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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Asuhan Kesehatan Jurnal Ilmiah Ilmu Kebidanan dan Keperawatan AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Manajemen Pelayanan Publik International Journal of Science and Applied Science: Conference Series Proceedings Education and Language International Conference Journal of Mathematics and Mathematics Education (JMME) Indonesian Journal of Science and Mathematics Education Scientific Journal of Reflection : Economic, Accounting, Management and Business Zero : Jurnal Sains, Matematika, dan Terapan Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Lemuru : Jurnal Ilmu Perikanan dan Kelautan Indonesia Infotekmesin JURNAL PERIKANAN TROPIS Jurnal Sains Manajemen dan Bisnis Indonesia Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Abdi Masyarakat Jurnal Berdaya Mandiri Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Tadbir Peradaban ACROPORA: Jurnal Ilmu Kelautan dan Perikanan Papua SMBJ: Strategic Management Business Journal Journal of General Education and Humanities PENA ABDIMAS : Jurnal Pengabdian Masyarakat Pancaran Pendidikan Muslim Education Review Jurnal Pendidikan dan Pengabdian Masyarakat APLIKATIF: Journal of Research Trends in Social Sciences and Humanities Jurnal Teknologi Pangan dan Industri Perkebunan Jurnal Infinity
Mardiyana Mardiyana
Universitas Sebelas Maret
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Analisis Soal Latihan Transformasi Linier Dalam Buku Ajar Aljabar Linier Berdasarkan Teori Prakseologi Sujatmiko, Ponco; Aryuna, Dyah Ratri; Pramudya, Ikrar; Mardiyana, Mardiyana; Setiawan, Rubono
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 9 No 2 (2025): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v9i2.12872

Abstract

Undergraduate students often struggle to shift froam procedural to conceptual understanding when learning linear transformation. They tend to focus on mechanical procedures while neglecting the underlying concepts. Textbooks play a crucial role in developing conceptual understanding through well-structured and meaningful exercises. Praxeological theory, which maps the relationship among mathematical tasks, techniques, supporting technologies, and underlying theories, provides a comprehensive framework for such analysis. This study aims to analyze linear transformation exercises in Elementary Linear Algebras (11th edition) by Howard Anton and Chris Rorres using a qualitative content analysis based on the praxeological framework. The findings reveal that most exercises have the potential to foster deep conceptual understanding, particularly when learning activities do not stop at the technical stage. Practically, the study offers insights for lecturers and textbook developers in designing exercises that balance procedural demands and conceptual reasoning, thereby enhancing meaningful learning of linear algebra in higher education.
Mathematics Teachers' Perceptions of Formative Assessment Implementation Based on the Merdeka Curriculum at SMP Negeri 14 Surakarta Nugraha, Muhammad Rizky Ardi; Mardiyana, Mardiyana
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i1.3947

Abstract

This study aims to examine mathematics teachers’ perceptions of formative assessment implementation within the Merdeka Curriculum at SMP Negeri 14 Surakarta. Formative assessment requires teachers to continuously monitor students’ learning progress and adjust instructional strategies accordingly. A descriptive qualitative approach was employed through interviews, observations, and document analysis. The data sources comprised all mathematics teachers of grades VII, VIII, and IX, selected using total sampling to ensure comprehensive documentation of perspectives. The research focused on three dimensions of teacher perception: cognitive (conceptual understanding), affective (attitudes toward assessment), and conative (classroom practices). The findings indicate that teachers generally hold positive perceptions of formative assessment, reflected in their understanding of its function, openness to innovation, and diverse strategies such as quizzes, observations, assignments, and projects. The implementation of formative assessment still encounters challenges, including limited time, student readiness, and facilities. Teachers address these issues through adaptive strategies such as collaboration and flexible assessment design. These findings suggest that successful formative assessment implementation is influenced not only by policy but also by teachers’ perceptions and responses to classroom challenges, thus providing avenues for further research across diverse subjects and educational settings.
Identification of Subgroups of Geometric Transformations using Linear Algebra and Group Theory Ikrar Pramudya; Rubono Setiawan; Mardiyana Mardiyana; Ponco Sujatmiko; Dyah Ratri Aryuna
ZERO: Jurnal Sains, Matematika dan Terapan Vol 9, No 3 (2025): Zero: Jurnal Sains Matematika dan Terapan
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/zero.v9i3.26564

