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Gusti Ayu Mahayukti

Universitas Pendidikan Ganesha

Author-ID : 312113

Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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PENGARUH STRATEGI ACTIVE KNOWLEDGE SHARING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VII NON UNGGULAN SMP NEGERI 6 SINGARAJA ., Putu Yulia Prawestri; ., Dra. Gst. Ayu Mahayukti,M.Si; ., Dra.Ni Nyoman Parwati,M.Pd
Jurnal Pendidikan Matematika Undiksha Vol 5, No 2 (2016):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v5i2.8163

Penelitian ini bertujuan untuk mengetahui pengaruh strategi active knowledge sharing terhadap kemampuan komunikasi matematika siswa. Populasi penelitian ini adalah seluruh siswa kelas VII non unggulan SMP Negeri 6 Singaraja tahun ajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Sampel pada penelitian ini adalah siswa kelas VII B5 sebagai kelas eksperimen dan VII B6 sebagai kelas kontrol. Desain penelitian yang digunakan dalam penelitian ini adalah post-test only control group. Data kemampuan komunikasi matematika siswa dikumpulkan menggunakan tes kemampuan komunikasi matematika. Data dianalisis dengan menggunakan uji-t ekor kanan dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa t_hitung=3,2762 lebih besar dari nilaiã€– tã€—_tabel=2,0032, sehingga H_0 ditolak. Sehingga kemampuan komunikasi matematika siswa yang mengikuti pembelajaran dengan strategi active knowledge sharing lebih tinggi daripada kemampuan komunikasi matematika siswa yang mengikuti pembelajaran konvensional. Dengan demikian, penerapan pembelajaran dengan strategi active knowledge sharing memberikan pengaruh positif terhadap kemampuan komunikasi matematika siswa.Kata Kunci : kemampuan komunikasi matematika, strategi active knowledge sharing, pembelajaran konvensional. This objective of this research is to investigate the effect of active knowledge sharing strategy to studentsâ€™ mathematical communication ability. The population were students seventh unseeded grade students of SMP Negeri 6 Singaraja in the academic year of 2015/2016. Sampling was done by cluster random sampling technique. The samples were students in VII B5 grade students as the experimental group and seventh B6 grade students as the control group. The research design used in this research is Post Test Only Control Group Design. Data of studentsâ€™ mathematical communication ability were collected by using studentsâ€™ mathematical communication ability test. This data were analyzed by using a one-tailed t-test with 5% level of significant. This research result show that t_calculate=3,2762 greater than ã€– tã€—_table=2,0032, so that H_0 is diclined. So that students mathematical communication ability who studied using active knowledge sharing strategy was higher than those who studied using conventional learning. Thus active knowledge sharing strategy gives positive contribution toward the students mathematical communication ability.keyword : mathematical communication ability, active knowledge sharing strategy, conventional learning

PENYEGARAN MATERI AJAR PECAHAN DAN PENDAMPINGAN PENGGUNAAN GEOGEBRA BAGI GURU SD DI DESA GUBUG TABANAN Mahayukti, Gst Ayu; Sukajaya, I Nyoman; Sudiarta, I Gst Putu
JURNAL WIDYA LAKSANA Vol 11, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v11i1.38940

Tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan penguasaan guru dalam pembelajaran pecahan dan penggunaan Geogebra. Peserta pelatihan masing- masing diwakili 3 orang guru dari masing-masing SD di desa Gubug Tabanan dan 1 orang pengawas. Jumlah peserta pelatihan yang hadir adalah 16 orang terdiri dari guru sebanyak 15 orang dan 1 orang kepala sekolah. Kegiatan pengabdian ini dilakukan melalui 2 kegiatan yakni pelatihan dan pendampingan. Pelatihan dilaksanakanÂ Â melalui pemaparan materi pecahan dan Geogebra oleh narasumber, diskusi/tanya jawab, demontrasi penggunaan Geogebra dan pendampingan. Evaluasi dilakukan dengan tes dan proses. Hasil dari pelatihan dan pendampingani menunjukkan bahwa penguasaanÂ Â Â materi pecahan, meningkat jika dibandingkan rata-rata skor pretest dan posttest. Peserta juga sangat antusias diskusi maupun mengajukan pertanyaan dan memberikan tanggapan. Respon guru yang dijaring melalui angket tergolong positif. Dengan demikian kegiatan pengabdian ini tergolong berhasil.Â

