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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) EDU-MAT: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran INSPIRAMATIKA JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal Pendidikan Matematika (JPM) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Al-Ta'lim MEJ (Mathematics Education Journal) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) JPIn : Jurnal Pendidik Indonesia Reforma: Jurnal Pendidikan dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika GANESHA: Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Research and Development in Education (RaDEn) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Abdimas Mandalika Journal of Teaching and Learning Mathematics (JTLM) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Tadris Matematika (JTMT) Riemann : Research of Mathematics and Mathematics Education Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jati Emas (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Prismatika: Jurnal Pendidikan dan Riset Matematika Jurnal Didaktik Matematika
Alfiani Athma Putri Rosyadi
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Students' mathematical errors in solving literacy and numeracy problems Rosyadi, Alfiani Athma Putri; Kafifah, Anisa; Cholily, Yus Mochamad; Inganah, Siti
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10464

Abstract

Numeracy literacy constitutes one of the core domains evaluated in an assessment administered by the Ministry of Religious Affairs, referred to as AKMI. This assessment functions as a comprehensive diagnostic tool to identify students’ proficiencies and deficiencies across three key literacy areas: reading, numeracy, and science. This study employed a descriptive qualitative approach, with fifth-grade students as the subjects. The research instruments included a mathematics ability test, a literacy and numeracy assessment, and semi-structured interview guidelines. The students’ problem-solving processes were analyzed through four stages: understanding the problem, devising a plan, executing the plan, and evaluating the solution. Findings revealed that students with low mathematical ability frequently encountered difficulties in the planning, execution, and evaluation stages, which collectively accounted for 29.4% of the total errors. A smaller proportion (5.88%) struggled with understanding the problem, while another 5.88% did not exhibit notable errors. Students with moderate ability demonstrated errors in the planning, execution, and evaluation phases, each contributing 25% to the overall errors; however, they showed no difficulty in identifying knowns and unknowns in the problems. High-ability students generally solved the problems without major issues, with 62.5% of their responses being accurate and error-free. Geometry-related problems posed the greatest challenge across all ability levels, resulting in a higher incidence of errors.
Analysis of Mathematical Communication Skills of Grade X MA Students on the Material of Trigonometric Function Graphs Aided by Geogebrabook Yustiani, Novita Rizki; Rosyadi, Alfiani Athma Putri; Cholily, Yus Mochamad
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15489

Abstract

Mathematics is a supporting science for other branches of science as a medium for communicating mathematical problem solving. One of the abilities that must be possessed by students is the ability to communicate in trigonometry material. In this research, only 36.7% of students correctly identified the transformation of trigonometric function graphs in question number 9. However, there were some students whose explanations were not precise because their understanding of the material was not correct.. The purpose of this study is to analyze the mathematical communication skills of grade X MA students in the material of trigonometric function graphs. In this research, a qualitative research type with a descriptive approach is used. The test of mathematical communication ability in writing is in the form of a test that is done independently and tested on 6 students with a group of 2 high ability students, 2 medium ability students, and 2 ability students with the need for further guidance. While the test of mathematical communication skills orally answered together through the interview method. The significance of this research is the students become more focused in learning because students are instructed to do activities by shifting the slider so that the intended graph is formed according to the instructions of the given problem. The conclusion drawn from the results of the research conducted is that mathematical communication in the material of trigonometric function graphs is relatively low, both in writing and orally. This is based on the percentage in the analysis test of mathematical communication skills in writing where students answered 10 out of 18 items had below 50% incorrect written response rates, compared to 8 other items that students could answer correctly with a score above 50%, while in the oral mathematical communication ability analysis test there are still misconceptions in every question asked. This is based on this research data that some students still answer the items incorrectly.
Development of mathematical monopoly game to improve mathematical communication ability Rosyadi, Alfiani Athma Putri; Wardani, Shafanda Setya; Cholily, Yus Mochamad
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): 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.v16i1.27011