Abstract

The set of all plane geometric transformations  forms a group under the binary operation of function composition. One of its subgroups consists of all transformations that can be expressed in the form T(x) = Ax + v, where A is an invertible (2x2) and v is a fixed vector . This study aims to identify the existence and structure of certain subgroups within through a linear algebra approach. The research methods include a literature review, simulations on specific cases to obtain a more concrete understanding of the problem, and deductive reasoning based on mathematical syllogisms to derive properties and theorems that can be algebraically verified. Consistent with the research objectives, the concepts and theoretical foundations employed are drawn from the analytical properties of plane geometry and linear algebra. These concepts and theorems are revisited to ensure their relevance to the research problem and applicability in its resolution. By applying these theoretical constructs to the problem, several subgroups whose existence can be proven algebraically are identified. These subgroups include the translation subgroup, the subgroup containing rotation transformations, the group of isometries, and the group of similarities. 
The Effect of Maze Game Media and Learning Style on First-Grade Students’ Understanding of Number Concepts Hety Nurendang; Mardiyana Mardiyana; Supianto Supianto
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1400

Abstract

Students’ understanding of number concepts in early elementary grades varies, indicating the need for instructional media and approaches aligned with learners’ characteristics. This study aims to analyze differences in first-grade students’ understanding of natural number concepts based on learning styles (visual, auditory, and kinesthetic) using the Maze Game and number card learning media. A quantitative approach with a factorial experimental design was employed. The subjects were first-grade students from SDN WADAS 1 (experimental class) and SDN WADAS IV (control class). Data were collected using a natural-number concept comprehension test and a learning-style questionnaire. Data analysis was conducted using a two-way ANOVA to examine the effects of learning media, learning styles, and their interaction on students’ conceptual understanding. The results indicate significant differences in students’ understanding of natural number concepts, depending on learning style, across both learning media. Students with visual and kinesthetic learning styles achieved higher comprehension scores than those with auditory learning styles. Additionally, a significant interaction effect between learning media and learning styles was identified, suggesting that the effectiveness of instructional media depends on students’ learning style characteristics. Learning styles and instructional media significantly influence students’ understanding of natural number concepts. Instruction that integrates visual elements and physical activities is more effective in improving mathematics learning outcomes among early-grade elementary students. Therefore, teachers are encouraged to design adaptive learning strategies that accommodate diverse learning styles.
Needs Analysis for Maze Game Learning Media to Support Grade 1 Students’ Understanding of Number Concepts Hety Nurendang; Mardiyana Mardiyana; Supianto Supianto
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1136

Abstract

This study aims to analyze the initial needs in the development of Maze Game learning media as a means of improving understanding of the concept of integers in grade 1 elementary school students. The background of this research departs from the problem of students' low understanding of integers due to the use of conventional learning methods and the lack of interactive media that is in accordance with the characteristics of early childhood. This study uses a qualitative descriptive approach with a need analysis method as the initial stage of media development. Data was collected through observation, 2 teacher interviews, and the distribution of questionnaires to 60 student grade 1 in Cluster 03 East Telukjambe District, Karawang Regency. The results of the study showed that learning integers is still centered on teachers with limited media use, students have difficulty recognizing symbols and number sequences, understanding place values, and connecting numbers with the number of objects. Teachers and students need learning media that is engaging, interactive, and easy to use. Maze Game is considered a relevant alternative media because it is able to combine elements of games, challenges, and meaningful learning according to the child's cognitive development stage. Based on the results of this needs analysis, it can be concluded that the development of Maze Game media is very necessary to improve understanding of the concept of integers through a learning while playing approach. The results of this research are expected to be the basis for the product development stage in the next research to produce valid, practical, and effective learning media for elementary school students.
The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic Kuncorowati, R H; Mardiyana, Mardiyana; Saputro, D R S
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (837.896 KB) | DOI: 10.20961/ijsascs.v2i1.16736