Pengaruh strategi Relating, Experiencing, Applying, Cooperating, Transfering berorientasi kearifan lokal terhadap pemecahan masalah dan karakter Agus Putra Wijaya; Gusti Ayu Mahayukti; I Nyoman Gita; Ni Nyoman Parwati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran matematika dengan strategi pembelajaran Relating, Experiencing, Applying, Cooperating, Transfering (REACT) berorientasi kearifan lokal terhadap kemampuan pemecahan masalah dan karakter positif siswa. Penelitian ini merupakan penelitian mixed method menggunakan concurrent embedded design. Sampel penelitian yang ditentukan dengan teknik random sampling yaitu siswa SD Negeri 1 Baktiseraga, Bali. Data kuantitatif diperoleh melalui tes kemampuan pemecahan masalah matematika dan data kualitatif diperoleh melalui wawancara, lembar observasi, dan angket karakter siswa. Data kuantitatif dianalisis menggunakan uji-t pada taraf signifikansi 5%. Data kualitatif terkait karakter siswa disajikan secara deskriptif. Hasil analisis data kuantitatif menunjukkan bahwa kemampuan pemecahan masalah matematis siswa yang mengikuti pembelajaran dengan strategi pembelajaran REACT berorientasi kearifan lokal lebih tinggi dari pada siswa yang mengikuti pembelajaran konvensional. Hasil analisis data kualitatif menunjukkan bahwa karakter siswa mengalami peningkatan yang tergolong positif setelah mengikuti strategi pembelajaran REACT berorientasi kearifan lokal.The impact of Relating, Experiencing, Applying, Cooperating, Transfering strategy orientated to local wisdom on problem-solving and characterAbstractThis study aimed to describe the impact of learning of mathematics with learning strategy of Relating, Experiencing, Applying, Cooperating, Transfering (REACT) oriented to local wisdom on the problem-solving ability and positive character of students. This research was mixed-method research using a concurrent embedded design. The research sample determined by the random sampling technique was the sixth-grade students of SD Negeri 1 (state primary school) Baktiseraga, Bali, Indonesia. Quantitative data were obtained through tests of mathematical problem-solving ability and qualitative data were obtained through interviews, observation sheets, and student character questionnaires. Quantitative data were analyzed using t-tests at a significance level of 5%. Qualitative data related to the characters provided descriptively. The results of quantitative data analysis regarding mathematical problem-solving of students who take learning with REACT learning strategy oriented to local wisdom was higher than students who study conventional learning. The results of the qualitative data analysis oppose the increased character of students who were classified as positive after following the REACT learning strategy oriented towards local wisdom.Keywords: REACT, local wisdom, problem-solving, character

Pembelajaran Matematika Realistik untuk Meningkatkan Daya Matematik Siswa dan Prestasi Belajar Gusti Ayu Mahayukti
Jurnal Pendidikan dan Pengajaran Vol 46 No 1 (2013): April, 2013
Publisher : Universitas Pendidikan Ganesha

Penelitian tindakan kelas ini bertujuan untuk (1) meningkatkan aktivitas belajar siswa, (2)meningkatkan daya matematik siswa,dan (3) meningkatkan prestasi belajar siswa melalui penerapan pembelajaran realistik berbantuan jurnal mingguan bermuatan contoh miskonsepsi dan soal termodifikasi. Data penelitian dikumpulkan dengan lembar observasi, jurnal dan tes. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada siklus I berada pada kategori cukup dan pada siklus II dan III pada kategori tinggi, Daya matematik pada siklus I dan II berada pada kategori cukup, sedangkan pada siklus III ada peningkatan yakni pada kategori baik. Prestasi belajar siswa naik dari siklus ke siklus. Dengan demikian, penerapan pembelajaran realistik berbantuan jurnal mingguan bermuatan contoh miskonsepsi dan soal termodifikasi dapat meningkatkan daya matematik siswa. Kata-kata Kunci: matematika realistik, daya matematik, miskonsepsi

Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students I Made Suarsana; I Gde Wawan Sudatha; Gusti Ayu Mahayukti; I Wayan Edy Ari Suandana; I Gusti Putu Suharta
Jurnal Pendidikan dan Pengajaran Vol 54 No 3 (2021): October
Publisher : Universitas Pendidikan Ganesha