Abstract

Purpose: This study aimed to design and develop a math monopoly board game as a learning tool to boost students’ mathematical communication skills. The motivation for this research comes from the need to improve both written and oral communication abilities in mathematics among middle school students. Method: The research followed a research and development (R&D) approach using the ADDIE model, which includes the phases of Analysis, Design, Development, Implementation, and Evaluation. The math monopoly game was created and validated by experts in the field, and then tested with eight eighth-grade students from SMP Muhammadiyah 09 Gondanglegi, selected using purposive sampling. Data were collected using validation sheets, questionnaires, and interview guides. The effectiveness of the game was assessed using descriptive statistics and paired sample t-tests to measure students’ mathematical communication before and after the intervention. Findings: The findings showed that the developed monopoly game was highly valid and practical as a learning medium according to both experts and students. Playing the game led to a significant improvement in students’ written mathematical communication, as seen in their increased test scores after using the game. However, there was little change in students’ oral mathematical communication, suggesting that simply playing the game is not enough to foster verbal interaction, and that additional support from teachers during play is important. Significance: This research highlights the potential of game-based learning to make mathematics lessons more engaging and to improve students’ ability to express mathematical ideas in writing. It also points out the need for teacher involvement and further strategies to help students improve their oral communication in mathematics.
Development of "LELI" Application to Enhance Mathematics Critical Thinking of Quality Generations in Society 5.0 Era Rosyadi, Alfiani Athma Putri; Aulia Firdaus Azzahra; Meisya Andjani Nagaya Dara; Vina Ananda Aprilia
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.17347

Abstract

Students' mathematical critical thinking skills are one of the important competencies that need to be developed to face the challenges of the Society 5.0 era. However, conventional learning, which is less interactive, is often an obstacle to improving these abilities. This study aims to develop an interactive learning application called "LELI" to enhance junior high school students' mathematical critical thinking skills in the context of integer material. This type of research is a development approach utilizing the Research and Development (R&D) method in conjunction with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of this study were grade VII junior high school students in the Merdeka Curriculum. Data collection techniques included observation, unstructured interviews, and tests. Data collection instruments used expert validation sheets, student response questionnaire sheets, and pre-tests and post-tests. The results showed that the "LELI" application was valid (77%), very practical (95.95%), and effective in improving critical thinking skills, with the average student score increasing from 65% (good) to 85% (very good). Based on the results obtained, the "LELI" application is valid, practical, and effective in improving the critical thinking skills of junior high school students in learning mathematics on integer material. These findings suggest that the "LELI" application can be a strategic solution for educators to enhance critical mathematical thinking skills in alignment with the demands of the Society 5.0 era. Abstrak Kemampuan berpikir kritis matematis siswa menjadi salah satu kompetensi penting yang perlu dikembangkan untuk menghadapi tantangan era Society 5.0. Namun, pembelajaran konvensional yang kurang interaktif seringkali menjadi kendala dalam meningkatkan kemampuan tersebut. Penelitian ini bertujuan untuk mengembangkan aplikasi pembelajaran interaktif bernama "LELI" untuk meningkatkan kemampuan berpikir kritis matematis siswa SMP pada materi bilangan bulat. Jenis penelitian ini adalah pengembangan menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian ini adalah siswa kelas VII SMP pada kurikulum merdeka. Teknik pengumpulan data berupa observasi, wawancara secara tidak terstruktur, dan tes. Instrumen pengumpulan data menggunakan lembar validasi ahli, lembar angket respon siswa, serta pre-test dan post-test. Hasil menunjukkan aplikasi "LELI" valid (77%), sangat praktis (95,95%), dan efektif meningkatkan kemampuan berpikir kritis, dengan score rata-rata siswa meningkat dari 65% (baik) menjadi 85% (sangat baik). Berdasarkan hasil yang diperoleh, maka aplikasi "LELI" valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir kritis siswa SMP pada pembelajaran matematika materi bilangan bulat. Temuan ini menunjukkan bahwa aplikasi “LELI” dapat menjadi solusi strategis bagi para pendidik untuk meningkatkan kemampuan berpikir kritis matematis yang sejalan dengan tuntutan era society 5.0.
ANALYSIS OF VERBAL MATHEMATICAL COMMUNICATION IN OPEN-ENDED PROBLEM SOLVING Susilowati, Indri; Yus Mochamad Cholily; Alfiani Athma Putri Rosyadi; Akhsanul In'am
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3321

