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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 TTW DAN TPS PADA PERSAMAAN GARIS LURUS DITINJAU DARI KARAKTERISTIK CARA BERPIKIR SISWA SMP NEGERI SE-KABUPATEN PRINGSEWU Suningsih, Ari; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The purposes of the research were to determine the effect of learning models on mathematics achievement viewed from students mind  style. The learning model compared were TTW (Think Talk Write), TPS (Think Pair Share) and conventional. The kind of research was a quasi experimental research. The population was the students of Junior high school in Pringsewu regency on academic year 2013/2014. The size of the sample was 286 students, consisted of 98 students in the first experimental group, 105 students in second experimental group and 84 students in control group. The instruments used were mathematics achievement test and questionnaire. Hypothesis analysis test used two ways analysis of variance with unbalanced cells. The conclusions were as follow. (1) TTW model gave the same effect as TPS, but TTW model  was better than conventional and TPS model gave the same effect as conventional. (2) For all types of students mind style gave the same effect for mathematics learning achievement of students. (3) In each model of learning, students with mind style types concrete sequential, abstract sequential, concrete random, or abstract random have the same effect for mathematics learning achievement. (4) In each mind style, TTW model gave the same effect as TPS, but TTW model was better than conventional and TPS model gave the same effect as conventional.Keywords: TTW, TPS, Conventional, Mind Style, Mathematics Learning Achievement.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBAHASA INGGRIS BERDASARKAN TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) PADA MATERI BALOK DAN KUBUS UNTUK KELAS VIII SMP Wicaksono, Dian Panji; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract : This research aimed to produce and describe the process and the result of the development of Mathematics learning set in English, based on the multiple intelligences theory on topic of cuboid and cube. This research was conducted in seventh grade of SMPN 1 Ngadirojo, SMP N 3 Ngadirojo, and SMPN 2 Ngadirojo that each of those has 32 students. This research was developmental study, i.e. the development of learning set based on the multiple intelligences theory as mentioned above. The development model that’s used refers to the Tjeerd Plomp one. Based on the conducted research, there were some conclusions as the followings (1) The process of the development of Mathematics learning set in English, based on the multiple intelligence theory: (a) The initial investigation phase obtained supporting theories for learning set development such as multiple intelligence theory by Gardner, Armstrong, and Bellanca, 2013 curriculum investigation that mandates to involve the multiple intelligences in Mathematics learning, students’ condition investigation that have various dominant intelligent. (b) The design phase obtained the developed learning set, i.e. lesson plan, student text book, student work sheet, and assessment sheet arranged in English, research instrument plan that consists of learning equipment validation sheet, observation sheet of learning implementation, observation sheet of students’ multiple intelligences involvement activity, and students’ response questionnaire. (c) On the realization phase, it’s arranged the learning set and research instrument. (d) On the test, evaluation, and revision phase, the learning set and limited trial were validated. (2) The result of development of Mathematics learning set in English, based on multiple intelligences theory: (a) The validity of learning set on lesson plan was 3.96, student text book 3.72, student work sheet 4.02, and assessment sheet 3.86. (b) The developed learning set could be used with a little revision and the average of learning implementation was 4.22. (c) This developed learning set could be said that it has been effective because the students’ multiple intelligences involvement activity reached 89,46% and the students’ responses were positive. Although the classical thoroughness was not achieved because only 35.42% of students met the minimal achievement criteria.Keywords : Mathematics Learning Set in English Based, Multiple  Intelligences, cube and  cuboid.      
