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All Journal EDUSAINS Biosfer: Jurnal Tadris Biologi Jurnal Pendidikan Biologi Indonesia Biology, Medicine, & Natural Product Chemistry QUANTUM: Jurnal Inovasi Pendidikan Sains Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran BIOMA : Jurnal Biologi Makassar Unnes Science Education Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA PAEDAGOGIA Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Bioedukasi: Jurnal Pendidikan Biologi Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Edunesia : jurnal Ilmiah Pendidikan BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Sains dan Edukasi Sains Akrab Juara : Jurnal Ilmu-ilmu Sosial Bioscientist : Jurnal Ilmiah Biologi Proceeding Biology Education Conference Jurnal Pendidikan Sains dan Komputer Journal of Educational Sciences Molekul: Jurnal Ilmiah Kimia Jurnal Penelitian dan Pengkajian Ilmiah

Harlita Harlita

Universitas Sebelas Maret

Author-ID : 276366

Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Profil Keterampilan Argumentasi Ilmiah Mahasiswa Pendidikan Biologi FKIP UNS pada Mata Kuliah Anatomi Tumbuhan PROBOSARI, RIEZKY MAYA; RAMLI, MURNI; HARLITA, HARLITA; INDROWATI, METI; SAJIDAN, SAJIDAN
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 1 (2016): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v9i1.3880

Lemahnya argumentasi ilmiah mahasiswa dalam pembelajaran telah banyak menjadi perhatian, terutama dalam hal mengevaluasi dan mengkonstrak permasalahan dan solusinya. Penelitian ini bertujuan untuk mengetahui bagaimana profil keterampilan argumentasi ilmiah mahasiswa pada mata kuliah Anatomi Tumbuhan. Penelitian ini merupakan penelitian deskriptif untuk mendapatkan gambaran keterampilan argumentasi mahasiswa semester 3 di Prodi Pendidikan Biologi FKIP UNS melalui tugas tertulis yang diberikan. Penilaian argumentasi mahasiswa mengacu pada Toulmin’s Argumentation Pattern (TAP) yang memuat komponen claim, evidence, reasoning dan rebuttal. Hasil penelitian menunjukkan bahwa kemampuan argumentasi ilmiah mahasiswa Pendidikan Biologi FKIP UNS masih tergolong rendah, dibuktikan dengan skor rerata claim sebesar 52%, evidence sebesar 42%, reasoning sebesar 15% dan rebuttal sebesar 10%. Temuan ini akan dijadikan dasar bagi penelitian lanjutan mengenai model dan strategi pembelajaran inovatif yang dapat meningkatkan kemampuan argumentasi dan penalaran ilmiah terutama bagi calon guru biologi.

Perbandingan Model Pembelajaran Problem Based Learning dengan Guided Discovery Learning terhadap Keaktifan Siswa Kelas X SMA Negeri 1 Ngawi Tahun Pelajaran 2013.2014 Pranoto, Pranoto; Harlita, Harlita; Santosa, Slamet
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 1 (2017): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

ABSTRACT- The purpose of this research is to know the comparison of problem based learning models with Guided discovery learning to activities of students of X grade students at SMA Negeri 1 Ngawi in academic year 2013/2014. This study was a quasi experimental research. The research design was used post-test only nonequivalent control group design. This research applied problem based learning models and Guided Discovery Learning at experimental group. The population of this research was all of X grade students at SMA Negeri 1 Ngawi in academic year 2013/2014. Sampling techniques used cluster sampling that choosed X MIPA 4 experiment group I and X MIPA 6 as Experiment group II. Techniques of collecting data were test and non-test methods. The test method examination test. The non-test method included observation of activities student and documentation. The hypotheses analyzed by t-test. This research concluded that there are differences activities of student to application of problem based learning and Guided Discovery Learning of grade students at SMA Negeri 1 Ngawi in academic year 2013/2014.Keywords : activities., problem based learning., Guided discovery learning.

IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL ON THE TOPIC OF INVERTEBRATE TO ENHANCE STUDENT CURIOSITY AT GRADE X MIA Ertando, Alfi; Prayitno, Baskoro Adi; Harlita, Harlita
Unnes Science Education Journal Vol 8 No 2 (2019): July 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i2.37270

The research aimed to enhance studentâ€™s curiosity at grade X MIA by implementation of guided inquiry learning model on the topic of invertebrate. Research method was a Classroom Action Research based on the model developed by Lewin (1992). This research was performed within 3 cycles with implementation of guided inquiry learning model based on Kuhlthau (2010). The subject is grade X MIA consist of 17 men students and 22 women students. Data were obtained by questionnaire, interviews, documentation, and observation sheets of four aspects of curiosity developed by Daniel Berlyne (1960) consisted of epistemic curiosity, perceptual curiosity, specific curiosity, diversive curiosity. The result showed that the studentâ€™s curiosity in precycle: epistemic curiosity at 21% with very low category, perceptual curiosity at 8% with very low category, specific curiosity at 12% with very low category, diversive curiosity at 23% with very low category. The studentâ€™s curiosity in cycle I: epistemic curiosity at 22% with very low category, perceptual curiosity at 21% with very low category, specific curiosity at 28% with very low category, diversive curiosity at 28% with very low category. The studentâ€™s curiosity in cycle II: epistemic curiosity at 32% with low category, perceptual curiosity at 24% with very low category, specific curiosity at 35% with low category, diversive curiosity at 39% with low category. The studentâ€™s curiosity in cycle III: epistemic curiosity at 46% with medium category, perceptual curiosity at 42% with low category, specific curiosity at 42% with low category, diversive curiosity at 44% with medium category. The studentâ€™s curiosity increased from very low category (16%) in precycle becomes low category (43,5%) in cycle III and meet the target research. Based on the results of research can be concluded that guided inquiry learning model can improve students' curiosity.

Learning Progression: How should we teach about disease to determine students’ level of understanding? Roni Ardiansyah; H. Harlita; Murni Ramli
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.16431

Strengthening Learning Progression (LP) for students' reasoning abilities is important, especially learning about diseases in Indonesia. This study aimed to map the learning progression of disease in Indonesia, compare and analyze its similarities and differences with the LP designed by National Reseaarch Council (NRC). This qualitative research to map LP, using the analysis documen method by comparing the content analysis of Basic Competencies of Curriculum 13 with benchmark analysis from the NRC 2007 on Science and Biology textbooks published in 2016, 2017, and 2018 at the elementary, junior high, and high school levels published by the Ministry of Education and Culture of the Republic of Indonesia. The findings are the LP on disease in the curriculum and life science textbooks in Indonesia has not met the benchmarks, especially in three categories, namely; pathogens, the immune system, and infection spanning learning from K-2 (elementary) to K-12 (high school). Therefore, it is necessary to categorize LP topics in diseases based on conceptual abilities from the simplest to the most complex.

KETERAMPILAN BERPIKIR KREATIF SISWA SMP KELAS VIII DALAM MEMECAHKAN MASALAH PADA MATERI ZAT ADITIF DAN ADIKTIF SELAMA PANDEMI COVID-19 Aninda Ayu Kartina; Suciati Suciati; Harlita Harlita
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 12, No 2 (2021): Oktober 2021
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v12i2.10364

Penelitian ini bertujuan untuk menganalisis tingkat keterampilan berpikir kreatif materi aditif dan adiktif. Subjek penelitian adalah siswa kelas VIII SMP di salah satu sekolah di Kabupaten Ngawi. Penelitian ini merupakan penelitian deskriptif kualitatif dengan metode tes. Tes terdiri dari dua belas soal dengan empat aspek keterampilan berpikir kreatif yaitu fluency, flexibility, originality dan elaboration. Tes dilakukan online selama pandemi covid-19 menggunakan google form. Hasil penelitian menunjukkan bahwa persentase keterampilan berpikir kreatif siswa adalah: fluency (28,02%), flexibility (24,43%), originality (37,36%), dan elaboration (27,59%). Berdasarkan hasil penelitian diperoleh rata-rata kemampuan berpikir kreatif siswa sebesar 29,35%. Hal ini menunjukkan bahwa tingkat keterampilan berpikir kreatif siswa pada materi aditif dan adiktif selama pandemi Covid-19 tergolong rendah. Oleh karena itu, diperlukan pengembangan dalam desain pembelajaran ataupun bahan ajar yang dapat meningkatkan kemampuan berpikir kreatif siswa

DISCOVERY LEARNING DISERTAI PERTANYAAN DIVERGEN UNTUK MENINGKATKAN KETERAMPILAN ARGUMENTASI SISWA PADA PEMBELAJARAN BIOLOGI Azizah Nur Halimah; harlita harlita; Sri Dwiastuti
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12762

