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All Journal Nominal: Barometer Riset Akuntansi dan Manajemen Jurnal Pendidikan Biologi Undiksha Journal of Tropical Soils EDUSAINS Abdimas Jurnal Inovasi Pendidikan Kimia Jurnal Penelitian Pendidikan Lembaran Ilmu Kependidikan Sainteknol : Jurnal Sains dan Teknologi Primary: Jurnal Pendidikan Guru Sekolah Dasar Karya Ilmiah S.1 Ilmu Keperawatan AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematical and Fundamental Sciences JPS Unimus Jurnal Ilmu Keperawatan dan Kebidanan JURNAL PROFESI KEGURUAN J-PEK (JURNAL PEMBELAJARAN KIMIA) Chemistry in Education Indonesian Journal of Chemical Science Innovative Journal of Curriculum and Educational Technology Unnes Science Education Journal Jurnal Sinar Manajemen Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Kimia (JPKim) Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Teaching and Learning in Elementary Education Pendas : Jurnah Ilmiah Pendidikan Dasar ABDIMAS SILIWANGI Societa: Jurnal Ilmu-Ilmu Agribisnis JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Kreativitas PKM Journal of Innovative Science Education Journal of Primary Education International Journal of Active Learning JURNAL MEDIA KESEHATAN JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) PREPOTIF : Jurnal Kesehatan Masyarakat Jurnal Educatio FKIP UNMA Journal of Telenursing (JOTING) Psychosophia: Journal of Psychology, religion, and humanity Journal of Research and Educational Research Evaluation JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI jurnal dikdas bantara Yumary: Jurnal Pengabdian kepada Masyarakat Jurnal Kebidanan Basurek Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Tropical Chemistry Research and Education International Journal of Health, Economics, and Social Sciences (IJHESS) JOSING: Journal of Nursing and Health Jurnal Kolaboratif Sains AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment) Cakrawala: Jurnal Pendidikan Journal of Educational Sciences Jurnal Basicedu DUNIA KEPERAWATAN: JURNAL KEPERAWATAN DAN KESEHATAN Amkop Management Accounting Review (AMAR) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Proceeding Seminar Nasional IPA JAAMTER : Jurnal Audit Akuntansi Manajemen Terintegrasi Buletin Pengabdian JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Innovative and Creativity Jurnal Pengabdian Kepada Masyarakat Pusat Unggulan Iptek Penanggulangan Stunting Berbasis Kesehatan Ibu dan Anak Journal in Teaching and Education Area Unnes Science Education Journal Social Sciences Journal LANCAH Jurnal Inovasi dan Tren International Journal of Active Learning Jurnal Inovasi Pendidikan Kimia Journal of Primary Education Indonesia Economic Journal Chemistry in Education AGRONIMAL: Jurnal Ilmiah Pertanian dan Peternakan

Sri Haryani

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TEAM ASSISTED INDIVIDUALIZATION DENGAN METODE LATIHAN BERSTRUKTUR UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS Syah, Fanny Firman; Haryani, Sri; Wijayati, Nanik
Journal of Innovative Science Education Vol 5 No 1 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (387.48 KB)

