Article Per Year (5 Year)
p-Index From 2020 - 2025
1.503
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Educational Management and Instruction (JEMIn) Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal on Mathematics Education Trigonometri : Jurnal Matematika
Tri Atmojo Kusmayadi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 103 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 55 Documents
Search
Journal : Jurnal S2 Pendidikan Matematika

 2   3   4   5   6 
PROSES BERPIKIR KREATIF SISWA CLIMBER DALAM PEMECAHAN MASALAH MATEMATIKA PADA MATERI PELUANG Kurniawan, Indra; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.964 KB)

Abstract

Abstract: This study aimed to describe the process of creative thinking of students in XI grade IPA-2 SMA Negeri 1 Polanharjo that have AQ climber characteristic in the mathematics problem solving in quiet materials based on Wallas steps, they are: preparation, incubation, illumination and verification.  The approach t used in this study is qualitative approach. The collecting data in this study used task based on interview method. The process of creative thinking of the climber student in the mathematics problem solving in probability materials, are: (1) in the preparation step, students were enthusiastically when they were given problem solving task. The students explain the case that they knowed and asked in complete and correct with some way, that were: (a) writing the steps and changing into examples, (b) just writing the steps, (c) just changing the case that known in examples; (2) in the incubation step, when the students are understanding probability of event, they: (a)are practising that probability, (b) focus to understand on the problem, (c) less focus to understand on the problem. Then students get an idea by making a complete diagram then multiply the possibilities of occuring on the first and second taking; (3) in the illumination step, student counts probability values are based on complete diagram to sum possibillity of the relevant probability. Students get the new way, that: (a) are the uncomplete diagram and probability formulas, (b) the uncomplete diagram, (c) probability formulas. Students explain the origin of the new way found. Students finish the problem with the new way; (4) in the verification step, students retest all the cases having done befound and corrected the obtained probability values using the old and new way, both of them get the same and correct result.Keywords: creative thinking, problem solving, and climber.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.071 KB)

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN AWAL SISWA SMP KELAS VIII SE-KABUPATEN SRAGEN Supriyatin, Supriyatin; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.561 KB)

Abstract

Abstract : The aim of the research was to determine the effect of learning models on mathematics achievement viewed from prior competency. The learning models compared were TPS with scientific approach, PBL with scientific approach and direct learning. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples of research were taken by using the stratified cluster random sampling technique and consisted of 297 students. The instruments used were mathematics achievement test and prior competency test. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with PBL learning model with scientific approach provided better learning achievement than those treated with TPS and those treated with direct learning model. The students treated with TPS learning model with scientific approach provided equal mathematics learning achievement to those treated with direct learning. (2) The students with high prior competency had better learning achievement than those with medium and those with low prior competencies. The students with medium prior competency had better learning achievement than those with low one. (3) In the TPS learning model with scientific approach and direct learning, the students with high and medium prior competencies had better learning achievement than those with low one. In the PBL learning model with scientific approach, the students with high prior competency had better learning achievement than those with low prior competencies and both of them provided the same learning achievement than those with medium one. (4) The students with high prior competency category had the same learning achievement in TPS type of learning model with scientific approach, PBL learning model with scientific approach and direct learning model. In medium prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach did, and both of them provided the same learning achievement as the direct learning did. Meanwhile in low prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach and direct learning model, and TPS learning model with scientific approach provided the same learning achievement as the direct learning did.Keywords: Mathematics Learning Achievement, TPS, PBL, Scientific Approach, Prior Competency 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT, NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI DAN FAKTORISASI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Buana, Asip Cakra; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.368 KB)

Abstract

Abstract: The aim of this research is to determine the influence of learning models using scientific approach with the students achievement viewed from the student activities. The learning models compared are TGT, NHT, and PBL. This research is a quasi experimental research. The population is all students of eight grade of state Junior High School in Bojonegoro Regency in the academic year of 2014/2015. The samples are 300 students. The methods of data collection are documentation, questionaire, and test. The technique of data analysis used is two ways analysis of variance with unbalanced cells. Based on the result of data analysis, it can be concluded that : (1) The students’ learning achievement by using cooperative learning model TGT, NHT, and PBL with the scientific approach had the same learning achievement. (2) The students’ learning achievement of students with high learning activity had better learning achievement than students with medium and low learning activity, while students with medium and low learning activity had the same result. (3) For category high, medium, and low learning activities, the learning achievement of students who were given by cooperative learning model TGT, NHT,  and PBL with scientific approach had the same result. (4.a) For category cooperative learning model TGT and PBL with scientific approach, the students’ learning achievement with high,  medium and low learning activities had the same learning achievement. (4.b) For category cooperative learning model NHT with scientific approach the students’ learning achievement with high learning activity had better learning achievement than medium and low learning activities. For students having medium and low learning activities had the same learning achievement.Keywords: Team Games Tournament (TGT), Numbered Head Together (NHT),  Problem Based Learning (PBL), Learning Activity.
PROSES BERPIKIR KREATIF SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKAPADA SISWA KELAS X MIA SMAN 6 SURAKARTA Wulantina, Endah; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.044 KB)

