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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 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

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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
EKSPERIMENTASI MODEL PROJECT BASED LEARNING (PjBL) DAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KOTA METRO LAMPUNG Mustika, Juitaning; 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: The objective of research was to investigate the effect of learning models on Mathematics learning achievements viewed from students’ emotional intelligence. The learning models compared were PjBL, GI and direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VIII graders of Junior High Schools in Metro City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 238 students with details 80 students for the experiment 1, 80 students for experiment 2 and 78 students for control classes. The instruments used for collecting data were mathematics learning achievement test and student EI questionnaires. The results of this research were as follows: (1) the use of the PjBL model couldresult better learning achievement than both GIandthe direct learning. The use of GI could result better learning achievement than the direct learning model, (2) Students with high EI, resulting better learning achievement than students with moderate or low EI, and students with moderate EI hadbetter learning achievement than students with low EI, (3) For those students with high and moderate EI, the PjBL modelresulted better learning achievement than direct learning model, while the PjBL models gave the same learning achievement asGI, and the GIgavethe same learning achievement as the direct learning model. For students with low EI, PjBL, GIand direct learning model gave the same learning achievement, (4) In learning using PjBL model, students with high EI had better learning achievement than students with low EI, and students with moderate EI had better learning achievement than students with low EI, while students with high EI had the same learning achievement as students with moderate EI. On learning using GImodel, students with a high EI had better learning achievement than thosewith low EI, while students with high EI had the same learning achievement as students with moderate EI and students with moderate EI had the same learning achievement as students with a low EI. Direct learning model gave the same effect on learning outcomes among students who had high, moderate and low EI.Keywords: Project Based Learning (PjBL), Group Investigation (GI), Direct learning andEmotional Intelligence (EI).
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAMS ASSISTED INDIVIDUALIZATION PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP Huda, Mishbahul; Kusmayadi, Tri Atmojo; Usodo, Budi
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 this research are to investigate: (1) which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; (2) which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics; (3) in each category of the achievement motivations, which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; and (4) in each learning model, which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was the students in Grade VIII of State Junior Secondary Schools of Wonogiri regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research were the students as many as 299 of State Junior Secondary School 1 of Purwantoro, State Junior Secondary School 1 of Jatisrono, and State Junior Secondary School 2 Puhpelem. The data of the research were analyzed by using the two-way analysis of variance (ANOVA) with unbalanced cells at the significance level of 5%. The results of the research are as follows: 1) the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 2) The students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the high achievement motivation have a better learning achievement in Mathematics than those with the low achievement motivation. 3) In each category of the achievement motivations, the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 4) In each learning model, the students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the moderate achievement motivation have a better learning achievement in Mathematics as those with the low achievement motivation.Keywords: The cooperative learning model of the TGT type, the cooperative learning model of the TAI type, direct learning, and achievement motivation.
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
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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
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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
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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
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI Darmawan, Agus; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with  the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Listiani, Tanti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI RELASI DAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN SISWA SMP NEGERI KELAS VIII DI KABUPATEN KARANGANYAR Razak, Abdul; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of learning model toward learning outcomes in mathematics viewed from the reasoning ability. The learning models of this research were cooperative learning model of the GI with scientific, the cooperative learning model of the TPS with scientific, and the classical learning with scientific.This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 280 students. The instruments used to gather the data were test of learning outcomes in mathematics and test of reasoning ability. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The students instructed with GI with scientific had a better learning outcomes in mathematics than those instructed TPS with scientific and those instructed the classical learning with scientific. Furthermore, the students instructed TPS with scientific had a better learning outcomes in mathematics than those instructed the classical learning model with scientific. 2) The learning outcomes in mathematics of the students with the high and moderate reasoning ability had a better than that of the students with the low reasoning ability. In addition, the students with the high reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. 3) On model of the GI with scientific, the students with the high and low reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. Moreover, the students with the high reasoning ability had a better learning outcomes in mathematics than those the students with the low reasoning ability. On model of the TPS with scientific and the classical learning with scientific results in the same learning outcomes in each of reasoning ability. 4) The students with the high reasoning ability, GI with scientific and the classical learning with scientific results in the same learning outcomes in mathematics as TPS with scientific. Furthermore, GI with scientific results in a better learning outcomes in mathematics than the classical learning with scientific. The students with the moderate and low reasoning ability had the same learning outcomes in each of learning model.Keywords: GI with scientific, TPS with scientific, learning outcomes, reasoning ability.
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