Keterampilan berpikir kritis mempunyai peranan yang sangat strategis dalammembangun kecakapan mental siswa dalam menghadapi permasalahannya. Penelitian ini bertujuan untuk menganalisis apakah penerapan pembelajaran Team Assisted Individualization (TAI) dengan metode latihan berstrukturdapat meningkatkan keterampilan berpikir kritis siswa. Penelitian ini digunakan pretest and posttest control group design. Keterampilan berpikir kritis siswa dengan model TAI dan metode latihan berstruktur dibandingkan dengan siswa model TAI dan siswa kontrol. Berdasarkan hasil analisis diperoleh rata-rata keterampilan berpikir kritis siswa kelas eksperimen I sebesar 79,91, kelas eksperimen II sebesar 74,36, dan kelas kontrol sebesar 71,51. Hasil uji Anava menunjukkan adanya perbedaan rata-rata signifikan antara ketiga kelas. Analisis peningkatan keterampilan berpikir kritis menunjukkan kelas eksperimen I paling efektif dalam meningkatkan keterampilan berpikir kritis dan merupakan kelas dengan keterampilan berpikir kritis terbaik. Hasil observasi sikap dan keterampilan siswa kelas menggunakan model TAI dengan metode latihan berstruktur tidak menunjukkan hasil yang berbeda signifikan dengan kelas menggunakan model TAI dan kontrol. Simpulan dalam penelitian ini adalah pembelajaran TAI dengan metode latihan berstrukturdapat meningkatkan keterampilan berpikir kritis siswa.   Critical thinking skills has a strategic role in the build students’ mental skills in dealing with the problem. This research aims to analyze whether the application of the learning Team Assisted Individualization (TAI) and structured exercise method can enhance critical thinking skills of students. This research is used pretest and posttest control group design. Students’ critical thinking skills by TAI model application with structured exercise method compared with the application of TAI and conventional learning. Based on the results obtained by analysis of the average students' critical thinking skills experiment class I is 79.91, experiment class II is 74.36, and the control class is 71.51. Anova test results showed a significant difference between the average of the three classes. Analysis of the improved critical thinking skills shows the experiment class I is the most effective in enhancing critical thinking skills and the class with the best of critical thinking skills. The observation results of students’ attitudes and psychomotorof the TAI model with a structured exercise methods class do not show significantly different results with the TAIclassand control. The conclusion of this research is the learning TAI model with structured exercise can enhance students' critical thinking skills.

PENGARUH GUIDED INQUIRY LEARNING TERHADAP KETERAMPILAN METAKOGNISI SISWA DALAM MATERI KELARUTAN DAN HASIL KALI KELARUTAN Muna, Khairiatul; Haryani, Sri; Susilaningsih, Endang
Journal of Innovative Science Education Vol 5 No 1 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.718 KB)

Suatu model pembelajaran tertentu dapat digunakan untuk mengembangkan keterampilan metakognisi siswa. Keterampilan metakognisi merupakan keterampilan yang mempengaruhi kesuksesan siswa dalam memecahkan masalah. Penelitian yang dilaksanakan dengan pendekatan mix method dan strategi concurrent triangulation ini bertujuan untuk mengetahui ada tidaknya pengaruh guided inquiry learning terhadap keterampilan metakognisi siswa dalam materi kelarutan dan hasil kali kelarutan. Data hasil penelitian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa ada pengaruh penerapan guided inquiry learning terhadap keterampilan metakognisi siswa dengan kontribusi pengaruh sebesar 16.48%. Adanya pengaruh guided inquiry learning terhadap keterampilan metakognisi ini dikarenakan kegiatan yang dilaksanakan, interaksi kolaboratif siswa, serta peran guru sebagai fasilitator. Selain itu, peningkatan keterampilan metakognisi siswa berada pada kriteria tinggi dan sedang. Guided inquiry learning ini dapat menjadi pilihan model pembelajaran untuk mengembangkan keterampilan metakognisi siswa.   The certain learning models can be used to develop students’ metacognitive skills. Metacognitive skills are skills that influencing student success at problem solving. Research was conducted by mix method approach and concurrent triangulation strategy aims to determine whether there is the implementation effect of guided inquiry learning on the students’ metacognitive skills in solubility material and solubility product. The data were analyzed by quantitatively and qualitatively. The results of the research show that implementation of the guided inquiry learning on the students’ metacognitive skills have contribution effect about 16.48%. The implementation effect of guided inquiry learning on the metacognitive skills because activities were carried out, the students’ collaborative interaction, and also the role of teacher as a facilitator. Beside that, increasing students’ metacognitive skills have a high and medium criteria. The guided inquiry learning can be the choice of the learning model for developing student metacognitive skills.