Abstract

Abstract: The research aims to describe the students’ creative thinking process of tenth grade of MIA of SMAN 6 Surakarta in solving mathematics problems towards students who have high, medium and low ability in mathematics. The researcher choosed qualitative research in case study design. The results showed that 1). Students’ creative thinking process in the tenth grade of MIA of SMAN 6 Surakarta with high ability in Mathematics are (a) Preparation, the students identify the prior knowledge about the assignment carefully than the students select the information in solving the problem appropriately; (b) Incubation, the students turn silent when they are thinking about how to solve the problem, the students memorize the way to solve the problem; (c) Illumination, the students continue the first idea which is found before; (d) Verification, the students recheck the problem solving before taking the conclusion, the students test the result by suiting to the data from the assignment. 2) The students’ creative thinking process in the tenth grade of MIA of SMAN 6 Surakarta with medium ability in Mathematics are (a) preparation, the students identify well the problem which is being asked select the information appropriately but they need some stimulus from another person; (b) Incubation, the students turn silent when they are thinking about how to solve the problem, the students memorized the way to solve the problem; (c) Illumination, the students only focus on the relevant information and could not explore the idea to find out the idea, here students also need the stimulus from another person; (d) verification, the students recheck the result before taking conclusion; 3) the students’ creative thinking process in the tenth grade of MIA of SMAN 6 Surakarta with low ability in Mathematics are: (a) Preparation, the students identify well the problem which is being asked, the students select the information recursively by comprehending the assignment. They also still need the stimulus in the form of question; (b) Incubation, the students memorize the appropriate pattern to solve the problem but sometimes they hesitate so they ask the problem to the researcher; (c) Illumination, the students solve the problem from what they already learnt from the previous way, the students focus on the relevant information and tent to avoid the complex information so that the student could not explore the idea to find out another idea, they tent to solve the problem with one idea; (d) Verification, the students recheck the result before taking conclusion but there are many corrections in the final answer.Keywords: Ability in Mathematics,  Creative Thinking Process, Mathematics Problem Solving.
STRATEGI MEMBELAJARKAN MATEMATIKA PADA KELAS VII INKLUSI DI SMP PGRI 1 SAMPIT KABUPATEN KOTA WARINGIN TIMUR Shaliha, Nurul Hidayati; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.401 KB)

Abstract

Abstract: The objectives of this research were to describe inclusive learning system and teacher strategy in teaching mathematics from the teacher’s ability in explaining in accordance with conceptual and procedural knowledge of 7th grade students of SMP PGRI 1 Sampit. This research was a qualitative descriptive using a single case study method, in depth study of learning system and Mathematics learning in inclusive school. The subject of the research was the Headmaster of SMP PGRI 1 Sampit to obtain information about learning system and Mathematics teacher assistant of the 7th grade in order to know the Mathematics learning strategy in inclusive class of SMP PGRI 1 Sampit. The information of inclusive learning systems were taken by documenting, observation and interview. The validity technique of learning system data used in this research was Triangulation Method. The information of Mathematics learning strategy including the teacher’s ability in explaining the conceptual and prosedural knowledge. The data was taken from the transcription of six recording Mathematics learning activity and two best observations. The validity technique of learning system data used was member check technique. The research result shows as follows : 1) The learning system of inclusive students of the 7th grade of SMP PGRI 1 Sampit was different with the regular learning system. However, it was found that there is no individual learning program especially for slow learner students and the lack of computer technology used in the learning process. 2) The Mathematics learning strategy in the inclusive 7th grade of SMP PGRI 1 Sampit observed from the teacher’s ability in explaining the subject in accordance with the delivering explanation indicators which were planning the explanation, clarity of delivering the explanation, the use of examples and illustrations, the use of intonation in delivering the explanation, and giving the feed back to the students. The teacher used Contextual Teaching and Learning (CTL) to teach the concept of mathematics and Discovery Learning methods to teach the procedure of mathematics.Keywords: learning system, Mathematics learning strategy, inclusive
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DITINJAU DARI KATEGORI KECERDASAN EMOSIONAL PESERTA DIDIK TERHADAP KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI KELAS VII SMP NEGERI SE-KABUPATEN SRAGEN Mutmainah, Siti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.307 KB)