IMPLEMENTATION OF DISCOVERY LEARNING MODELS WITH DIVERGENT QUESTIONS TO IMPROVE STUDENTS’ ARGUMENTATION SKILLS ON THE BODY DEFENSE SYSTEM MATERIALAbstractThis study aims to apply the discovery learning model with divergent questions to improve students' argumentation skills on the material of the body's defense system. The subjects of the study were students of class XI MIA 3 Gondangrejo Public High School consisting of 36 students. This research is a Classroom Action Research (CAR). Data collection techniques were carried out through oral argumentation observation sheets, written argumentation evaluation question sheets, interviews, and documentation. A validity test was done by the triangulation method. Data analysis techniques were using interactive model analysis, namely data reduction, data presentation, and drawing conclusions. The research procedure is a continuous spiral model. The results of the application of discovery learning models accompanied by divergent questions show that oral argumentation skills in Cycle I are 26.67% reaching level 1 and 73.33% reaching level 3, increasing to Cycle II ie 16.67% reaching level 1, 8.33% reaching level 2, 62.50% reaching level 3 and 12.50% reaching level 4. Students' written argumentation skills in Cycle I was 16.6% reaching level 1, 22.7% reaching level 2, and 60.5% reaching level 3, increased to Cycle II, namely 7.78% reaching level 1, 6.67% reaching level 2 and 85.56% reaching level 3. Based on the results of the study, it was concluded that through the application of discovery learning models accompanied by divergent questions can improve argumentation skills students on body defense system material. AbstrakPenelitian ini bertujuan untuk menerapkan model discovery learning disertai pertanyaan divergen untuk meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh. Subjek penelitian adalah siswa kelas XI MIA 3 SMA Negeri Gondangrejo yang terdiri dari 36 siswa. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data dilakukan melalui lembar observasi argumentasi lisan, lembar soal evaluasi argumentasi tertulis, wawancara, dan dokumentasi. Uji validitas dilakukan dengan metode triangulasi. Teknik analisis data menggunakan analisis model interaktif yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Prosedur penelitian adalah model spiral yang saling berkesinambungan. Hasil penerapan model discovery learning disertai pertanyaan divergen menunjukkan keterampilan argumentasi lisan pada Siklus I yaitu 26,67% tergolong level 1 dan 73,33% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 16,67% tergolong level 1, 8,33% tergolong level 2, 62,50% tergolong level 3 dan 12,50% tergolong level 4. Keterampilan argumentasi tertulis siswa pada Siklus I yaitu 16,6% tergolong level 1, 22,7% tergolong level 2, dan 60,5% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 7,78% tergolong level 1, 6,67% tergolong level 2 dan 85,56% tergolong level 3. Berdasarkan hasil penelitian disimpulkan bahwa melalui penerapan model discovery learning disertai pertanyaan divergen dapat meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh.

PERBANDINGAN KETERAMPILAN BERPIKIR KRITIS SISWA DENGAN MODEL PROBLEM-BASED LEARNING DAN NUMBERED HEADS TOGETHER BERBASIS STUDENT CREATED CASE STUDIES Dwi Ayu Lestari; Joko Ariyanto; Harlita Harlita
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12291

COMPARISON OF STUDENTS' CRITICAL THINKING SKILLS WITH PROBLEM-BASED LEARNING AND NUMBERED HEADS TOGETHER BASED ON STUDENT-CREATED CASE STUDIES MODELSAbstractThe study's purpose was to determine the differences in students' critical thinking skills between the problem-based learning and numbered heads together based on student-created case studies model on biology subjects in class X of SMA 2 Karanganyar in the academic year 2018/2019. This research is a quasi-experiment, and the research design used a posttest only with non-equivalent groups. The sampling technique is cluster sampling. Samples were 72 students, namely X IPA 3 as an experimental class 1 and X IPA 1 as an experimental class 2. Data collection techniques were using essay tests, observation sheets, and documentation. The data analysis used was an independent t-test. The calculation of the difference in the average posttest of the two groups for critical thinking skills showed a calculated value of 2,243 and the table value of 1.994 with a significance (α = 0,05). The calculation results show that tcount > ttable, which means there is a significant difference in the students' critical thinking skills in the class between the problem-based learning model and numbered heads together based on the student-created case studies model. AbstrakTujuan penelitian untuk mengetahui perbedaan keterampilan berpikir kritis siswa antara model pembelajaran problem based learning dengan numbered heads together berbasis student created case studies pada mata pelajaran biologi kelas X SMA Negeri 2 Karanganyar tahun pelajaran 2018/2019. Penelitian ini merupakan penelitian eksperimen semu (quasy experiment). Desain penelitian yang digunakan adalah posttest only with non-equivalent group. Teknik pengambilan sampel dengan cluster sampling. Sampel yang diambil berjumlah 72 siswa yaitu X IPA 3 sebagai kelas eksperimen 1 dan X IPA 1 sebagai kelas eksperimen 2. Teknik pengumpulan data menggunakan tes essay, lembar observasi, dan dokumentasi. Analisis data yang digunakan yaitu uji independent t-test. Hasil perhitungan perbedaan rata-rata posttest kedua kelompok untuk keterampilan berpikir kritis menunjukkan nilai hitung sebesar 2,243 dan nilai ttabel sebesar 1.994 dengan signifikansi (α=0,05). Hasil perhitungan menunjukkan bahwa thitung > ttabel, sehingga terdapat perbedaan signifikan keterampilan berpikir kritis siswa yang diajarkan menggunakan model problem based learning dengan numbered heads together berbasis student created case studies.