The implementation of cognitive theory in multimedia development for deaf students (students with visual channels only) would be re-examined for its effectiveness. This study aimed to develop mathematics-learning multimedia based on cognitive theory for deaf students on "measurement". This development study adopted the 4D (define, design, develop, disseminate) study design. This study focused on determining the media feasibility based on expert validation, practicality trials, and effectiveness in the first year. The subjects of this study were 4 experts (content expert, learning design expert, media expert, and linguist), 2 teachers, and 7 students. The media feasibility data were collected with validation sheets, questionnaires, and tests. Furthermore, the data were analyzed using descriptive statistics. Based on the results, the feasibility level based on material experts, media experts, learning design experts, and linguists were 93.3%, 96.7%, 90%, and 93.3%, so it could be said that the developed multimedia met validity criteria. Based totally on the consequences, the multimedia practicality test for teachers and students were 95% and 93% respectively so that it could be said that multimedia met the practical criteria and the average percentage of student material mastery was 80.1% with passing grade of 71.4% so it could be said that multimedia met the effective criteria. Since the multimedia met the valid, practical, and effective criteria, it could be said that multimedia is feasible for learning.

Missouri Mathematics Project (MMP), Pemahaman Konsep Matematika, dan Kepercayaan Diri Siswa Ni Pande Kadek Ayu Pratiwi; I Wayan Puja Astawa; Gusti Ayu Mahayukti
Jurnal Elemen Vol 5, No 2 (2019): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v5i2.1317

This study aims to examine the effect of MMP learning models on understanding mathematical concepts and student confidence. The population of this study was students of class XI MIPA SMA Negeri 1 Semarapura academic year 2018/2019. The research instrument used was a test of understanding mathematical concepts and self-confidence questionnaires. This study is a quasi-experimental design with post-test only control group design. Data were analyzed using one-way multivariate variance analysis. The results showed that there were significant differences in the understanding of mathematical concepts and simultaneous self-confidence of students who followed the conventional MMP learning model. Furthermore, there were significant differences in understanding mathematical concepts and self-confidence of students who followed the conventional MMP learning model. From indicators of understanding concepts, classes with MMP and conventional learning models excel at indicators expressing concepts in their own words and weak on indicators identifying examples and not examples of concepts. Based on the aspect of self-confidence, the class with the MMP learning model is superior in the aspect of being responsible and weak in the optimistic aspects. Whereas, classes with conventional learning models excel in rational and realistic aspects, and are weak in aspects of self-ability confidence.

MODEL PEMECAHAN MASALAH DENGAN METODE MEANS- ENDS ANALYSIS UNTUK MENINGKATKAN PEMECAHAN MASALAH DAN KEPERCAYAAN DIRI SISWA I Gusti Lanang Agung Edi Suteja .; Prof. Dr.I Made Ardana,M.Pd .; Dra. Gst. Ayu Mahayukti,M.Si .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.2582

Penelitian ini bertujuan untuk (1)meningkatkan kemampuan pemecahan masalah,(2)kepercayaan diri siswa dan (3)tanggapan siswa terhadap model pembelajaran pemecahan masalah dengan metode Means-Ends Analysis. Jenis penelitian ini adalah penelitian tindakan kelas yang melibatkan subyek sebanyak 26 orang siswa kelas VIIIB1 SMP Negeri 4 Singaraja pada semester ganjil tahun ajaran 2013/2014 yang dilaksanakan dalam tiga siklus. Data kemampuan pemecahan masalah siswa dikumpulkan dengan menggunakan tes kemampuan pemecahan masalah, data kepercayaan diri dan tanggapan siswa dikumpulkan dengan menggunakan angket. Data yang telah dikumpulkan selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan penerapan model pembelajaran pemecahan masalah dengan metode Means Ends Analysis mampu meningkatkan kemampuan pemecahan masalah serta kepercayaan diri siswa. Tanggapan siswa setelah diterapkan model pembelajaran pemecahan masalah dengan metode Means Ends Analysis tergolong positif.Kata Kunci : model pemecahan masalah, Means-Ends Analysis, pemecahan masalah, kepercayaan diri The purposes of this study were (1) to increase the ability of solving the problem, (2) to increase the students self-efficacy and, (3) to investigate the students’ response about the implementation of model learning problem solving with Means-Ends Analysis method. This research is classroom action research that involved 26 students of VIII B1 class of SMP Negeri 4 Singaraja in the first semester in the academic year 2013/2014. This study was done in three cycles. The data of students’ ability in solving the problem was collected by using problem solving ability test. The data of self-effecacy and student response was collected by using questionnaire. Then all data obtained was analyzed descriptively. The result of the study showed the implementation of problem solving model through Means-Ends Analysis method enable to improve the ability of solving the problem and students’ kepercayaan diri. The student response after gaining this model was categorized as positive result.keyword : problem solving model, Means-Ends Analysis, problem solving, self-effecacy.