The Model Pembelajaran Berbasis Masalah Berbantuan Science Pocket Book untuk Meningkatkan Kemampuan Kognitif dan Sikap Terhadap Sains Satrianingsih, Cici Juni Puput; Haryani, Sri; Dewi, Novi Ratna
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran model PBL berbantuan Science Pocket Book untuk meningkatkan kemampuan kognitif dan siswa sikap terhadap sains siswa. Penelitian ini merupakan penelitian eksperimen dengan desain Nonequivalent Control Group Design. Pengambilan sampel dilakukan dengan purposive sampling, kelas VIII B sebagai kelas eksperimen sedangkan kelas VIII A sebagai kelas kontrol. Data dikumpulkan dengan menggunakan lembar observasi, lembar angket, dan tes. Hasil penelitian menunjukkan hasil uji N-gain kemampuan kognitif kelas eksperimen sebesar 0,49 termasuk dalam kategori sedang dan kelas kontrol sebesar 0,26 termasuk dalam kategori rendah. Peningkatan kemampuan kognitif dan sikap terhadap sains menunjukkan adanya perbedaan yang signifikan. Kemampuan kognitif menunjukkan angka koefisien korelasi  0,78 dan hasil analisis dari observasi  sikap terhadap sains juga menunjukkan koefisien korelasi yang diperoleh adalah  0,72 untuk data angket dan 0,76 untuk data observasi yang berarti bahwa adanya hubungan yang kuat antara model PBL berbantuan science pocket book dengan kemampuan kognitif dan sikap terhadap sains . Hasil analisis uji determinasi untuk mengetahui besarnya pengaruh model PBL berbantuan science pocket book menujukkan bahwa kontribusi terhadap kemampuan kognitif sebesar 68,89% dan sikap terhadap sains 51,84 untuk data angket dan 57,76% untuk data observasi. Dapat disimpulan bahwa model PBL berbantuan science pocket book pada materi zat aditif makanan berpengaruh positif terhadap kemampuan kognitif dan sikap terhadap sains. The purpose of this study to determine the effect of learning model PBL assisted Science Pocket Book to improve student’s cognitive aspect dan attitudes toward student science. This research is an experimental research with Nonequivalent Control Group Design design. Sampling was done by purposive sampling, class VIII B as experiment class while class VIII A as control class. Data were collected using observation sheet, questionnaire, and test. The N-gain test of attitudes toward science of the experimental class of 0.32 is included in the medium category and the control class of 0.21 is included in the low category. The influence of PBL model in the media science pocket book on cognitive ability is seen from biserial correlation analysis 0.78  and result of analysis attitude questionnaire to science also shows the value of correlation coefficient obtained is r = 0.72 for questionnaire and 0.76 for observation which means that there is influence or a strong relationship. The result of determination test analysis to know the influence of PBL model with the help of science pocket book showed that on cognitive ability equal to 68.89% and attitude toward science 51.84% for questionnaire and 57.76 for observation. It can be concluded that PBL assisted science pocket book on food additiveves positive influences students’ cognitive ability and attitude toward science.

Pengembangan Instrumen Penilaian Keterampilan Berpikir Kritis Siswa SMA Melalui Model Pembelajaran Berbasis Masalah Materi Larutan Penyangga Saheri, Saheri; Supardi, Kasmadi Imam; Haryani, Sri
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penelitian ini bertujuan mengembangkan instrumen penilaian keterampilan berpikir kritis melalui model pembelajaran berbasis masalah pada materi larutan penyangga. Instrumen yang dikembangkandiharapkan dapat menjadi instrumen penilaian yang mampu meningkatkan keterampilan berpikir kritissiswa. Penelitian ini merupakan penelitian Research and Developmentdengan pedomanModel Pengembangan Pembelajaran 4-D yang dikembangkan oleh Thiagarajan. Prosedur pengembangan meliputi: (1) tahap pendefinisian (define), (2) tahap perancangan (design), (3) tahap pengembangan (develop), (4) tahap penyebaran (desseminate).Hasil penelitian menunjukkan bahwa intrumen penilaian keterampilan berpikir kritis dan perangkat model pembelajaran berbasis masalah yang dikembangkan meningkatkan prestasi belajar siswa. Berdasarkan hasil analisis data post test diperoleh rata-rata hasil belajar siswa kelas eksperimen sebesar 86,86 dan kelas kontrol sebesar 78,17. Uji perbedaan keterampilan berpikir kritis menunjukkan peningkatan keterampilan berpikir kritis kelas eksperimen lebih baik daripada kelas kontrol.Pengaruh keterampilan berpikir kritis siswa pada kelas eksperimen sebesar 52,63% sedangkan pada kelas kontrol sebesar 21,79%. Berdasarkan hasil analisis data angket, sebesar 85% siswa memberikan respon positif terhadap implementasi instrumen penilaian keterampilan berpikir kritis dan model pembelajaran berbasis masalah   This study aims to develop assessment instrument to improve critical thinking skill by Problem Based Learning model in buffer solution subject. It’s expected to improve critical thinking skill. This study is a research and development study (R&D) with 4-D study development model which developed by Thiagarajan. The development procedures are : (1) define, (2) design, (3) develop, (4) desseminate. The results showed that the critical thinking skills assesments instruments and devices based learning model developed problems improve student achievement. Based on post test data analysis, average cognitive students’ learning outcome of experiment class is 86.86 and control class is 78.17. Differencess test in problem solution skill, show that critical thinking skill in experiments class is better than control class. The critical thinking skill influencess in learning outcome of experiment class is 52.63% and only 21.79% in control class. Based on questioner data, 85% student give a positive response to problem based learning model implementation.  