PROSES BERPIKIR KREATIF DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN DIMENSI MYER-BRIGGS SISWA KELAS VIII MTs NW SURALAGA LOMBOK TIMUR TAHUN PELAJARAN 2013/2014 Aziz, Abdul; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: This study aimed at describing the process of creative thinking of the eight grade students of MTs NW Suralaga East Lombok  in the academic year of 2013/2014, who had personality type based on the Myer-Briggs personality dimensions, namely rational personality type (STR) and guardian personality type (STG) in the mathematics problems solving on Wallas steps, namely preparation, incubation, illumination, and verification. The approach used descriptive qualitative approach in a case study. The data collection technique was conducted by using task based interview. The result showed that the procces of creative thingking on: (1) the STR students, namely: (a) the preparation, the students read APS (assignment problem solving) silently, observed the instructions and information carefully, and mentioned the known and the asked things in  reading once APS; (b) incubation, the students tend to be silent for a moment, the students do a contemplation activities, planned the problem solving, and took a long time to bring up the idea; (c) illumination, the students started by identifying the contained information in the APS, wrote how to solve the problem and continued by explaining the procedure of problem solving, the students established the steps to resolve the problem and got the idea by developing the idea of the previous answers; (d) verification, the students expressed orally the re-examination procedure of the answer, wrote the re-examination procedure, explained the re-examination procedure and explained the procedure again orally. (2) The STG students, namely: (a) the preparation, the students read the APS silently, and in a loud voice, mentioned the current issues in the APS, wrote the problems on the answer sheet, mentioned the known and the asked things of APS after a given follow-up questions; (b) incubation, the students tend to be silent, the students do a contemplation activities and arranged the plan of problem-solving when they were calm; (c) illumination, the students identified the information on APS and determined the attributes that were used to solve the problem, established the steps to resolve the problem, described the problem solving procedures, solved the problems by developing the idea from the previous idea; (d) verification, the students revealed and explained the re-examine procedure of the answer orally, wrote the re-examination procedure of the answer, observed and re-checked the problem solving that had been done.Keywords: Creative Thinking, Problem Solving, and Personality Type
PROFIL PEMAHAMAN SISWA TERHADAP LUAS DAN KELILING BANGUN DATAR YANG DIGUNAKAN DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KECERDASAN EMOSIONAL ( Penelitian Pada Kelas VII MTsN Ketanggung Ngawi Semester Genap Tahun Pelajaran 2013/2014 ) Indayani, Sri; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract :  Area and perimeter in plane gometry are one of the subjects in the study of mathematics in class VII of SMP / MTs. The mathematics learning system in Indonesia  generally is not emphasized in solving the problem, but on procedural matters. Students are trained to memorize formulas, but less understood and mastered its application in solving a problem. This study aimed to describe the profile of students' understanding of area and perimeter which are used in solving mathematical problems in terms of the level of emotional intelligence. The big difference in emotional intelligence on each student, it is possible to affect the level of student understanding. This research was conducted in class VII MTsN Ketanggung Ngawi. Research subjects consisted of 3 students were selected from the results of the questionnaire of emotional intelligence, which is one students with a high level of emotional intelligence, one students with the level of emotional intelligence is and one student with a low level of emotional intelligence. This study is a descriptive qualitative research. Data collection in this study was done by using a questionnaire, the results of the written test and interview-based tasks. The validity of the data is done by time triangulation. The main instrument in this study is the researchers themselves who aim to seek and collect data directly from the data source, and Insrument help in this research is the emotional intelligence questionnaire instruments, sheet student comprehension task, and interview guides. The results showed that students with high emotional intelligence and are entered on a relational level of understanding, and students with low entry level of emotional intelligence on the level of instrumental understanding. Keywords: student understanding, problem solving,  emotional intelligence
PENGEMBANGAN MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) BERBANTU VIDEO CAMTASIA PADA MATERI PELUANG UNTUK SISWA SMA/MA NEGERI KABUPATEN CILACAP TAHUN PELAJARAN 2013/2014 Retno, Eli Widoyo; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract. The objectives of this research were to investigate: (1) the process and result of the development of the GI learning model; (2) the effectiveness of the modified GI learning model toward the students’ learning achievement in Mathematics and character of social responsibility in the topic of discussion of Probability. This research used the Research and Development (R&D) method. It consisted of two phases, namely: (1) research and development phase and (2) effectiveness test phase of the modified GI learning model. The former, with some modifications, referred to the ones claimed by Borg and Gall. The latter used the quasi experimental research method. The results of the research were as follows: 1) The modified GI learning model assisted with Camtasia Video is a valid, effective, and practical learning model. In addition, it also matches 2013 curriculum so that it was applicable in Senior Secondary Schools/Islamic Senior Secondary Schools of Cilacap. 2) The modified GI learning model assisted with Camtasia Video is more effective than the GI learning model toward the students’ learning achievement in Mathematics and the character of social responsibility on the topic of discussion of Probability. Keywords: Learning model, GI, Camtasia Video, Learning achievement, and Social responsibility