PENGARUH MODEL VAN HIELE BERBANTUAN GEOGEBRA TERHADAP PEMAHAMAN KONSEP GEOMETRI SISWA SMP Made Sudarmawa .; Drs. Sariyasa,M.Sc., Ph.D .; Dra. Gst. Ayu Mahayukti,M.Si .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.2584

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan pemahaman konsep geometri antara siswa yang mengikuti pembelajaran dengan model Van Hiele berbantuan GeoGebra, pembelajaran dengan model Van Hiele, dan pembelajaran dengan model konvensional. Dari perbedaan tersebut akan diselidiki kelompok siswa yang mengikuti pembelajaran mana yang memiliki pemahaman konsep geometri lebih baik. Desain penelitian yang digunakan adalah post-test only control group gesign. Populasi penelitian ini adalah siswa kelas VII SMP Lab Undiksha Singaraja tahun pelajaran 2012/2013, sebanyak 137 siswa. Sampel dipilih 3 kelas dengan teknik random sampling dari 5 kelas. Data pemahaman konsep geometri dikumpulkan dengan tes pemahaman konsep geometri. Analisis data dilakukan dengan Uji ANAVA Satu Jalur dan Uji Scheffé. Hasil pengujian hipotesis menunjukkan bahwa: (1) terdapat perbedaan perbedaan pemahaman konsep geometri antara siswa yang mengikuti pembelajaran dengan model Van Hiele berbantuan GeoGebra, pembelajaran dengan model Van Hiele, dan pembelajaran dengan model konvensional; (2) pemahaman konsep geometri siswa yang mengikuti pembelajaran dengan model Van Hiele berbantuan GeoGebra lebih baik daripada pembelajaran dengan model Van Hiele; (3) pemahaman konsep geometri siswa yang mengikuti pembelajaran dengan model Van Hiele lebih baik daripada pembelajaran dengan model konvensional. Jadi dapat disimpulkan bahwa terdapat pengaruh model Van Hiele berbantuan GeoGebra terhadap pemahaman konsep geometri siswa.Kata Kunci : model Van Hiele, GeoGebra, pemahaman konsep geometri This research was aimed at finding out whether there was significant difference in geometry concept understanding among the students who were taught by using Van Hiele model with GeoGebra, Van Hiele model, and conventional model. Based on the difference, it would be investigated the group of students in which instruction who had geometry concept understanding better. In order to reach the purpose of study, the post-test-only control group design was implemented. The population was the seventh grade students of SMP Lab Undiksha Singaraja in academic year 2012/2013, which there were five classes or altogether consist of 137 students. The sample were choose 3 classes by random sampling technique from 5 classes. The data of geometry concept understanding were collected by using test of geometry concept understanding. To analyse the data, ANAVA-one-way and Scheffé test were used. The result of hypothesis test showed that: (1) there was difference in geometry concept understanding among the students who were taught by using Van Hiele model with GeoGebra, Van Hiele model, and conventional model. Furthermore, it showed that: (2) geometry concept understanding of students who were taught by using Van Hiele model with GeoGebra is better than Van Hiele model; (3) geometry concept understanding of students who were taught by using Van Hiele model is better than conventional model. In conclusion, it is clear that Van Hiele model with GeoGebra influences positively towards students’ geometry concept understanding.keyword : Van Hiele model, GeoGebra, geometry concept understanding

PENERAPAN PEMBELAJARAN DENGAN PENDEKATAN REALISTIK BERBANTUAN JURNAL MINGGUAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS XI P1 SMKN 2 SINGARAJA Gede Yudi Sumertayasa .; Dra.Ni Made Sri Mertasari, M.Pd .; Dra. Gst. Ayu Mahayukti,M.Si .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.3996

