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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 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 
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 PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN KONTEKSTUAL BERBASIS LESSON STUDY PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR SISWA KELAS IX MTs NEGERI KABUPATEN MADIUN Umami, Farah; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract:This research aims to find out: (1) which one providing better mathematics learning achievement, Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning, (2) which one providing mathematics learning achievement, the students with visual, auditory, or kinesthetic learning styles, (3) in each learning model, which one providing better mathematics learning approach, the students with visual, auditory, or kinesthetic learning styles, (4) in each learning style, which one providing better mathematic learning achievement, Jigsaw type of cooperative learning model with Lesson Study-based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning model.This study was a quasi-experimental research with 3x3 factorial design. The population of research was all IX graders of MTs Negeri of Madiun Regency in the school year of 2012/2013 consisting of 13 school. The sampling technique used was stratified cluster random sampling with 259 students as the sample. The school classification based on the Mathematics score in National Examination of 2010/2011 school year obtained MTsN Kare for the sample with high classification, MTsN Sidorejo Wungu for the one with medium classification, and MTsN Rejosari for the one with low classification. The research instrument used was mathematics achievement test and student learning style questionnaire. Technique of analyzing data used was an umbalanced twoway analysis of variance.The conclusions of research were: (1) the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better learning achievement than the one with contextual approach and conventional learning, while the jigsaw type of cooperative learning model provided the achievement as same as the conventional learning did. (2) the students with visual learning style had learning achievement equal to those with auditory learning style, while both of them had better learning achievement than those with kinesthetic learning style. (3) the students with the visual,auditorial and kinesthetic learning style, the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better mathematics learning achievement than jigsaw type cooperative learning with contextual approach and conventional learning, while the jigsaw type of cooperative learning provided the achievement as same as the conventional learning did. (4) in Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning,, the students with visual learning style provided mathematic learning achievement as same as those with auditory learning style337did, while both of them provided better learning achievement than those withkinesthetic learning style.Keywords: Cooperative Learning, Jigsaw, Contextual Teaching and Learning,Lesson Study, Learning Style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD WITH GUIDED DISCOVERY LEARNING PADA MATERI POKOK LINGKARAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) Suriyah, Puput; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract:  The aims of this  research were to know: (1) which one is providing better mathematics learning achievement, students taught using cooperative learning of STAD with guided discovery learning, STAD or direct learning, (2) which one is having better mathematics learning achievement, students with Adversity Quotient (AQ) climbers, students with AQ campers or students with AQ quitters, (3) at each learning model, whether there are any mathematics learning achievement difference between students with AQ climbers, students with AQ campers or students with AQ quitters, (4) at each type of Adversity Quotient (AQ), whether there are any mathematics learning achievement difference between students taught using cooperative learning of STAD with guided discovery learning, STAD or direct learning. This research was a quasi experimental research using 3x3 factorial designs. The hypotheses testing used two ways ANOVA with unbalanced cell. This research concludes that: (1) students taught using cooperative learning of STAD with Guided Discovery Learning have better mathematics learning achievement than the students taught using STAD and direct instruction, as well as students who were taught using STAD have better mathematics learning achievement than the group of students taught using direct instruction, (2) students achievement with the climbers type of AQ were better than the students with the campers and quitters type of AQ while the students with the campers type of AQ have better mathematics learning achievement than the students with the quitters type of AQ, (3) in the cooperative learning of STAD with guided discovery learning, there was no difference in learning achievement in each type of AQ, in the STAD, there was no difference in learning achievement in each type of AQ, in the direct instruction, students with climbers type of AQ have better mathematics learning achievement than students with quitters type of AQ, (4) for the students who have climbers type of AQ, there was no difference in learning achievement in each learning models, for the students who have campers type of AQ, STAD with guided discovery learning produced better mathematics achievement than direct instruction, for the students who have quitters type of AQ, STAD with guided discovery learning produced better mathematics achievement than direct instruction.Keywords: STAD With Guided Discovery Learning, Adversity Quotient, Mathematics Learning Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBASIS ASSESSMENT FOR LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PONOROGOTAHUN 2013/2014 Dwi A, Yuridis Madyarsa; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: This research was aimed to know in polyhedral concept: (1) which one give better achievement between TPS-AfL, TPS, or Direct Learning, (2) which one have better achievement between high, medium or low creativity students, (3) for each creativity levels, which one give better achievement between TPS-AfL, TPS, or Direct Learning, (4) for each learning model, which one have better achievement between high, medium or low creativity students. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of SMPN even semester academic year 2013/2014 in Ponorogo regency. The sample was taken by using stratified cluster random sampling. Total sample was 255 students, consisted of 79 students as TPS-AfL sampel, 89 students as TPS sampel, and 87 students as Direct Learning sampel. The data were collected by using documentation, questionnaire and test. The data of research were analyzed by using analysis of variance with unequal cells, then continued by using Scheefe’ method. According to the data analysis, it can be concluded that in polyhedral concept: (1) students learnt using TPS-AfL and TPS, had better achievement than students learnt using Direct Learning, students learnt using TPS-AfL had better achievement than students learnt using TPS, (2) high creativity students had better achievement than those of medium and low creativity students, however medium and low creativity students had the same achievement, (3) for TPS-AfL and TPS learning, students with high, medium, and low creativity had the same achievement, for Direct Learning, high creativity students had the same achievement as medium creativity students, however medium creativity students had the same achievement as low creativity students, meanwhile high creativity students had better achievement than low creativity students, (4) for high and medium creativity students, TPS-AfL, TPS, and Direct Learning gave the same achievement, meanwhile for low creativity students, TPS-AfL gave better achievement than students TPS and Direct Learning, meanwhile, TPS and Direct Learning gave the same achievement.Keywords: TPS-AfL, TPS, Direct Learning, Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DAN JIGSAW DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI KOTA MADIUN Retno H, Rosa Rosdiana; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, (2) which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence, (3) in each multiple intelligence, which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, and in each learning model, which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence. This study was a quasi-experimental research with 3x3 factorial design. The population of this research was the seventh-year-students of State Junior High Schools of Madiun Municipality in the school year of 2012/2013 with the students of SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 10 Madiun as the sample. The research instrument used was mathematics learning achievement test and questionnaire of multiple intelligence. The hypothesis test used was unbalanced two way analysis of variances. The test on the hypothesis revealed that: (1) learning model of Jigsaw with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of Numbered Heads Together provided better mathematics learning achievement than conventional learning model, (2) there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence, (3) in each multiple intelligence, learning model of Jigsaw type with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of  Numbered Heads Together provided better mathematics learning achievement than conventional learning model, and in each learning model, there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence. Keywords: Learning Model, Jigsaw, Contextual Approach, Numbered Heads Together, Multiple Intelligence.
PROFIL POSES BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT-INDEPENDENT DAN GENDER N, Atik Fitriya; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: This research was a qualitative descriptive that aims to describe the critical thinking process of male and female senior high school students with dependent and independent cognitive style in solving contextual mathematics problems using Polya steps. Classification of students cognitive styles used group embedded figures test (GEFT). The subjects of this research were 4 students of XI year of SMA Negeri 1 Kartasura selected by purposive sampling. Validity of the data used time triangulation and the technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. The results show as follows: (1) Male students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspects of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (2) Male students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students were able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively. (3) Female students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspect of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (4) Female students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students are able to identify the material that is needed in formulating or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively and rationally. Keywords: Critical thinking Process, Problem Solving, Cognitive Style, Gender
ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMBELAJARAN MIKRO (Studi Kasus pada Mahasiswa Pendidikan Matematika FKIP UNS Tahun Akademik 2012/2013) Frasetyana, Anita Diah; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: The objective of this research is to describe the basic teaching skills in microteaching of the students majoring in Mathematics Education of the Faculty of Teacher Training and Education of Sebelas Maret University in Academic Year 2012/2013. The subject of this research consisted of two students conducting a microteaching. One of the subject has high academic ability whereas the other subject has low academic ability  Type of the research was a qualitative case study research. The subjects of this research were taken by using the purposive sampling. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The results of this research are as follows: the skill that the students have mastered in the apperception activity is the skill to conduct apperception by using the questions related to the learning material which is going to be learnt and giving description on the activity and/or scope of learning material of the class meeting; the skill that the students have mastered in asking questions to their  microteaching students is the skill to raise question clearly relevant to the problems discussed; the skill that the students have mastered in the reinforcement is the skill to use non-verbal reinforcement by nodding head and smiling; the skill that the students have mastered in conducting variation in teaching is the skill to vary the volume of voice and the standing position in the classroom; the skills that the students have mastered in explaining are the skills to present the learning material in structured or systematic sequence, to emphasize the important parts, to give examples by following deductive or inductive pattern, and to give feedback; the skill that the students have mastered in group activity is the skill to distribute the chance for their microteaching students to participate and to analyze or extend the view of their microteaching students; the skills that the students have mastered are the skills to give clear instruction and to get their microteaching students prepared by setting the size of the group and the number of the group members as well as to ask their microteaching students to account for their group activity; the skills that the students have mastered in the closing activity are the skills to make summary by either the students themselves and/or by involving their microteaching students and to conduct written test as an evaluation tool in teaching Mathematics.Keywords: basic teaching skill, microteaching, and teaching Mathematics.
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