Application of a Pbl-Based Modules to Increase Critical Thinking Skills and Independence Learning Kharismawan, Bhakti; Haryani, Sri; Nuswowati, Murbangun
Journal of Innovative Science Education Vol 7 No 1 (2018)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

This study aims to measure the effect of application of Problem Based Learning (PBL) based module to critical thinking skill and student learning independence related to reaction rate material. PBL-based module is a module that can make students think actively in searching and finding answers from a problem. This type of research is an experiment. The research design used is posttest design and sampling technique using purposive sampling. The research instruments used were: cognitive test to measure students' critical thinking skill, questionnaire of learning independence, and questionnaire of student response to learning. Quantitative analysis result of experiment class score is 77,49 with 25 complete student from 28 students and control class has average 73,62 with 22 students complete from 29 students. Correlation test obtained correlation number of 0.37 and test the coefficient of determination obtained a number of 14.31%. Qualitative analysis found that overall showed that the experimental class was better than the control class. Thus it is concluded that the application of PBL-based module affect the improvement of critical thinking skills and student independence learning.

The Development of Chemireligiousa Teaching Material Integrated with Character Education in Chemistry Learning of Hydrocarbon Material in SMK Ningrum, Lis Setiyo; Supardi, Kasmadi Imam; Jumaeri, Jumaeri; Haryani, Sri
Journal of Innovative Science Education Vol 7 No 1 (2018)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Character education is very important in education. The integration of teaching materials with character education is one way that can be done. This study aims to obtain chemireligiousa teaching materials integrated character education on SMK hydrocarbon material that is valid, effective and students' response to teaching materials. The development model was a 4-D development model by Thiagarajan, Semmel & Semmel consisting of four stages: (1) Define (definition), (2) Design (Design), (3) Develop and (4) Disseminate (Spreading). The results of the preliminary study indicate that has not been found chemireligiousa teaching materials integrated education of hydrocarbon material character for students of SMK and chemireligiousa teaching materials integrated character education was indispensable in learning in vocational schools. Teaching material development results obtained a validity score of 0,94, so the criterion of teaching material was valid. The effectiveness of teaching materials was reviewed from the students' clarity completeness of 89% and the N-Gain test of 0.76 (height). Students respond very well to the use of integrated chemireligious materials teaching character education, with an overall average of 3.42. Based on the acquisition of data research results can be stated that the developed teaching materials valid, effective and get a good response from students’s.

THE ANALYSIS OF MICROTEACHING IN IMPROVING TEACHING SKILL OF PRE-SERVICE PHYSICS TEACHERS Apling, Mujais; Haryani, Sri; wati, Eliana
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Microteaching is a method of teaching practice to provise pre-service teachers in mastering basic teaching skills. The aim of this study was to find out the effectiveness of microteaching learning in improving teaching skill of pre-service Physics teachers at Khairun Ternate University. The method of this study was a qualitative descriptive to analyse the effectiveness of microteaching learning towards teaching skill of pre-service physics teachers. The sample of this study was 20 students of 2016’class. The instrument used was a rubric sheet for assessing teaching skills. The result of the study showed that the implementation of microteaching, the skills of opening and closing lessons, questioning skills, explaining skills, strengthening skills, classroom management skills, and small group discussion skills also individual skills were very good and those are effective in improving teaching skill of pre-service Physics teachers

Analysis of Critical Thinking Skills in Vocational High School Automotive Engineering Students Lestari, Devy; Haryani, Sri; Sumarti, Sri Susilogati
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019 - Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