Abstract

The ability to communicate mathematical ideas orally is crucial for studying mathematics. One way to measure oral communication skills is by presenting an open-ended problem to students. This study aims to illustrate how students solve open-ended issues using oral mathematical communication skills. The methodology is a qualitative descriptive study; the subject of the research is grade VIII junior high school students with low, medium, and high levels of mathematical ability to communicate when working on open-ended problems. From this study, students who have a low level of communication ability have not met all the indicators optimally, because the understanding of symbols and their use is still weak. Students in the medium level that satisfy the markers of mathematical communication, because the notation used is appropriate and consistent and students can provide concise, clear, and thorough explanations. Students with high categories meet all indicators very well, because they are able to use complete and accurate mathematical symbol and students can provide concise, clear, and reflective explanations. Students in lower categories' have not fully satisfied all of the requirements for mathematical communication. The medium-level pupils satisfy the requirements for mathematical communication. Students with high categories meet all mathematical communication indicators very well.
Analysis of Mathematics Learning Based on Minimum Competency Assessment in the 2013 Curriculum at SMP Muhammadiyah 1 Malang Oktaviana, Rani; Effendi, Moh. Mahfud; Rosyadi, Alfiani Athma Putri
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 4 (2023): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i4.1195

Abstract

Kementerian Pendidikan dan Kebudayaan menciptakan Asesmen Kompetensi Minimum (AKM) sebagai pengganti Ujian Nasional. Dengan adanya AKM diharapkan siswa mampu mewujudkan kemampuan pemecahan masalah dan berpikir kritis. Penelitian ini menganalisis kesesuaian pembelajaran matematika berbasis AKM di SMP Muhammadiyah 1 Malang. SMP Muhammadiyah 1 Malang menggunakan kurikulum 2013 yang selaras dengan AKM. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif, dengan metode pengumpulan data yaitu dokumen, observasi, dan wawancara. Dengan tujuan penelitian ini maka hasil yang diperoleh dari penelitian ini adalah pembelajaran matematika di SMP Muhammadiyah 1 Malang sudah mengikuti AKM literasi dan numerasi, dilihat dari perangkat pembelajaran yaitu, RPP, RPS, buku media pembelajaran, dan website AKM, dan metode pembelajaran. Populasi yang digunakan adalah siswa kelas VII SMP Muhammadiyah 1 Malang. Sampel yang digunakan adalah 30 siswa kelas VIII. Penelitian ini menggunakan instrumen wawancara dan observasi. The Ministry of Education and Culture created the Minimum Competency Assessment (AKM) as a substitute for the National Examination. With the existence of AKM, it is hoped that students will be able to realize their problem-solving and critical-thinking skills. This research analyzes the suitability of AKM-based mathematics learning at SMP Muhammadiyah 1 Malang. Muhammadiyah 1 Middle School Malang uses the 2013 curriculum, which aligns with AKM. This research uses a descriptive method with a qualitative approach, with data collection methods, namely documents, observations, and interviews. With the aim of this research the results obtained from this research are that mathematics learning at SMP Muhammadiyah 1 Malang is following AKM literacy and numeracy, which is viewed from learning tools, namely, RPP, RPS, learning media books, and AKM websites, and learning methods. The population used was class VII students of SMP Muhammadiyah 1 Malang. The sample used was 30 class VIII students. This research uses interview and observation instruments.
Iptek berbasis masyarakat melalui program JIBAS (jaringan informasi bersama antar sekolah) dalam pengelolaan perpustakaan sekolah Putri Rosyadi, Alfiani Athma; Kusumawardana, Adi Slamet
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 4 No 2 (2021)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v4i2.9314