PENGEMBANGAN MODEL PEMBELAJARAN NHT (NUMBERED HEADS TOGETHER) BERBASIS OUTDOOR STUDY UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA SMA KELAS X PADA MATERI POKOK SISTEM PERSAMAAN DAN PERTIDAKSAMAAN Marfuah, Iim; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The objectives of the research were: (1) to yield valid, efficient, practical and effective learning model for equation and inequality system; (2) to know which students had better the learning achievement of mathematics using outdoor study-based NHT or NHT learning models; (3) to know which students had better learning achievement, the students with high or those with moderate or those with low social intelligence; (4) to know which for students with high social intelligence, moderat social intelligence and low social intelligence, outdoor study-based NHT had better learning achievement than NHT learning model; (5) to know which students had better learning achievement, outdoor study-based NHT or NHT learning model, in each level of social intelligence. The development of learning model was conducted referring to R&D procedure suggested by Borg & Gall. The result of development constituted the procedure/syntax of outdoor study-based NHT learning model. For effectiveness test, this research was a quasi-experimental research with a 2×3 factorial design. The instrument employed to collect the data was mathematics learning achievement test and student social intelligence questionnaire. Based on hypothesis testing, it can be concluded as follows. (1) The result of development constituted the procedure/syntax of outdoor study-based NHT were valid, efficient, practical and effective learning model with some game or activity such us ringball for SPLDV game, ringball for SPLDV game, to guess length and wide, inequality project and estafed. (2) The students’ mathematics learning achievement in outdoor study-based NHT learning model was better than that in NHT. (3) The students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate had mathematics learning achievement better than those with low one. (4). In outdoor study-based NHT learning model, the students with high social intelligence had mathematics learning achievement as same as those with moderate one, and those with either high or moderate social intelligence had mathematics learning achievement better than those with low one. In NHT learning model, the students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate one had mathematics learning achievement as same as those with low one. (5) The students with high social intelligence in outdoor study-based NHT learning model provided the result (product) as same as those in NHT learning model. The students with moderate social intelligence in outdoor study-based NHT learning model provided the result better than those in NHT learning model. The students with low social intelligence in outdoor study-based NHT learning model provided the result as same as those in NHT learning model.Keywords: NHT (Numbered Heads Together), Outdoor Study, Student Social Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN THINK PAIR SHARE (TPS) PADA POKOK BAHASAN DIMENSI TIGA DITINJAU DARI KESULITAN BELAJAR SISWA KELAS X SMA NEGERI DI KABUPATEN MAGETAN TAHUN PELAJARAN 2012/2013 Susmono, Susmono; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out: (1) which learning model of the TTW, TPS or conventional learning results in a better learning achievement in Mathematics; (2) which students with learning difficulties (low, medium or high) have a better learning achievement in Mathematics; (3) in each students learning difficulties, which learning model of TTW, TPS or conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which students learning difficulties (low, medium or high) results in a better learning achievement in Mathematics.This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade X of State Senior High Schools in Magetan regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the researh consisted of 232 students; 82 students belonged to experiment class one, 78 students belonged to experiment class two and 72 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of students learning difficulties. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research showed that: (1) the TTW and TPS learning models result in the same good achievement in mathematics, the TTW and conventional result in the same good achievement, but TPS result in better than the conventional learning model; (2) The students with low learning difficulties result in better than with the high learning difficulties, the students with the low learning difficulties result in the same good with the medium learning difficulties, the students with the medium learning difficulties result in the same good with the students with high learning difficulties; (3) ) in each students learning difficulties, the TTW and TPS result in the same good learning achievement in mathematics, TTW and conventional result in the same good learning achievement in mathematics, TPS learning model result in  better learning achievement than conventional; (4) in each learning model, the student with low learning difficulties result in  better learning achievement than with high learning difficulties, the students with low learning difficulties result in the same good learning achievement with the medium learning difficulties, that with medium learning difficulties result in the same good learning achievement with the high learning difficulties.Keywords: learning model, TTW, TPS, conventional, students learning diffulties.