The 21st Century demands that every human being be able to solve the problems faced by thinking creatively and critically and be able to use information and communication technology wisely. The business world and industry needs workers who have the ability of the 21st century so that market needs can be met. Vocational Schools are educational institutions that are expected to produce graduates who are ready to work and can compete in the business world and the industry. Supposedly, the implementation of learning in SMK is oriented to the reality of future work needs. This study uses descriptive qualitative methods and aims to analyze the findings related to the level of critical thinking skills of vocational students, especially automotive engineering expertise programs, the factors that influence, and the steps that can be taken to improve students' critical thinking skills. The results showed that as much as 58.34% had a level of critical thinking skills that were lacking, even 5.56% of them were classified as very less. Some previous research states that the factors that influence critical thinking skills of vocational students are classified as low, namely student input, quality of learning, and support in learning. Actions that can be taken to improve students' critical thinking skills include improving teaching methods or models, familiarizing students with questions that demand critical thinking, and using teaching materials that support critical thinking skills.

Analysis of Metacognition Knowledge Post Problem Based-Blended Learning (PBBL) Hydrolysis-Buffer Material Implementation Ningrum, Puji; Haryani, Sri; Wijayati, Nanik
Journal of Innovative Science Education Vol 9 No 3 (2020): December 2020
Publisher : Universitas Negeri Semarang

Metacognition knowledge is needed in the problem solving process. This knowledge has not been much taught and practiced to students. The research intends to provide information about (1) the profile of students' metacognition knowledge, (2) relationships, and (3) the contribution of metacognition knowledge to cognitive learning outcomes. The research subjects were 143 students of class XI SMAN 10 Semarang with research design of mixed method-sequential explanatory. Written test as a source of quantitative data and the Metacognitive Activities Inventory (MAI-1) questionnaire as a source of qualitative data. The metacognition knowledge of students is on the criteria of "ok". The relationship with cognitive learning outcomes obtained from the product moment correlation test results, r = 0.983 and the correlation coefficient significance test, Fh = 4041,84. The conclusion, there is a relationship between metacognition knowledge on cognitive learning outcomes. Contributions to cognitive learning outcomes are very high, amounting to 96.63%. PBBL is effective in empowering and training metacognition knowledge in the learning process in the classroom.

Analysis of Pedagogical Content Knowledge (PCK) Topic Specific PCK Model for Chemistry Teachers at the Vocational School of Semarang in Stoichiometry Aziz, Faishal; Haryani, Sri; Sumarti, Sri Susilogati
Journal of Innovative Science Education Vol 9 No 2 (2020): August 2020
Publisher : Universitas Negeri Semarang

Pedagogical Content Knowledge (PCK) is an integration between content knowledge (CK) and pedagogical knowledge (PK) owned by teachers as a way to improve student learning and will develop over time and experience. PCK is not only emphasized on CK but with PK and balanced with teaching experience so that the knowledge and experience can be integrated. The purpose of this study was to analyze the ability of PK, CK, and PCK chemistry teachers at the Vocational School of Semarang. This research is a descriptive study to describe PCK chemistry teacher. The subjects of this study were chemistry teachers gathered in the MGMP Kimia SMK Semarang. The data are in the form of content and pedagogical knowledge test and TSPCK instruments. The PCK teacher's ability was obtained by analyzing the TSPCK instrument. Based on the analysis shows: (1) the teacher has a good PK value (76%); (2) the teacher has an score of CK very good (82%); and (3) the ability of PCK teachers, there are 2 teachers in the examplary category, 17 teachers in the developing category, and 3 teachers in the basic category. Teachers who have content or pedagogics knowledge or both are not guaranteed to produce effective learning.