Penelitian ini bertujuan untuk (1) meningkatkan kemampuan pemecahan masalah matematika siswa (2) mendeskripsikan tanggapan siswa Kelas XI SMK N 2 Singaraja terhadap penerapan pembelajaran matematika realistik berbantuan jurnal mingguan. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Subjek penelitian ini adalah siswa Kelas XI SMK N 2 Singaraja tahun ajaran 2013/2014 sebanyak 37 orang. Data kemampuan pemecahan masalah matematika dan tanggapan siswa masing-masing dikumpulkan dengan tes berbentuk uraian dan angket. Data yang telah terkumpul selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematika siswa mengalami peningkatan dari kategori cukup baik pada siklus I menjadi kategori baik pada siklus III. Hal ini terjadi karena pembelajaran selalu diawali dengan masalah-masalah realistik yang bisa dibayangkan siswa dan melalui jurnal mingguan yang ditulis oleh siswa dapat menjadi informasi tentang kesulitan belajar yang dialami siswa. Selain itu, tanggapan siswa terhadap pembelajaran ini berada pada kategori positif.Kata Kunci : Pembelajaran matematika realistik, jurnal mingguan, pemecahan masalah. This study was aimed at: 1) increasing student’s mathematical problem solving ability, 2) describing the responses of grade eleven students in SMKN 2 Singaraja toward the implementation of realistic mathematicslearningwith weekly journal). This study was a classroom action research which was conducted in three cycles. Each cycle consisted of four stages i.e. planning, action, observation and evaluation, and reflection stage. The subjects of this research were the grade eleven students of SMK N 2 Singaraja in the academic year 2013/2014 which altogether consisted of 37 students. Data of student’s mathematical problem solving ability and students’ responses were respectively collected by using essay and questionnaire. Furthermore, the collected data were analyzed descriptively. The results of this research showed that the students’ mathematical problem solving ability increased from fair category on the first cycle to good category on the third cycle. It was caused by the learning process always started by realistic problems that could be imagined by students, and by applying the weekly journal that written by students showed the difficulty of students learning. Furthermore, students’ responses toward this learning were inpositive category.keyword : Realistic mathematics learning, weekly journal, problem solving.

IMPLEMENTASI MODEL PEMBELAJARAN ECIRR SEBAGAI UPAYA UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMP Kadek Purna Bawa .; Dra. Gst. Ayu Mahayukti,M.Si .; Drs.I Made Sugiarta,M.Si .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.3999

Penelitian ini bertujuan untuk : 1) mengetahui peningkatan pemahaman konsep matematika siswa, 2) mendeskripsikan proses peningkatan pemahaman konsep matematika siswa, dan 3) mengetahui tanggapan siswa terhadap implementasi model pembelajaran ECIRR. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah siswa Kelas VII B8 SMP Negeri 6 Singaraja pada semester genap tahun pelajaran 2013/2014 sebanyak 31 orang. Data pemahaman konsep matematika siswa diukur dengan tes esai, proses peningkatan pemahaman konsep matematika siswa diamati dengan lembar observasi dan jurnal harian, dan tanggapan siswa dikumpulkan dengan angket. Selanjutnya, data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan 1) Rata-rata nilai pemahaman konsep matematika siswa mengalami peningkatan sebesar 6,90 dari refleksi awal ke siklus I, mengalami peningkatan sebesar 8,90 dari siklus I ke siklus II, dan mengalami peningkatan sebesar 4,58 dari siklus II ke siklus III. 2) rata-rata skor proses pemahaman konsep matematika siswa yaitu 12,57 yang tergolong baik. 3) tanggapan siswa terhadap implementasi model pembelajaran ECIRR adalah positif dengan rata-rata sebesar 56,12Kata Kunci : model pembelajaran ECIRR, pemahaman konsep matematika This research was aimed at: 1) increasing the student’s mathematical concepts understanding, 2) describing the enhancement process of the mathematical concepts understanding, and 3) knowing the student’s responses towards the implementation of ECIRR learning model. This research is a classroom action research which was done in three cycles. The subjects of this research were students of VII B8 class in SMP Negeri 6 Singaraja which altogether consisted of 31 students. Data of the student’s mathematical concepts understanding were collected using essay test, the enhancement process of mathematical concepts understanding was observed using observation sheet, while data of students’ responses were collected using questionnaire. Then, the collected data were analyzed descriptively. The results of this research showed that 1) The average value of student’s mathematical concepts understanding has increased 6.90 from first reflections to the first cycle, increased 8.90 from the first cycle to the second cycle, and increased 4,58 from the second cycle to the third cycle. 2) the average scores of process of student’s mathematical concept understanding was 12.57 which belonged to “good” category, 3) the student’s responses towards the implementation of ECIRR learning model was positive, by the average score was 56.12.keyword : ECIRR learning model, mathematical concepts understanding

