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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Kajian Pembelajaran Matematika JOHME: Journal of Holistic Mathematics Education Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika JURNAL EDUCATION AND DEVELOPMENT Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya SIGMA JPM : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Edutama Transformasi : Jurnal Pendidikan Matematika dan Matematika JURNAL PENDIDIKAN MIPA Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Fitrah: Jurnal Studi Pendidikan Bima Abdi: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA JETE ELIPS: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Pijar MIPA Teaching English as a Foreign Language Overseas Journal (TEFLO) JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati EPIGRAM (e-journal) Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) Journal of Language, Literature, and Arts (JoLLA) MEGA: Jurnal Pendidikan Matematika Populer: Jurnal Penelitian Mahasiswa Jurnal Pemantik Room of Civil Society Development Jurnal MIPA dan Pembelajarannya Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Guruku: Jurnal Pendidikan Profesi Guru Lemma: Letters of Mathematics Education GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Inovasi Pembelajaran Matematika Polyhedron International Journal in Mathematics Education Riemann : Research of Mathematics and Mathematics Education Proceedings Series of Educational Studies Journal of Innovation and Teacher Professionalism Hexagon: Jurnal Ilmu dan Pendidikan Matematika JUMAT: Jurnal Matematika Jurnal Pendidikan dan Teknologi Pembelajaran Matematika Jurnal Tadris Matematika The International Journal of Mathematics and Sciences Education Panicgogy International Journal Assyfa Journal of Multidisciplinary Education Journal on Mathematics Education Room of Civil Social Development
Puguh Darmawan
Universitas Negeri Malang
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Analysis of students' errors in solving statistics problems based on Newman's Error theory: a study on high school students Prameshti, Nhira L; Darmawan, Puguh; Dejarlo, Jenisus O.
Polyhedron International Journal in Mathematics Education Vol. 2 No. 2 (2024): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v2i2.150

Abstract

This study analyzed the errors made by high school students in solving statistics problems based on Newman's Error Theory. Statistics is a complex topic that requires accuracy and precision, leading to frequent errors in problem-solving. This research employed a qualitative approach using test questions and interviews to identify the causes of errors. The research subjects were eleventh-grade students who met the criteria of making errors in the predetermined indicators. Data analysis was conducted through three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that reading errors were minimal and did not significantly affect problem-solving, while comprehension errors occurred due to students’ lack of understanding of the problem statement. Transformation errors arose when students struggled to convert word problems into mathematical expressions, and process skill errors were observed when students performed incorrect calculations. Encoding errors occurred when students failed to write the final answer, provided incorrect final answers, or drew inaccurate conclusions. These findings indicated the need for targeted instructional strategies to address specific types of student errors. Teachers should have emphasized improving problem comprehension, enhancing mathematical translation skills, and strengthening students' ability to perform accurate calculations. By addressing these issues, educators could have supported students in developing a more structured and precise approach to solving statistical problems, ultimately improving their overall mathematical proficiency.
Fenomenologi Math Anxiety pada Mahasiswa Pendidikan Matematika Sebagai Calon Guru Matematika Pitaloka, Maharani Dyah; Darmawan, Puguh
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2025): Sains Matematika dan Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i1.5475

Abstract

Using a qualitative phenomenological approach, this study examines mathematics anxiety in mathematics education students who are prospective teachers. Based on the questionnaire results, math anxiety is divided into three levels: low, medium, and high. Based on the interview results, students with low anxiety tend to be more confident, students with moderate anxiety tend to be anxious during exams or when teaching material they have not mastered, and students with high anxiety tend to lose focus, especially when learning difficult theoretical concepts. These findings highlight the importance of providing support to students in managing their anxiety so that they can develop into competent and confident math teachers.
Exploring the effectiveness of modified algebra tile media in teaching single-variable linear equations: a case study Berliana, Adinda Quin; Darmawan, Puguh; Alaiya, Syekha Vivi; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.144