Co-Authors - Jumaeri Abdul Hamid Abubakar, Rafeah Achmad Slamet Adyatma Riyandino Afriani, Erina Agung Tri Prasetya Agung Tri Prasetya Agus Yuwono Agustiya, Faudany Ahmad Barokah Aisyara, Nurul Akhmad Fathurohman Aklis Rosadi Alauhdin - Ali Sunarso Alisa Hikma Rosida Alkham, Fithri Fakhrunnisa Amanah, Makripatun Amanda, Mia Hilda Anggraeni, Rasmi Nur Anggreini, Lia Anita Fadhilah Apling, Mujais Aqnes Budiarti Arif Mishbah Suryawanto Arif Widiyatmoko, Arif Aris Heriyanto, Aris Ashfa, Ellisa Auliya Asri, Kanthi Astuti, Agnes Dewi Aulia Isatunada* Aulia Mirta Dewi Aurelia Joice A. Awaluddin Awaludin Ayu Cendana, Chinta Celi AZIZ, FAISHAL Azzahra, Cut Ina Bambang Subali Bartolomeus Maling Basir, Ikhsan Fadilah Basir, Ikhsan Fadilah Bhakti Kharismawan, Bhakti Birrian Wijaya, Unggul Robik Buana, Chandra Budi Naini Mindyarto, Budi Naini Budi Susatya, Eko Budiharti, Devy Rida Budiman, Pramesti Mayaza Burhanudin, Fahreza Cepi Kurniawan Chairiyah chairiyah, Chairiyah Chandra Buana Chintya, Julien Dahliyanti, Novita Dwi Darmawati darwis darwis, darwis Dasa febriyanti Decky Avrilianda Deden Dicky Dermawan Deni Malik Ibrahim, Deni Malik DENI SETIAWAN Denies Priantinah Derison Marsinova Bakara Devi puspitasari, Devi Devi, Carissa Salma Dewi, Nabila Rahma Dewi, Ratna Kumala Dewi, Siti Herlina Dharis Dwi Apriliyanti, Dharis Dwi Diah Ika Rusmawati, Diah Ika Dian Pratiwi Dian Sri Asmorowati Dicky Yusuf Dirwan Dwi Anita Sari, Dwi Anita Dwi Lestari Dwi Septiaseh Dyah Rini Indriyanti Edriani, Tiara Shofi Edy Cahyono Edy Soewono Efriana Arga Trian, Efriana Arga Egi Prayogi Eko Budi Susatyo Eko Suryani Eling Purwantoyo Ellianawati, Ellianawati Elvira Iskandar Endang Susilaningsih Endang Susilaningsih Endang Susilaningsih Endang Susilowati Eny Winaryati Erika Nor Aini Esmiyati Esmiyati, Esmiyati F Widhi Mahatmanti Fadillah, Asriyatun Fanny Firman Syah, Fanny Firman Faozi, Rizal Fathoni, Isna Muhammad Febrianti, Dasa Febrianti, Erta Alifah Fernanda, Adisti Firdaus, Fazri Fitriani, Endah Fitriani, Endah Fitriarieswa, Aida Saefa Gandi, Apriati Sri Kuwita Gebby Dessinta Budiawati Gres Maretta, Gres Guasmin Gunito, Heru Hafshoh Dwi Nirwana, Hafshoh Dwi Haliah, Haliah Hamdan Tri Atmaja Hamny Sofyan Hani Prima Rasydta, Hani Prima Hanifa, Deska Aisyia Harjito - Harjono Harjono Harmilah Hasan, Hafidh Helena Angelin Hendro Prabowo Herlina Dewi, Siti Hertiana, Dita Setya Hertiana, Dita Setya I GEDE SWIBAWA, I GEDE Ida Fahru Roziyah, Ida Fahru Imam Subkhan Imran Indah Puji Lestari Ishak, Muhammad Izzuddin Syakir Isnarto, Isnarto Isti Hidayah Jalaluddin, Jajang Jasmina Syafei Jonathan, Adrovvy Joni Albar Jumardan Jumardan Kaneko, Nobuhiro Kartono , Kasmadi Imam Supardi Kasmui -, Kasmui Katinawati - Kemalahayati Khofifah, Nur Kristina, Anastasia Kumala, Izza Ratna Kumalasari, Winda Kurnianto, Bagas Langlang Handayani Larasati, Restu Indah Larasati, Restu Indah Legian Setyorini Lestari, Devy Lestari, Nanda Ayu Luthfiyah, Firya M Alauhdin Maghfiroh, Ayu Ainul Mahamanti, F. Widhi Maharani, Astrid Mahmud Hilmi, Mahmud Mailizar Mailizar Malik Afif Rojtica Mande, Henni Mardita, Meza Margaretha Novita Rupa Lobemato Marsini Marsini Marwana Mattulada, Andi Maulida