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TS-TS) DAN THINK-PAIR-SHARE (TPS) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI AKTIVITAS BELAJAR MATEMATIKA Pramugarini, Dwi Yuni; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research was aimed to find out: (1) which one gave better mathematics learning achievement, learning model TS-TS with Realistic Mathematics Education (RME) approach, TPS with RME approach or conventional learning; (2) which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity; (3) in each students’ levels of mathematics learning activity which one gave better mathematics learning achievement, learning model TS-TS with RME approach, TPS with RME approach or conventional learning; (4) in each learning model, the levels of mathematics learning activity which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity. The research was a quasi experimental research with 3x3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were chosen by using stratified cluster random sampling. The samples were 288 students. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data was examined by using one-way analysis of variance with unbalanced cells. It showed that three populations had balance in prior knowledge. Meanwhile, the technique of analyzing the data was two-ways analysis of variance with unbalanced cells. The conclusions of this research showed as follows. (1) Learning model TS-TS with RME approach provided better mathematics learning achievement than TPS with RME approach and conventional learning, learning model TPS with RME provided better mathematics learning achievement than conventional learning. (2) The students having high mathematics learning activity had better mathematics learning achievement than the students having medium and low mathematics learning activity. The students having medium mathematics learning activity had better mathematics learning achievement than the students having low mathematics learning activity. (3) In each category of mathematics learning activity, learning model TS-TS with RME approach was better than learning model TPS with RME approach and conventional learning, learning model TPS with RME approach was better than conventional learning. (4) In each learning model, learning achievement of students with high mathematics learning activity was better than learning achievement of students with medium and low mathematics learning activity, learning achievement of students with medium mathematics learning activity was better than the learning achievement of students with low mathematics learning activity.Keywords: TS-TS with RME approach, TPS with RME approach, mathematics learning activity, mathematics learning achievement.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA DAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKAN TEKNIK HYPNOSIS IN TEACHING PADA MATERI GEOMETRI SISWA KELAS VII MTs DI KABUPATEN PONOROGO Jauhari, Hafidh; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT:. This research aimed to know: (1) which one gives better mathematics learning achievement, Indonesian Realistic Mathematics Education (IRME) learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches, (2) which one gives better mathematics learning achievement, students who have visual, auditory or kinesthetic learning styles, (3) in each of the learning approach, which one gives better mathematics learning achievement, students with visual learning styles, auditory or kinesthetic; (4) in each of the student’s learning styles, which one gives better mathematics learning achievement, IRME learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches. This research used the quasi experimental research method with a 3x3 factorial design. Its population was the students in VII Grade of MTs in Ponorogo. The data samples of the research were taken by using the stratified cluster random sampling technique. The data collection tehnique used documentation, questionnaire, and test method. The documentation was used to know the scores of mathematics in Elementary School National Examination, and was used for balance test among the classes IRME learning approach, constructivism learning approach using hypnosis in teaching technique, and conventional learning approaches. The questionnaire method was used to determine the student's learning style, while the test method was used to determine student’s achievement in mathematics subject rectangle. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the level of significance is 5%. The results of study showed that: (1) use of IRME learning approaches on learning the material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than the conventional learning approach; (2) the three types of learning styles, visual, auditory, and kinesthetic provide the same effect on mathematics achievement; (3) in each of the learning approach, the three types of learning styles, visual , auditory, and kinesthetic provide the same effect on mathematics achievement; (4) on the various types of student’s learning styles, the use of IRME learning approaches in the learning of material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than conventional learning approaches.Keywords: learning approach, IRME, constructivist, hypnosis in teaching, conventional, learning styles
EKSPERIMENTASI MODEL NUMBERED HEADS TOGETHER DENGAN MAKE A MATCH (NHT MM) DAN NUMBERED HEADS TOGETHER DENGAN BAMBOO DANCING (NHT BD) DITINJAU DARI KECERDASAN INTERPERSONAL Dewi, Arianti Puspita; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to determine: (1) which students mathematics achievement would be better, student  given NHT MM, NHT BD, or direct learning model, (2) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium or low, (3) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium, or low on each learning model, (4) which student mathematics achievement would be better, student given NHT MM, NHT BD, or direct learning model in each interpersonal intelligence. The instruments were used mathematics achievement test and questionnaire of student’s interpersonal intelligence. The data was analyzed using two ANOVA ways then followed by multiple comparisson tests with using Scheffe’ method. Concluded that: (1) NHT MM model has better mathematics achievement than NHT BD model and direct learning model, while NHT BD model has better mathematics achievement than direct learning model, (2) the students with high interpersonal intelligence has better mathematics achievement than the medium and low interpersonal intelligence students, while the student with medium interpersonal intelligence has better mathematics achievement than the low interpersonal intelligence students, (3) for NHT MM, mathematics achievement of students with high interpersonal intelligence was as good as medium and low interpersonal intelligence, however the mathematics achievement of the students with high interpersonal intelligence were better than the students with low interpersonal intelligence; for NHTBD, the mathematics achievement of students with high intelligence were better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence; for direct learning, the mathematics achievement of students with high intelligence was better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence, (4) the students with high, medium, and low interpersonal intelligence have the same achievement of mathematics for the models of NHTMM, NHTBD, and direct learning; for medium and low interpersonal intelligence, the students mathematics achievement treated by NHTMM was better than students treated by NHTBD and direct learning model.Keywords: Numbered Heads Together, Make a Match, Bamboo Dancing, interpersonal intelligence, mathematics achievement.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Ghofur Abdul Razak Agus Darmawan Ambar Nurhayati Anggrahini Anggrahini Arianti Puspita Dewi Arinta Rara Kirana Asip Cakra Buana, Asip Cakra Atik Fitriya N author Ari Suningsih 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