Hilman Farouq Ghoer Iden Rainal Ihsan Iim Wasliman Irgiana, Muhammad Isna Fitriana Iswara, Devina Kristanti, Kantika Kusumaningtyas, Saarah Kusumaningtyas, Sarah Leni Apriyanti Lilis Fatimah Lilis Susanti Lilis Susanti, Lilis Lira, Wanda Lukman Al Hakim Luqmanul Hakim Lutfiana, Fira Aini Mahdiati, Lia Makiah, Umi Makmur Solahudin Makmur Solahudin Makmur Solahudin Makmur Solahudin Makmur Solahudin Mardiana, Dinny Marlina, Rani Marsela Devanka Marwan, Silmi Aulia Maulina, Dhita Nur Mudrikah, Achmad Muhamad Azi Abdul Aziz Muhammad Hilmy Ramdhani Mulia, Silviani Mutmainnah, Sofidatul N. Nurjanah Nabila, Hilya Aulia Nandang Arif Saefuloh Nazmi Gita Pertiwi Nazwa, Ainun nur, sarah Nurhayani, Sindi Nurina Wulan Sabila Nurjanah Nurjanah Nurjanah Nurjanah Nurjanah Nurmaulani, Annisai Pertiwi, Nazmi Gita Piliang, Anita Safitri Rahman, Sidiq Aulia Ramandhita, Annisa Tri Rani Sumiati Hasanah Ratnasari, Rika Rianti Cahyani Rianti Cahyani Rika Farida Rina Kusumahati Risma Ardiwianti Saefuloh, Nandang Arif Saputra, Samnur Satata Sunggoro Sauri, R Supyan Sayid Muhammad Rifqi Noval Shekhawati, Novia Nur Sidiq Aulia Rahman Sri Satata Sufyani Prabawanto, Sufyani Suhaimi, Ahmad Sujiarto, Heru Sumartana, Ammar Hanif Sutaryat Trisnamansyah Sutaryat Trisnamansyah Tatang Mulyana Tiara Indriani Tiara Indriani Ulfiah Ulfiah Ulfiah Ulfiah Ulfiah Ulpah, Mira Wahidin, Didin Wahyuni, Nurhopipah Wahyuni, Windi Windi Wahyuni Yayu Laila Sulastri Yeni Sulastri Yufi Mohammad Nasrullah, Yufi Mohammad Zainal Ilmi