Fitriana, Maulida Mawaddah, Ita Maylia Rosanti, Yuan Maylinda, Riana Meidya, Lisa Meila Fride Fikriana Misniarti Misniarti, Misniarti Mohammad Agus Prayitno Mohammad Dian Lukman Hakim Mudrikah, Ikah Mufidah, Zunanik Muh Izzul Haq Muhamad Imaduddin Muhammad Habib Ramadhani Mulyati, Leli Muna, Khairiatul Murbangun Nuswowati Murniyati, Murniyati Musyarofah, Laily MUTHMAINNAH Muttaqin, Ikin Nanik Wijayati Nanik Wijayati Natasya Imelda Novandita Nila Agustia Fatimatul Hidayah Nila Puspitasari, Nila Nindy Novita Sari Ningrum, Lis Setiyo Ningrum, Puji Ningtyas, Yanuar Ayu Nizzaellatin Putri M Noening Andrijati Nooh, Samuel Andri Noor Aini Habibah Novi Ratna Dewi Novi Safriani Novianti, Riska Nuni Widiarti Nur Anggraeni, Rasmi Nur Hamidah, Nur Nur Hayati Nurazizah, Firly Nurdiansyah, Imron Nurlaela, Narti Nursaid Prasetyo, Ridho Prayitno, Mohammad Agus Prihandono, Adi Puji Winarti Purbawati, Sih Yunika Puspitarini, Hesti Putut Marwoto Qodriyah, Rani Lailatul Rahayu, Vian Adi Rahmah Johar Rajindra Rasmi Nur Anggraeni Ria Rahmawati Rifky Fauzi Risti, Ovibella Riyanti . Riyanti Riyanti Rizka, Nela Rohani, Alia Rosadi, Aklis Rosika Harmiasri Rukhayati Rustam Aji, Rustam Ryan Moulana S Mursiti S.Pd. M Kes I Ketut Sudiana . Saefudin Saefudin Safitri, Reyke First Saheri, Saheri Saidatul Ulfa Saiful Ridlo Salbina, Tyas Salva Mutiara, Denisa Sampoerno, Mohd. Norma Saputra, Muhamad Jaya Saraswati, Diah Sari, Nindy Novita Sari, Veronica Meliana Sarwi - Sarwi Sarwi Satrianingsih, Cici Juni Puput Sauma, Rizkika Sasi Setia Iriyanto Setiawan, Made Putra Setya Triamijaya, Setya Shofwan Ridho, Shofwan Sholih, Muhammad Badrus Sigit Priatmoko Sirajuddin Sirajuddin Siti Umayah, Siti Sobri, Khaidir Sri Mantini Rahayu S., Sri Mantini Sri Mantini Rahayu Sedyawati, Sri Mantini Rahayu Sri Mulyani Endang Susilowati, Sri Mulyani Endang Sri Nurhayati Sri Sumartiningsih Sri Susilogati Sri Susilogati Sumarti Sri Wahyuni SRI WARDANI Sridiany, Sridiany Stephani Diah Pamelasari, Stephani Diah Styaningrum, Amalia Sudarmin Sudarmin Sudarmin Suharto Linuwih Sukarnih Putri, Mulyana Sukmawati, Ratna Sulastri*, Sulastri Sulistiyanti, Irma Sungkowo Edy Mulyono Surmatiningsih, Sri Suryaningsih, Rahmadani Susatya, Eko Budi Susatya, Eko Budi Susilo, Fransiscus Xaverius Sutikno Madnasri Sutriyanti, Yanti Sya'idah, Fatin Atikah Nata Syakirah, Dzikra Rahma Syamsul - Syamsul Arif Tarwoto, Tarwoto Tri Anjasmorowati, Tri Tri Prasetya, Agung Tri Suminar Tri Widyastuti Handayani Triastuti Sulistyaningsih Tuyarni Ulfana, Avia Rizka Umam, Qo’idul Umar Umar Umi Latifah Unsa, Nurul Utami, Riani Utario, Yossy Utriweni Mukhaiyar Wahid Alfin Marta Nugraha Wahyu Lestari Wahyu Lestari Wahyuni, Promes Sari Wara Dyah Pita Rengga Wardono Wardono wati, Eliana Widiarti , Nuni Widiyanti, Arnetta Susma Wisnu Sunarto Wiyanto - Wiyanto Wiyanto Woro Sumarni Wulan Febriani Y.S.A, Gabriela Kartika Yoseptry, Ricky Yudianto Yudianto Yulanda, Delvina Yuli Rahmawati Yuliani Aisyah Yusniarita Yusniarita, Yusniarita Zahra, Azizah Zainabun, Z Zainal Abidin Zalkha Soraya Zuliana Minawati, Zuliana

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Journal : Journal of Innovative Science Education