Abstract

Library is one of the learning resources that can be used by students to find the information needed. However, based on the result of observations obtained the fact that students are not attracted to the library because they have difficulty in finding the book they are looking for. This is because the management of books in the school still uses manual book data collection. Based on these problems, IT-based library management is one of the solutions offered. JIBAS is a network of school information systems that are integrated into assisting school management. One application that is available at JIBAS is SIMTAKA which is an application that helps schools manage data and library activities. The activity was started with the JIBAS program training by the Community Service Team. After the training, the activity continued with mentoring activities. This assistance was carried out in schools by testing the use of the JIBAS program in library management. The next activity is the implementation of the JIBAS program where partners have used the program in three months. The last activity is the reflection. In this activity, there is an exchange of information and experience during library management using the JIBAS program for three months. Suggestions for the next activity can be developed JIBAS for school finance and management.
Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics Effendi, Moh. Mahfud; In’am, Akhsanul; Rosyadi, Alfiani Athma Putri; Hamid, Abdul
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Independent learning is active, initiative and responsible student learning independently. Independent learning can be done in various contexts, where the teaching module is a learning guide. Independent learning requires self-confidence and cognitive strategies in achieving learning goals, and this is difficult to develop in a classroom-based curriculum. On this basis, the aim of this research is to analyze students' cognitive strategies and self-confidence, and determine the influence of cognitive strategies on students' self-confidence in classroom-based independent learning. To achieve the research objectives, the research location was SMAN 8 Malang City with 28 classes consisting of science, social studies and language programs. Meanwhile, the sample was class 12 of the science program which was chosen randomly. To obtain data about students' cognitive strategies and self-confidence, document, questionnaire and interview techniques were used. The data obtained was then analyzed using an interactive and quantitative qualitative approach with regression tests. Based on the results of the analysis, it was found that the use of cognitive strategies was relatively high, while the strategies used were repetition, organization and elaboration respectively. Students' self-confidence is also high, but students lack the courage to express opinions, lack self-concept, and lack responsibility. Simultaneously, this cognitive strategy influences self-confidence, with an influence level of 33.8%, but what has a significant influence is organizational strategy. So it can be said that independent learning is less suitable in implementing a class-based curriculum.         Keywords: classroom-based curriculum, cognitive strategies, independent learning, learning mathematics, self-confidence.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp285-299
Effectiveness of Laps-Heuristic Learning With An Open-Ended Approach on Critical Thinking Ability Baiduri, Baiduri; Putri, Oktavia Kurniawati; Rosyadi, Alfiani Athma Putri
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this study is to assess the efficacy of LAPS-Heuristic learning, coupled with an Open-Ended instructional approach, in enhancing the critical thinking skills of seventh-grade students in a middle school setting. The research employs an experimental methodology with a quantitative framework, specifically utilizing a posttest-only control group design. The study participants consist of seventh-grade students from classes VII A and VII C at SMP MTs Muhammadiyah 1 Malang during the 2022/2023 academic year. Data collection is achieved through a written critical thinking skills assessment. Analysis of the critical thinking ability test results is conducted using the Independent Sample T-test. The findings reveal significant disparities in the critical thinking abilities of seventh-grade students between the experimental group utilizing LAPS-Heuristic learning with an Open-Ended approach and the control group employing conventional teaching methods. Thus, it can be concluded that LAPS-Heuristic learning, when combined with an Open-Ended approach, proves to be an effective strategy for enhancing students' critical thinking skills. Keywords: critical thinking, open-ended, laps-heuristic.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202319 
Development of Project-Based E-Module to Facilitate Student's Mathematics Collaboration and Communication in Boarding School Aprilia, Vina Ananda; Effendi, Moh. Mahfud; Rosyadi, Alfiani Athma Putri
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/517pn340