Abstract

Single-variable linear equations are open mathematical sentences that contain only one variable raised to the power of one and are connected by an equals sign (“=”). This topic is often perceived as challenging by students, highlighting the importance of exploring innovative teaching strategies. This study examines the implementation of modified algebra tile media to enhance student understanding of single-variable linear equations. A qualitative case study approach was employed, involving a subject group consisting of student practitioners and 36 student observers. The research procedure included developing the modified algebra tile media followed by its application in teaching single-variable linear equations. Data were collected using the media, video recording devices, and field notes from the supervising lecturer. Interactive data analysis techniques revealed that the use of modified algebra tile media significantly facilitated students' comprehension of single-variable linear equations. By enabling hands-on manipulation of the media, students no longer needed to rely solely on abstract visualization of variables. These findings suggest that incorporating tangible, interactive teaching tools can effectively address learning difficulties in mathematics, particularly for abstract concepts.
Struktur Argumentasi Penalaran Proporsional Mahasiswa dalam Menyelesaikan Comparison Problem Berdasarkan Strategi Penyelesaian Hasna Inas Sadiya; Darmawan, Puguh
JUMAT: Jurnal Matematika Vol. 2 No. 2 (2024): JUMAT, Desember 2024
Publisher : Institut Agama Islam Negeri Fattahul Muluk Papua

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Abstract

This research aims to describe the structure of students' proportional reasoning arguments in solving comparison problems based on the solution strategy used. This research is qualitative research with a case study approach. The research subjects were three students from the Mathematics Education Study Program, State University of Malang, who were selected based on differences in solution strategies, namely unit rate, cross product algorithm, and additive. The instruments used were comparison problem tests and semi-structured interviews. The research results show that students with the unit rate strategy are able to fulfill all elements of argumentation in the form of claims, evidence, and reasoning. Students with the cross product algorithm strategy are able to provide claims and evidence but cannot express logical reasoning. Meanwhile, students with an additive strategy are only able to provide correct claims without supporting evidence and reasoning. These findings indicate that argumentation of the strategies used in proportional reasoning can represent conceptual understanding
ANALISIS LEVEL BERFIKIR MAHASISWA DALAM MENYELESAIKAN SOAL OPERASI HITUNG CAMPURAN BILANGAN BULAT DENGAN MENGGUNAKAN TAKSONOMI BLOOM Sefriani, Adelia Alin Sefriani; Darmawan, Puguh
Epigram Vol 21 No 2 (2024): Epigram Volume 21 Nomor 2 Tahun 2024
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v21i2.7292

Abstract

This study aims to analyze students' cognitive abilities in solving mixed integer arithmetic operations based on Bloom's Taxonomy. A qualitative descriptive method was employed, involving three students from mathematics education and mathematics study programs. The research instruments included written tests and structured interviews designed to measure six cognitive levels: Knowledge, Understanding, Application, Analysis, Synthesis, and Evaluation. The results revealed variations in students' cognitive abilities. Student PI was at the low level, demonstrating proficiency in Knowledge and Understanding but struggling with Analysis, Synthesis, and Evaluation. Student JW was at the intermediate level, with adequate skills in Analysis but limited performance in Synthesis and Evaluation. Student AA was at the high level, successfully completing tasks up to Evaluation, although showing limitations in Synthesis complexity. This study highlights the significance of applying Bloom's Taxonomy to evaluate students' cognitive abilities. The findings provide insights into teaching strategies to enhance students' understanding and skills in solving mixed integer arithmetic operations.
PENGUATAN NUMERASI DALAM PEMBELAJARAN GURU SMK NEGERI TUTUR KABUPATEN PASURUAN Darmawan, Puguh; Utami, Anita Dewi; Rofiki, Imam; Susiswo, Susiswo; Aeli, Lita Wulandari; Ikram, Muhammad; Yohanes, Barep
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 02 (2025): MARET 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kemampuan numerasi merupakan salah satu kompetensi esensial dalam pendidikan yang berperan penting dalam penguasaan konsep matematika. Realitas di lapangan menunjukkan bahwa banyak peserta didik mengalami kesulitan dalam memahami dan mengaplikasikan konsep numerasi, terutama di tingkat SMK. Permasalahan ini disebabkan oleh berbagai faktor, termasuk kurangnya pendekatan pembelajaran yang inovatif dan keterbatasan kompetensi pendidik dalam menyampaikan materi berbasis numerasi. Oleh karena itu, penguatan numerasi bagi pendidik melalui program pelatihan atau workshop menjadi suatu kebutuhan mendesak. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi pendidik dalam menerapkan strategi pembelajaran berbasis numerasi melalui workshop yang melibatkan guru SMK Negeri 1 Tutur, kecamatan Tutur, kabupaten Pasuruan, bekerja sama dengan Departemen Matematika, Universitas Negeri Malang. Metode yang digunakan mencakup tahap perencanaan, pelaksanaan, serta evaluasi hasil workshop. Evaluasi dilakukan dengan membandingkan kemampuan awal dan akhir peserta dalam memahami konsep numerasi serta implementasi strategi pembelajaran numerasi yang inovatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman pendidik terhadap konsep numerasi dan keterampilan dalam merancang pembelajaran berbasis numerasi. Selain itu, observasi menunjukkan bahwa peserta lebih aktif dan antusias dalam berdiskusi serta mengembangkan metode pembelajaran yang lebih interaktif. Kesimpulan dari kegiatan ini adalah bahwa workshop penguatan numerasi bagi pendidik dapat menjadi solusi efektif dalam meningkatkan kompetensi mengajar dan kualitas pembelajaran SMK
Pengaruh Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka Di Sekolah Dasar Maulidiawati, Tasya; Darmawan, Puguh
Journal of Innovation and Teacher Professionalism Vol. 2 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um084v2i22024p150-156