Co-Authors ., Gede Yudi Sumertayasa ., Kadek Purna Bawa ., Ni Luh Sri Junantari ., Ni Made Mariyati ., Ni Made Yuli Antari ., Ni Putu Sulastri ., Ni Putu Urip Vidanti ., Ni Wayan Arisujati ., Putu Yulia Prawestri Adhiatma, Ida Bagus Kade Agus Putra Wijaya Apriliani, Kadek Linda Ardiyanti, N M D Arnaputri, Gusti Ayu Made Artayani, Ni Nyoman Tri Auliya, Jihan Auliya, Jihan Budayana, I Made D. A. Wibowo Desak Made Ristia Kartika Dewi, Putu Kartika Djoko Waluyo, Djoko Dr. I Made Sugiarta, M.Si. . Dr.I Wayan Sadra,M.Ed . Drs.Djoko Waluyo,M.Sc . Gede Suweken Gede Yudi Sumertayasa . Gusti Ayu Made Arna Putri I Gst Agung Putu Wijaya I Gst Putu Sudiarta I Gusti Lanang Agung Edi Suteja . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Gusti Putu Suharta I Kadek Edi Yudiana I M. Suarsana I Made Ardana I Made Candiasa I Made Suarsana I Made Suarsana I Nyoman Gita I Nyoman Sukajaya I PUTU PASEK SURYAWAN I Putu Wisna Ariawan I W Sadra I Wayan Agus Wirasa . I Wayan Agus Wirasa ., I Wayan Agus Wirasa I Wayan Edy Ari Suandana I Wayan Puja Astawa I.G.N Pujawan Jana, Padrul K.G.D Yanti Kadek Linda Apriliani Kadek Purna Bawa . Kartika, Desak Made Ristia M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Juniantari Made Radheva Ranindita Made Sudarmawa . Made Swandewi N M D Ardiyanti Ni Luh Cipta Sari Ni Luh Cipta Sari Ni Luh Ita Darmayanti . Ni Luh Ita Darmayanti ., Ni Luh Ita Darmayanti Ni Luh Putu Reysita Arianti Ni Luh Sri Junantari . Ni Made Arri Sudani . Ni Made Arri Sudani ., Ni Made Arri Sudani Ni Made Mariyati . Ni Made Sri Mertasari Ni Made Yuli Antari . Ni Nyoman Parwati Ni Pande Kadek Ayu Pratiwi Ni Putu Nitha Santari . Ni Putu Nitha Santari ., Ni Putu Nitha Santari Ni Putu Sulastri . Ni Putu Urip Vidanti Ni Putu Urip Vidanti . Ni Putu Urip Vidayanti Ni Wayan Arisujati . Nurul Hikmah Nyoman Tiya Martini . Nyoman Tiya Martini ., Nyoman Tiya Martini Pande Putu Gean Ramajaya Pratiwi, Ni Pande Kadek Ayu Pujawan, I.G.N Putra, I Dewa Gede Limarta Yusadi Putri, Luh Hanny Arsana Putri, Ni Putu Ratih Diana Putu Kartika Dewi Putu Umi Kartika Dewi Putu Yulia Prawestri . Raphita Yanisari Silalahi Restiawan, I Made Aditya Natha Risma Damayanti, Ni Luh Putu Sadra, Wayan Sadra, Wayan Sariyasa . Sariyasa Sariyasa Suandana, I Wayan Edy Ari Sukrawan, Komang Agus Ari Swandewi, Made Vidanti, Ni Putu Urip Vidayanti, Ni Putu Urip Yanti, K.G.D yasa, Sari

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