Pengembangan Media Pembelajaran Laboratorium Virtual Berbasis Discovery Learning Materi Sistem Imun Kelas XI MIPA Risqi Irvani Wulandari; Harlita Harlita; Nurmiyati Nurmiyati
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 14, No 1 (2020)
Publisher : Universitas PGRI Semarang

This study aims to develop virtual laboratory learning media based on discovery learning of the immune system and to determine the feasibility of a virtual laboratory learning media based on discovery learning of the immune system. This study is a research and development adopting the 4-D device development model. In this study the design of the 4-D development was modified into 3 steps (3-D) namely Define, Design, and Develop. The study was conducted at one of the state high schools in Sragen Regency. The research subjects were divided into two, namely limited trial subjects and field trials determined using simple random sampling. The data was analized by using qualitative and quantitative techniques. The results of the study stated that virtual laboratory media based on discovery learning of immune system was created by using adobe animate CC 2017 with a design concept writing, images, animation, and video with characteristics of discovery learning models and virtual laboratory media based on discovery learning of immune system feasible to be used in learning based on validity tests from several experts with a very valid level of validity.

KEANEKARAGAMAN AVIFAUNA DAERAH TERBUKA DAN TERTUTUP DI WILAYAH KAMPUS KENTINGAN UNIVERSITAS SEBELAS MARET Dewi Puspita Sari; Dwi Indah Lestari; Alanindra Saputra; Chandra Adi Prabowo; Harlita Harlita
BIOMA : JURNAL BIOLOGI MAKASSAR Vol. 7 No. 1 (2022): BIOMA
Publisher : Department of Biology, Faculty of Mathematics and Natural Sciences, Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20956/bioma.v7i1.19294

Perubahan kondisi lingkungan akibat pembangunan sarana dan prasarana akan mempengaruhi kehidupan bagi beberapa organisme termasuk burung. Penelitian ini bertujuan untuk membedakan keanekaragaman burung pada dua habitat yang berbeda di lingkungan kampus UNS sehingga data yang dihasilkan memberi gambaran kualitas daya dukung lingkungan UNS. Penelitian ini dilaksanakan pada bulan April - Mei 2021 di Danau Fakultas Pertanian (FP) UNS dan kawasan Hutan Fakultas Kedokteran (FK) UNS. Subjek penelitian merupakan burung-burung yang terdapat di kedua lokasi. Teknik pengumpulan data menggunakan metode pointcount yakni mengamati subjek penelitian dengan diam di suatu tempat dengan batasan jarak tertentu. Analisis data menggunakan deskripsi kualitatif untuk menguraikan jenis spesies, dan analisis secara kuantitatif untuk mengetahui indeks keanekaragaman jenis, indeks kelimpahan jenis, dan indeks dominansi. Prosedur penelitian dilakukan mulai dari penentuan lokasi, penentuan transek, penentuan titik hitung, pengamatan, akumulasi data, analisis data, dan terakhir kesimpulan. Hasil penelitian menunjukkan tidak terdapat perbedaan nyata keanekaragaman jenis burung dari kedua lingkungan yang diamati. Danau FP UNS memiliki keanekaragaman sebesar 2,016 sedangkan Hutan FK sebesar 2,086. Kategori keanekaragaman tergolong sedang sehingga dapat disimpulkan daya dukung Danau FP dan Hutan FK UNS cukup dengan kestabilan ekosistem yang cukup dan tekanan ekologis rendah.