Abstract

Pembelajaran berdiferensiasi merupakan suatu teknik pembelajaran yang bertujuan untuk mengakomodasi kebutuhan berbagai peserta didik adalah pembelajaran yang dibedakan. Metode seperti penelitian kepustakaan atau studi literatur digunakan untuk menulis artikel ini. Tujuan dari tinjauan literatur adalah untuk mengumpulkan data dan informasi yang berkaitan dengan proyek penelitian dari publikasi ilmiah, buku, dan penulis. Untuk memberikan landasan yang kuat untuk menghasilkan temuan ilmiah, peneliti melakukan tinjauan literatur untuk mengumpulkan pengetahuan teoritis. Penggunaan istilah “Pembelajaran Diferensiasi” dalam pencarian di Google Cendekia dan website jurnal merupakan pendekatan online yang digunakan dalam makalah ini. Pembelajaran yang dibedakan, menurut penelitian konseptual, adalah jenis pengajaran yang memberikan peserta didik lebih banyak kelonggaran untuk menyesuaikan pengalaman belajar mereka dengan kekuatan, minat, dan kelemahan mereka sendiri di berbagai bidang seperti kesiapan, minat, dan profil. Jelas bahwa setiap individu mempunyai kemampuan terpendam yang berbanding lurus dengan tingkat pengalaman dan perkembangan mentalnya. Kata kunci: pembelajaran berdiferensiasi, kurikulum Merdeka, sekolah dasar The Effect of Implementing Differentiated Learning in the Merdeka Curriculum in Primary Schools A learning technique that aims to accommodate the requirements of various pupils is differentiated learning. Methods such as library research or literature study were used to write this article. The purpose of a literature review is to compile data and information pertinent to a research project from scholarly publications, books, and writers. In order to provide a solid groundwork for generating scientific findings, researchers conduct this literature review to gather theoretical knowledge. Using the term "Differentiated Learning" in a search on Google Scholar and journal websites constituted the online approach employed in this paper. Differentiated learning, according to conceptual research, is a kind of instruction that allows students more leeway to tailor their learning experience to their own strengths, interests, and weaknesses in areas like preparedness, interest, and profile. It is clear that every individual has latent abilities that are directly proportional to their rate of experience and mental development. Keywords: differentiated learning, Merdeka curriculum, elementary school
Implementasi Pembelajaran Berdiferensiasi dalam Perspektif Teori Belajar Humanistik pada Sekolah Dasar: Studi Literatur Nugroho, Citra Maulidyah Rahmawati; Darmawan, Puguh
Journal of Innovation and Teacher Professionalism Vol. 2 No. 3 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um084v2i32024p282-290

