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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 Journal of Educational Management and Instruction (JEMIn) Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal on Mathematics Education
Tri Atmojo Kusmayadi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA PESERTA DIDIK SMP NEGERI KELAS VIII SE-KOTA METRO Rosyidah, Ummi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement the cooperative learning model of the jigsaw type, TGT or direct learning model, (2) in the student mathematical reasoning abilities, which one having better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (3) in each learning models (jigsaw, TGT or direct learning model) which one providing better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (4) in each student mathematical reasoning abilities (high, moderate, or low) which one providing better mathematics learning achievement, the cooperative learning model of the jigsaw type, TGT, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VIII of State Junior Secondary Schools in Metro City. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 243 students. The instruments to collect the data were test of Mathematics learning achievement and test of achievement in mathematical reasoning abilities. Technique of analyzing data that used was unbalanced two way analysis of variance. The results of the research were as follows. 1) The cooperative learning model of the jigsaw type results better Mathematics learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type results better learning achievement in Mathematics than the direct learning model. 2) The students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities, the students with the moderate mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 3) In the cooperative learning model of the jigsaw type and TGT, the students with the high mathematical reasoning abilities have same achievement in Mathematics as those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities. In the direct learning model, the students with the high mathematical reasoning abilities have  better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 4) In each of the mathematical reasoning abilities of students which are high and moderate, the cooperative learning model of the jigsaw type results same learning achievement in Mathematics as the cooperative learning model of the TGT type and the direct learning model. In addition, in the low mathematical reasoning abilities, the cooperative learning model of the jigsaw type results better learning achievement in Mathematics than the direct learning model.Keywords: Jigsaw, TGT, Direct Learning, and Mathematical Reasoning Abilities
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION, THINK-PAIR-SHARE, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI EKSPONEN DAN LOGARITMA DITINJAU DARI KREATIVITAS SISWA KELAS X SMA NEGERI KABUPATEN PACITAN Suprapto, Suprapto; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to know the influence of teaching and learning models with the scientific approach toward the students’ achievement in learning mathematics considered from the creativity of the students. Teaching and learning models to be compared were GI, TPS, and PBL. This research was chategorized as a quasi experimental research. The population was all students of grade X MIA public SMAs in Pacitan regency in the year 2014/2015. The sampling technique used was stratified cluster random sampling. The method of data collection were documentation, questionaire, and test. Hypothesis testing was performed using two-way analysis of variance with unequal cells. The conclusions of this research were as follows. 1. The students’ achievement in mathematics given GI-S model was better than those who were given TPS-S model, while the students’ achievement given GI-S was the same as those who were given PBL-S model, and the students’ achievement given TPS-S model was the same as those who were given  PBL-S model;  2. The mathematics achievement of the students who had high level creativity was the same as those who had  medium level creativity, while those who had  high level creativity was better than those who had  low level creativity, and the students with medium level gave the same achievement as those with low level creativity; 3. In high level creativity, the students’ achievement in learning mathematics using GI-S model was the same as those using TPS-S and PBL-S models. In medium level creativity, the students using GI-S model gave the same achievement as those using TPS-S and PBL-S models, but the students’ achievement using  PBL-S model was better than using TPS-S model. In low level creativity, the students who learned mathematics using GI-S model gave the same achievement as those who used TPS-S and PBL-S models, and the students’ achievement using TPS-S model was the same as those using PBL-S model; 4. In learning mathematics using GI-S model, the students with high, medium, and low level creativity gave the same achivement. In using TPS-S model, the students with high, medium, and low level creativity gave the same achievement. In using PBL-S, the students with high level creativity had the same achievement as those who had medium and low level creativity, but the students with medium level creativity gave better achievement than those who had low level creativity.Keywords: Group Investigation (GI), Think Pair Share (TPS), Problem Based Learning (PBL), Scientific approach, Creativity
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

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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

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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
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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 
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI INTELLIGENCE QUOTIENT (IQ) PADA SISWA SMA NEGERI 6 SURAKARTA Wahyumiarti, Wahyumiarti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This study aims to analyze the ability of mathematical communication at students with a high, medium, and low IQ in grade XI MIA of State Senior High School 6 Surakarta in answering math questions. The subjects were 6 students that two students with high IQ, 2 students with medium IQ, and 2 students with low IQ. Techniques of data collection used documents and archives, a written test and an interview. Data analysis techniques used are data reduction, data presentation, and conclusion. The results of research showed that: (1) students with high IQ: in the mathematical written communication skills, students were able to create situations and proper solutions using the diagram, the students were also able to translate the ideas contained in the diagram with their own words in the form of detailed and structured information, and able to express ideas and opinions with good reason. In the mathematical verbal communication skills, the students were able to provide some information and the situation in the form of their own language, students were also able to express the right opinions to answer and respond questions in the form of a convincing argument and be able to make correct conclusions with emphatic pronunciation; (2) students with medium IQ: in the mathematical written communication skills, students were able to create situations and proper solutions to depict diagrams and adding several full details, students were also able to translate the ideas contained in the diagram with their own words which arranged in structured by providing some information, ideas and information, but students gave a brief opinion in giving reasons about diagram. In the mathematical verbal communication skills, the students were able to provide some information and situation into their own language forms in detail, complete, and structured, students were also able to give an opinion clearly and convincingly, in addition the student also gave some suggestions, and able to respond to questions in the form convincing argument and students were able to make the right conclusions but short explicitly; (3) students with medium IQ: in the mathematical written communication skills, students were able to create situations and appropriate solutions to describe the diagram and added some description, students were also able to translate the information contained in the diagram with their own sentences with ideas and information relating to the matter. In the mathematical verbal communication skills, students were able to give some brief information in the form of their own language, students were able to express opinions and suggestions but there is still less precise answer, the student was not able to properly respond to questions when giving an answer, but the students were able to make some conclusions short with a convincing argument.Keywords: Mathematical Communication, Math Questions, Intelligence Quotient
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
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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.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) DAN THINK PAIR SHARE (TPS) DENGAN STRATEGI TALKING STICK DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VII SMPN KOTA SURAKARTA Kirana, Arinta Rara; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objectives of research were to find out: 1) which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, 2) which one providing better mathematics learning achievement, linguistic intelligence, mathematics logic intelligence or interpersonal intelligence, 3) in each multiple intelligence level, which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, and 4) in each learning models, which one providing better mathematics learning achievement, linguistic intelligence, mathematicslogic intelligence or interpersonal intelligence. This research used the quasi experimental research method. The design of the research was  3 × 3 factorial. The population was the students of the seven class of Junior High School in Surakarta City on academic year 2014/2015. The tecnique of sampling was stratified cluster random sampling. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance.The conclusions of this research were as follows: 1) TTW by using talking stick model provided better mathematics achievement than TPS by using talking stick model and classical learning model. 2) the mathematics logic intelligence students had mathematics achievement better than linguistic intelligence, the mathematics achievement of linguistic intelligence is the same as interpersonal intelligence, and the mathematics logic intelligence students had mathematics achievement better than interpersonal intelligence. 3) in each of multiple intelligence categories, students mathematics learning achievement is in constancy with result of learning models.4) in each learning models, the students mathematics learning achievement is in constancy with  result of multiple intelligence categories.Keywords: TTW, TPS, classical learning, multiple intelligence, talking stick, achievement of learning.
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
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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
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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
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 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 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 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 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