Validitas dan Praktikalitas E-Modul Berbasis Guided Inquiry disertai Virtual Laboratory pada materi Sistem Pencernaan untuk Memberdayakan Keterampilan Berpikir Kritis Natalia Ravista; Sutarno Sutarno; Harlita Harlita
Jurnal Penelitian Pendidikan IPA Vol 7 No SpecialIssue (2021): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7iSpecialIssue.1083

This study aims to determine the validity and practicality of guided inquiry-based e-modules accompanied by virtual laboratories on digestive system materials to empower critical thinking skills. The type of research used is research and development (R&D), by applying the Borg and Gall development model consisting of 10 steps and grouped in four stages including: preliminary study stage, development, testing, and deployment. This study is limited to e-modules validity and practicality testing. The instruments used are the validity and practicality questionnaires. The assessment of the results of the validity and practicality questionnaire is interpreted with the likert scale. Based on the analysis of the data obtained the following results: 1) Test validity by material experts, learning device experts, media experts, and education practitioners obtained a value in a row that is, 85.30%, 95.40%, 88.30%, and 93.20% with very good category, 2) Practicality tests by small-scale student groups, large-scale student groups, and biology teachers from 3 schools obtained consecutive grades, i.e., 87.60%, 89.50%, and 90.00% with very good category. Based on the validity and practicality tests, it can be concluded that the e-modules developed are valid and practical to use

Co-Authors Alanindra Saputra Aljunaedi, Aljunaedi Alvi Rosyidi Alyuni Wulantika Anak Agung Istri Sri Wiadnyani Andi Wahyudi Anggraini, Meisi Aninda Ayu Kartina Ardanicha Mauliyana Ariadi, Agus ARYANTI ARINI Azizah Nur Halimah Badrisyiyani Eko Wulandari Baskoro Adi Prayitno Baskoro Adi Prayitno Berliana, Halida Zia Bowo Sugiharto Bowo Sugiharto Chandra Adi Prabowo Chandra Adi Prabowo, Chandra Adi Danik Wahyuningsih Desi Purwaningsih Dewi Puspita Sari Dewi Puspita Sari Dewi Widowati Dina Dyah Saputri Dwi Ayu Lestari Dwi Ayu Lestari dwi ayu lestari, dwi ayu Dwi Indah Lestari DWI OETOMO Enni Setyorini Ertando, Alfi Evita Rosilia Dewi Fauziyah Almaas, Ainanur Fikri, Hasnul Gustiana Gustiana, Gustiana Hartono, Hasim Joko Ariyanto Joko Aryanto Lahadi, Jaya Satria Laksmi Puspitasari Lestari, Frida Nur Lestari, Suwarti Mardi, Melia Maridi Maridi Marjono Marjono Marsis, Marsis Maryati, Roni Meti Indrowati Misnar, Siti Murni Ramli Murni Ramli Murni Ramli Murti, Tutik Ari Muzayyinah Muzayyinah Natalia Ravista Nining Setyowati Nova, Tetri Alia Novita, Yumelta Nur W, Ari Adi Nuriyana, Dana Nurmaini Nurmaini Nurmiyati Nurmiyati Opik Prasetyo Paramita, Nadaa Cintya Permata, Silva Ayu Indah Permatasari, Vera Pitorini, Dewi Ekaputri Pranoto Pranoto PRAPTINAH PRAPTINAH Prastya, Muhamad Eka Primahana, Gian PUGUH KARYANTO Puguh Karyanto Puguh Karyanto Putri Sartika Agustin Putri, Desmimi Eka Rahmaizar, Rahmaizar Ramayeni, Sri Riezky Maya Probosari Risqi Irvani Wulandari Riyan Melani Rizki, Husna Rohmi, Rohmi Roni Ardiansyah Rosita, Lisa Roza, Welya Sa'diyah, Alfiatus Sajidan Sajidan Saranani, Abdul Mutalib Satwika, Quinne Eannatum Setyorini, Enni Shafila Sahnaz Silva Ayu Indah Permata Siti Rokhmatika Slamet Santosa Slamet Santosa Soebroto, Difa Hasna Sri Dwiastuti Sri Dwiastuti Sri Yamtinah Suciati Suciati Suciati Suciati Sukarmin Suparmi Suparmi Suryani, Dyah Retnaning Sutarno Sutarno Syofiani, Syofiani Trisnawati, Indah Nurlita UMI FATMAWATI Widha Sunarno Widha Sunarno Wijayanti, Widha Wulan Aprilia Utami Yasmanelly, Yasmanelly yati, indri Yayuk Widyastuti Yuliana Yuliana Zienitha, Anggie Meilinda

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