Abstract

Abstract: The objective of this research was to investigate the effect of learning models on the high order mathematical thinking skill viewed from the emotional quotient of the students. The learning models compared were PBL model, GI learning model, and direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools in Sragen. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 269 students. They were grouped into three classes, namely: 90 students in Experimental Class 1, 90 students in Experimental Class 2, and 89 students in Control Class. The instruments to collect the data were test of high order mathematical thinking skill, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. (1) PBL model results better high order mathematical thinking skill than GI learning model, and direct learning model, GI learning model results better high order mathematical thinking skill than direct learning model. (2) Emotional quotient gives students different effect on high order mathematical thinking skill of students. The students with the high emotional quotient have better high order mathematical thinking skill than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have better high order mathematical thinking skill than those with the low emotional quotient. (3) There was not an interaction of the aforementioned learning models and the categories of the emotional quotient on the high order mathematical thinking skill of the students.Keywords: PBL model, GI learning model, direct learning model, high order mathematical thinking skill and emotional quotient
PROSES BERPIKIR REFLEKTIF SISWA SMA DALAM PEMECAHAN MASALAH PADA MATERI TURUNAN FUNGSI DITINJAU DARI EFIKASI DIRI (Studi Kasus pada Siswa Kelas XI IPA SMA Negeri Punung) Genarsih, Tunjung; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (180.975 KB)

Abstract

Abstract: The purpose of this study is to describe the process of reflective thinking in solving the problem of high school students on the material terms of the derivative function viewed from self-efficacy. This research is classified in the qualitative descriptive study with the case study method. The subjects in this study were students of class XI IPA SMAN I Punung Pacitan in the second semester of academic year 2014/2015. The determination of the subject is by using purposive sampling, which is based on high, medium, and low self-efficacy. The research data taken from the test results of student works  and interviews of  students. Test of the credibility of the data is done by time triangulation. The data analysis technique is qualitative descriptive by Miles and Huberman. The results showed that (1) students with high self-efficacy using reflective thinking processes in a) stages of understanding the problem, able to select science, believing the truth, and actively create a consideration of the chosen solution; b) planning phase troubleshooting, make certain considerations, believing the truth, and select science; c) the stage of implementing the plan problem solving, able to explain the problem solving, linking information obtained by the problems encountered, deliberation, aware of the error and correct it, believing the truth; d) phase re-examine, re-examine, capable of linking the knowledge, correcting the error, explaining the final conclusion. (2) students with moderate self-efficacy use reflective thinking process in a) understand the problem, believing the truth, actively make judgments, and able to select science; b) the stage of implementing the plan problem solving, able to explain the solution of the problem, select the science that has been owned, believing the truth of solving the problem (3) students with low self-efficacy only use reflective thinking process in understanding the problem by being active characteristics in making judgments, be sure it is a correct problem-solving solutions.Keywords: reflective thinking, problem solving, mathematics, self-efficacy.
ANALISIS PROSES SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII SMP NEGERI 4 KARANGANYAR Nofiansyah, Wahyu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.83 KB)