Abstract

Technological advances in mathematics education emphasise the importance of students having good mathematical collaboration and communication skills. However, the use of electronic-based teaching devices that support this is still rarely found, especially in Islamic boarding schools. This research aims to develop teaching materials in the form of project-based e-modules to facilitate junior high school students' mathematical collaboration and communication skills for use in mathematics learning. This type of research is developed using the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of this research were students in class VIII-A Al-Izzah IIBS Batu in the Islamic boarding school curriculum. Data collection techniques include unstructured observation and interviews. Data collection instruments used expert validation sheets, e-module reflection sheets, and post-tests. The development of this learning media has been proven to be valid and practical, with an average percentage of validity of 95.86% and practicality of 93.33%. Apart from that, Project-based e-modules can support students in communicating well so that collaboration is formed in teams that can respect differences of opinion and be responsible for their contributions. Based on the results obtained, the project-based e-module is valid and practical in facilitating Islamic boarding school students' mathematical collaboration and communication skills in mathematics learning statistics material. Kemajuan teknologi dalam pendidikan matematika menekankan pentingnya siswa memiliki keterampilan kolaborasi dan komunikasi matematis yang baik. Namun, penggunaan perangkat ajar berbasis elektronik yang mendukung hal ini masih jarang dijumpai khususnya pada pondok pesantren. Penelitian ini bertujuan untuk mengembangkan bahan ajar berupa e-modul berbasis proyek untuk memfasilitasi kemampuan kolaborasi dan komunikasi matematis siswa SMP untuk digunakan dalam pembelajaran matematika pada. Jenis penelitian ini adalah pengembangan menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian ini adalah siswa kelas VIII-A Al-Izzah IIBS Batu pada kurikulum pondok pesantren. Teknik pengumpulan data berupa observasi dan wawancara secara tidak terstruktur. Instrumen pengumpulan data menggunakan lembar validasi ahli, lembar refleksi e-modul, serta post-test. Pengembangan media pembelajaran ini terbukti valid dan praktis, dengan persentase rata-rata validitas 95,86% dan praktisitas 93,33%. Selain itu, e-modul berbasis proyek dapat mendukung siswa dalam berkomunikasi yang baik sehingga terbentuk kolaborasi dalam tim yang dapat menghargai perbedaan pendapat serta bertanggungjawab atas kontribusi mereka. Berdasarkan hasil yang diperoleh, maka e-modul berbasis proyek valid dan praktis dalam memfasilitasi kemampuan kolaborasi dan komunikasi matematis siswa pondok pesantren pada pembelajaran matematika materi statistika.
Co-Authors Abdul Hamid Adi Slamet Kusumawardana Adimas Eko Permadi Afolaranmi, Adebayo Ola Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Dediliawan Ismail Ahsanul Inam Akhasul In'am Akhsanul In'am Alifiani Anis Farida Jamil Aprilia, Vina Ananda Arif Hidayatul Khusna Aszahra, Zharla Zetira Aulia Firdaus Azzahra Aulia Firdaus Azzahra Azizah Azizah Azzahra, Aulia Firdaus Baiduri Baiduri Beti Istanti Suwandayani Beti Istanti Suwandayani Cholis Sa’dijah Dini Okta Amelia Dwi Priyo Utomo Dwi Priyo Utomo Dyah Worowirastri Ekowati Elli Kusumawati Erinda Titik Rizki Fani Erna Yayuk Erna Yayuk Erna Yayuk Evita Nasuwa Mufidah Fani, Erinda Titik Rizki Galih Azhar Ramadhan Iindarti Iindarti Iindarti, Iindarti Indri Susilowati In’am, Akhsanul In’am, Akhsanul Isbadar Nursit Jihan Nur Aini Joshua Abah Joshua Abah Kafifah, Anisa Kartikasari Kartikasari Khoiriyah, Makrifatul Khusnul Khotimah Lamina Lamina Latifah Mustofa Lestyanto Marhan Taufik Maulidyah Firdausi Mayang Dintarini Mayang Dintarini Mayang Dintarini Mayang Dintarini Meisya Andjani Nagaya Dara Minatun Nadlifah Minatun Nadlifah Misrawati Moh. Mahfud Effendi Mohammad Syaifuddin Mohammad Syaifuddin Mukhammad Danisworo Mukhammad Danisworo Novita Rizki Yustiani Nur Hidayah Octavina Rizky Putri Utami Octavina Rizky Putri Utami Oktavia Kurniawati Putri Oktaviana, Rani Permadi, Adimas Eko Putri, Octavina Rizky Utami Putri, Oktavia Kurniawati Rabia Rasheed Reni Dwi Susanti Reni Dwi Susanti Reny Dwi Susanti Resti Wahyu Mutiaradifa Rini Lidiawati Rizal Dian Azmi Shania, Faridatus Shilviana Dwi Fitdyawati Siti Inganah Siti Khoiruli Ummah Suciati, Nur Surya Sari Faradiba Susilowati, Indri Susiswo Swasono Rahardjo Usmiyatun Usmiyatun Utami, Octavina Rizky Putri Vina Ananda Aprilia Wardani, Shafanda Setya Wiwik Sugiarti Worowirastri E., Dyah Yus M. Cholily Yus M. Cholily Yus Mochamad Cholily Yus Mochamad Cholily Yustiani, Novita Rizki Z. Zukhrufurrohmah Zattira Nadira Rahma Zharla Zetira Aszahra Zukhrufurrohmah Zukhrufurrohmah, Zukhrufurrohmah