Abstract

Penerapan pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik disarankan untuk diadopsi di Sekolah Dasar sebagai respons terhadap kompleksitas tantangan pendidikan di era 21. Pendekatan pembelajaran ini memiliki potensi untuk memfasilitasi pengembangan potensi dan kreativitas siswa secara lebih optimal, sambil menyediakan pengalaman pembelajaran yang disesuaikan dengan karakteristik, gaya belajar, dan tingkat kesiapan individu siswa. Tujuan artikel ini untuk menganalisis implementasi pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik di Sekolah Dasar. Penelitian ini menggunakan metode studi literatur dari berbagai sumber artikel pada jurnal elektronik. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik di Sekolah Dasar berhasil meningkatkan kreativitas dan pencapaian belajar siswa. Hal ini menegaskan pentingnya pendekatan ini dalam mengakomodasi keberagaman siswa untuk mengoptimalkan potensi dan kreativitas siswa. Siswa dapat belajar sesuai dengan karakteristik dan gaya belajar masing-masing dengan guru sebagai fasilitator. Penerapan ini direkomendasikan di Sekolah Dasar untuk mendukung proses pembelajaran yang intensif sesuai dengan kemampuan belajar siswa, sambil memastikan fasilitas pembelajaran yang memadai. Kata kunci: pembelajaran berdiferensiasi, sekolah dasar, studi literatur, teori belajar humanistik Implementation of Differentiated Learning in the Perspective of Humanistic Learning Theory in Elementary Schools: Literature Review The implementation of differentiated learning within of humanistic learning theory is recommended to be adopted in elementary schools in response to the complexity of educational challenges in the 21st century. This approach to learning has the potential to facilitate the development of students' potential and creativity more optimally, while providing a learning experience tailored to the characteristics, learning styles, and readiness levels of individual students. The aim of this article is to analyze the implementation of differentiated learning within the humanistic learning theory in elementary schools. This research employs a literature review method from various sources of articles in electronic journals. This study identifies that the implementation of differentiated learning within the perspective of humanistic learning theory in elementary schools has successfully enhanced students' creativity and academic achievements. This underscores the significance of this approach in accommodating student diversity to maximize their potential and creativity. Students can learn according to their characteristics and learning styles, with educators serving as facilitators. This implementation is recommended in elementary schools to support an intensive learning process tailored to students' learning abilities, while ensuring adequate learning facilities. Keyword: differentiated learning, elementary school, humanistic learning theory, literature review
Persepsi Guru terhadap Implementasi Asesmen Diagnostik dalam Pembelajaran yang Berpusat pada Siswa Sekolah Dasar Nissa, Khoirrun; Nurbadriyah, Faradilah; Jayanti, Sasti Nanda; Firdausa, Rossa Ayudyah; Sa'diyah, Halimatus; Darmawan, Puguh; Kusumawardani, Albertina
Journal of Innovation and Teacher Professionalism Vol. 2 No. 3 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um084v2i32024p309-319

Abstract

Penelitian ini bertujuan mendeskripsikan persepsi guru terhadap Asesmen Diagnostik dalam Pembelajaran di SDN Sawojajar 6 Kota Malang. Metode kualitatif digunakan. Data diperoleh melalui wawancara semi berstruktur dengan lembar kisi-kisi instrumen. Analisis deskriptif kualitatif dilakukan terhadap data. Hasil menunjukkan pentingnya perencanaan dan pelaksanaan asesmen diagnostik. Pengetahuan guru tentang peserta didik menjadi dasar rancangan asesmen. Asesmen dilakukan pada awal pembelajaran menggunakan angket dan observasi untuk memetakan kemampuan dan kebutuhan peserta didik. Analisis hasil membantu menyusun pembelajaran sesuai dan memberikan umpan balik. Keberhasilan dipengaruhi oleh kesadaran guru, relevansi konten, kesesuaian dengan perkembangan, dan kejujuran peserta didik. Dengan memperhatikan faktor-faktor tersebut, asesmen diagnostik mendukung pembelajaran inklusif di sekolah dasar. Kata kunci: asesmen diagnostik, tingkat pemahaman, peserta didik Teachers' Perceptions of the Implementation of Diagnostic Assessments in Elementary School Student’s Centered Learning This research aims to describe teachers' perceptions of Diagnostic Assessment in Learning at SDN Sawojajar 6, Malang City. Qualitative methods were employed. Data were obtained through semi-structured interviews with instrument grids. Qualitative descriptive analysis was conducted on the data. The results indicate the importance of planning and implementing diagnostic assessments. Teachers' knowledge of students forms the basis of assessment design. Assessments are conducted at the beginning of learning using questionnaires and observations to map students' abilities and needs. Analysis of the results helps in designing appropriate learning and providing feedback. Success is influenced by teachers' awareness, content relevance, alignment with development, and students' honesty. Considering these factors, diagnostic assessments support inclusive learning in elementary schools. Keyword: diagnostic assessment, level of understanding, students
Implementation of Elementary School Mathematics Questions Based on Numeracy Literacy Darmawan, Puguh; Nugroho, Purna Bayu; Darmayanti, Vivi
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 1 (2025): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i1.88