Abstract

Abstract: This research was aimed to describe scaffolding process in mathematics learning in the learning material of straight line equation at grade VIII Junior High School Number 4 in Karanganyar Regency in the  Academic Year of 2013/2014 for conceptual and procedural knowledge. This research was a descriptive qualitative research. The main subject of this research was a mathematics teacher grade VIII Junior High School Number 4 in Karanganyar Regency. Meanwhile, the minor subject in this research was students getting scaffolding from teachers in the learning process. The selection of  research subject was by purpossive sampling technique. In this research, researcher used passive participation observation and not structured interview recorded by using handycam. In this research, the data validity technique was triangulation technique. The result of research showed as follows. 1) The scaffolding process of learning activities in the learning material of straight line equation for conceptual knowledge given by teacher was to keep students on task, and provide clear direction and reduce students confusion. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was presenting the conducting questions, clarifies expectations and incorporates assessment, and presented the information clearly. 2) The scaffolding process of learning activities in the learning material of straight line equation for procedural knowledge given by teachers was to present the information clearly and present the conducting questions. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was directed students against reference, keeps students on task, involved student’s participation, provides clear direction and reduces students’ confusion, and clarifies expectations and incorporates assessment.Keywords: scaffolding, conceptual knowledge, procedural knowledge
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN INKUIRI DAN PEMBELAJARAN BERBASIS MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN NGAWI Rizal, Ony Syaiful; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The purposes of this research were to find out: (1) which one providing better mathematics learning achievement, the students with inquiry learning, problem based learning model, or direct instruction; (2) which one having better mathematics learning achievement, the students with visual, auditory, or kinesthetic learning style; (3) at each learning model, are there any difference in mathematics learning achievement between the students with visual, auditory, or kinesthetic learning style; (4) at each type of learning style, are there any difference in mathematics learning achievement between students taught using inquiry learning model, problem based learning model, or direct instruction. This study was a quasi-experimental research with a 3x3 factorial design. The hypotheses testing used two ways ANOVA with unequal cell. From the research, it could be concluded as follows. (1) The students taught with problem based learning model had better learning achievement than those taught with both inquiry learning model and direct instruction. The students taught with inquiry learning model had better learning achievement than direct instruction. (2) The learning achievement of the students with auditory learning style was better than that of those with visual and kinesthetic learning style. The learning achievement of the students with visual learning style was better than that of those with kinesthetic learning style. (3) In inquiry learning model, problem based learning model and In the direct instruction, there was no difference in learning achievement in each learning style. (4) In the students with visual learning style, the use of problem based learning model provided the better mathematics learning achievement than the use of inquiry learning model and direct instruction. The use of inquiry learning model provided the mathematics learning achievement as good as the use of direct instruction. In the students with auditory and kinesthetic learning style, there was no difference in learning achievement in each learning model.Keywords: Problem Based Learning Model, Inquiry Learning, Mathematics Learning                         Achievement
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Ghofur Abdul Razak Agus Darmawan Ambar Nurhayati Anggrahini Anggrahini Arianti Puspita Dewi Arinta Rara Kirana Asip Cakra Buana, Asip Cakra Atik Fitriya N author Ari Suningsih Azizah, Annisa Nur Budi Usodo Desi Gita Andriani Dewi Kurniasari, Dewi Dian N Safitri Dian Panji Wicaksono Dwi A, Yuridis Madyarsa Dwi Yuni Pramugarini Eli Widoyo Retno Endah Wulantina, Endah Farah Umami Farida Nurhasanah Fatmawati, Ulya Fauzi Mulyatna Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Fina Hanifa Hidayati Fitriana, Laila Frasetyana, Anita Diah Gatut Iswahyudi Habib Ratu Perwira Negara Hafidh Jauhari Hendriyanto, Agus Hermansyah, Beny Hidayat, Edisut Taufik Iim Marfuah Ika Wulandari Imam Sujadi Indra Kurniawan Irma Ayuwanti Juitaning Mustika Juliana Nasution KOMARUDIN Labiba Zahra, Labiba Linda Sunarya Lingga Nico Pradana Maarten Dolk, Maarten Mardiyana Mardiyana MIFTACHUL ANAS Mishbahul Huda, Mishbahul Muhtarom Nanndo Yannuansa, Nanndo Naraswari, Titania Putri Nataliliana, Claireza Nelly Indriastuti P Nina Nurmasari Nindia Elisie Anggraini Nunung Juwariah, Nunung Nur Anida Laila Nurmalitasari Nurmalitasari Nurul Hidayati Shaliha, Nurul Hidayati Ony Syaiful Rizal, Ony Syaiful Puput Suriyah Putri, Saskia Rizkiana Rahayu Sri W Retno Sari Riyadi Riyadi Rosa Rosdiana Retno H Sahara, Sani Sri Indayani, Sri Sri Kuntari Sukowiyono Sukowiyono Sumadi, Iman Putra Supriyatin Supriyatin Susmono Susmono Suyono Suyono Tanti Listiani, Tanti Tri Yuliana Tunjung Genarsih, Tunjung Ummi Rosyidah, Ummi Wahyu Astuti Budi Wahyu Nofiansyah, Wahyu Wahyumiarti Wahyumiarti, Wahyumiarti Widi Lestari Winarno, Bowo Yekti Putri Kusumaningtyas Zara Mertiana RZ