Abstract

The purpose of this research was to know the implementation of numeracy literacy-based questions in schools. The research method used in this research is descriptive research, namely a type of research that aims to provide an overview of a certain phenomenon. The data collection instrument was a questionnaire. The research period was in June-July 2023, consisting of students in grades 4, 5 and 6 of SDN 1 Sidorejo. The research data was analyzed descriptively quantitatively in the form of percentages. The research results showed that the question statements given by the teacher were carried out using arithmetic operations, 81% often and 19% rarely. Question statements in the form of reading or descriptions was always 64.5% and often 35.5%. The question statement was accompanied by a graph, 87% rarely and 13% never. The question statements were accompanied by a table, 71% often and 29% rarely. The question statements were accompanied by pictures, 48% frequently and 52% rarely. The question statements were accompanied by a diagram, 9.5% always, 81% often, and 9.6% rarely. The question statement required making estimates or conjectures, 6.5% often, 29% rarely, 64.5% never. The question statement required determining how to solve the problem in the question, 19.4% always, 42% often, 25.8% rarely, and 12.6% never. Based on the results of the analysis above, the using of literacy questions in learning activities was still not optimal. This can be seen from aspects of literacy-based questions that were still not fully implemented.
Co-Authors Abdullah, Mohd Nor Syahrir Agustina, Leyna Dwi Alaiya , Syekha Vivi Alaiya, Syekha Vivi Andini, Fahrany Wahyu Ani Afifah, Ani Anita Dewi Utami Ardiansyah, Novan Arif Bima Fajar Wahyudi Arini, Kartika Ayu Dwi Assegaff, Muhamad Farid Badawi, Badawi Barep Yohanes Barep Yohanes Berliana, Adinda Quin Damayanti, Febri Dini Wahyu Dea Lean Arsy Rosyah Dedi Setiawan Dejarlo, Jenisus O. Dewi, Vera Melinia Dian Kurniati Diyah Fatmawati Dwi Listyorini Eksanti, Yulia Anggita Erry Hidayanto Faizah, Siti Farida Hanim Yahya Fatimatuz Zahro Fazrin, Khamellisa Qobrina Firdausa, Rossa Ayudyah Firnanda, Ganis Irma Habsyari, Dhindha Kusuma Hadi, Mei Rina Hapsari, Agnesi Alifia Hasan Basri Hasan Basri Hasna Inas Sadiya Herlina Ike Oktaviani Hidayah, Farihatul Husna, Zahwa I Made Sulandra Ikram, Muhammad Imam Rofiki Indahwati, Rohmah Indriasari, Wulan Jayanti, Sasti Nanda Julianawati, Alyzia Andriani Khasanah, Kholitdatul Kirana Wardani Kusumawardani, Albertina Kusumawati, Sri Silvia Lita Wulandari Aeli Maulidiawati, Tasya Maurilla, Chatra Arlinta Melinia Dewi, Vera Munika, Risa Dewi Mutiara Sani Nadilah , Intan Nissa, Khoirrun Nugroho, Citra Maulidyah Rahmawati Nurbadriyah, Faradilah Olivero-Acuña, Ronaldo Rafael Osman, Sharifah Permatasari, Intan Duri Pitaloka, Maharani Dyah Prameshti, Nhira L Pramudya, Stansa Senia Prastiwi, Laras Shita Purna Bayu Nugroho Qohar, Abd. Rahayuningsih , Sri Rahma Wati Rahmah, Ziaul Ramadhan Fazrianto Sawarman Ramdhan Fazrianto Suwarman Ratna Ani Lestari Riera, Ecin Rika Mellyaning Khoiriya Rohmah Indahwati Rohmah, Riska Nur Sa'diyah, Halimatus Safira, Amanda Adelia Safitri , Shefira Salvabila Safitri, Friska Nur Indah Safrina, Maya Saleh, Sitti Fithriani Salsabiila, Aniisah Suhaa Sani , Mutiara Sani, Mutiara Sapti Wahyuningsih, Sapti Sasmi, Dewi Sefriani, Adelia Alin Sefriani Sitti Fithriani Saleh Sitti Fithriani Saleh Sjahrawi, Wilda Fakhira Slamet Slamet . Sri Rahayuningsih Sri Wahyuni Sri Wahyuni Supriyo Supriyo SURAYANAH . Susiswo Syarifudin Syarifudin Syekha Vivi Alaiya Tomi Listiawan Tonra, Wilda Syam Tri Candrama, Mustika Manik Tuti Mutia Vivi Darmayanti Wardani, Maria Albertina Kusuma Wasilatul Murtafiah Wijayanti, Annis Az’zah Wulandari, Fatima Ayu Yahya, Farida Hanim Yuniawatika