Abstract

In learning process must be found the student’s learning difficulties. The difficulties blocked students in learning process caused by several internal factors(talent, motive, intelligence, motivation) and external factors (family, teachers, peers). The student difficulty in learning general is caused by the lack of understanding of mathematical concepts. Skemp states that there are two types of mathematical concepts understanding, namely instrumental understanding and relational understanding. The purpose of research in this article is to describe the students' difficulties to solve the problem in a quadrilateral topic based on Skemp's Understanding theory. Skemp’s Understanding theory indicators include : students ability to classify objects based on requirements that can build this concept, students ability to apply this concept with algorithm , students ability to giving examples of a concept, students ability to present the concept in mathematics representation, students ability to relating various mathematical concepts, and the ability to develop the necessary terms and conditions is quite a concept. This research was designed in qualitative research. The data was collected by test and interview. The results show that the most difficult is about the students ability to relating various mathematical concepts.
Affective Aspect of Junior High School Students Viewed from Self Efficacy Putri, U H; Mardiyana, Mardiyana; Saputro, D R S
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (692.666 KB) | DOI: 10.20961/ijsascs.v2i1.16758

Abstract

The relevance of this research is the growth of character values for students in Indonesia. Mathematics is a subject that builds character value for students. This can be seen from how students view mathematics from their perspective. Students' perspective can be seen as a student's assessment of the mathematics such as from the attitudes, interests, self-concepts, values, and morals shown in the learning process of mathematics with the students' willingness to act positively or negatively. In mathematics learning, this is called the affective aspect (AA). One of the factors influencing students’ AA is self-efficacy (SE). SE is a belief that is someone has to complete a given task or problem. There are three categories of SE that owned by students, that is high, medium, and low. The purpose of this study is to determine which ones provide better mathematics AA than students. The research subjects are 294 students in Karanganyar Regency. Data is obtained by questionnaire. Based on the results of data analysis, the conclusion is students with high SE have better mathematics AA than students with moderate and low SE, while students with moderate SE have better mathematics AA than students with low SE.
The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence Afthina, Himmatul; Mardiyana, Mardiyana; Pramudya, Ikrar
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (851.742 KB) | DOI: 10.20961/ijsascs.v2i1.16706

Abstract

The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KESEBANGUNAN BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI KEMAMPUAN SPASIAL (Penelitian dilaksanakan di Kelas IX SMPN 1 Paguyangan Kabupaten Brebes) Widodo, An Nur Ami; Sujadi, Imam; Mardiyana, Mardiyana
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20238

Abstract

Abstract : The aim of this research was to identify the types of students error at 9th grade of SMPN 1 Paguyangan in solving similarity by using Newman’s error analysis procedure from spatial ability. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types students with low spatial ability error in solving based on Newman’s error analysis procedure were: reading error, comprehension error, transformation error, process skill error, and encoding errors. The types students with medium spatial ability error in solving based on Newman’s error analysis procedure were: transformation error, process skill error, and encoding error. The types students with high spatial ability error in solving based on Newman’s error analysis procedure were : transformation error.Keywords: types of error, Newman procedure, spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK HIMPUNAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) Ikawati, Nur; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i1.10036

Abstract

Abstract: The aim of the research was to know the effect of learning models on mathematics learning achievement viewed from the student Adversity Quotient (AQ). The learning models compared were the cooperative learning model of the Group Investigation with scientific approach (GI-S), the cooperative learning model of the Think Pair Share with scientific approach (TPS-S), and model of classical learning with scientific approach (K-S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all students of Junior High School in Bantul regency on academic year 2014/2015. The samples of  the research were taken by using the stratified cluster random sampling. The instruments used were mathematics achievement test and questionnaires of AQ. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of . The results of the research are as follows. 1) GI-S gives better mathematics achievements than TPS-S, and both gives better mathematics achievements than K-S. 2) Students with AQ type of climber have better mathematics achievements than students with AQ type of camper and type of quitter, while students with AQ type of camper have better mathematics achievements than students with AQ type of quitter. 3) For GI-S and TPS-S, students with AQ type of climber and type of camper have the same mathematics achievements, and students with AQ type of climber and type of camper gives better mathematics achievements than students with AQ type of quitter. For K-S, students with AQ type of climber have better mathematics achievements than students with AQ type of camper and type of quitter, and both have the same mathematics achievements. 4) For students with AQ type of climber and type of quitter, GI-S, TPS-S, and K-S gives the same mathematics achievement. For students with AQ type of camper, GI-S and TPS-S gives the same mathematics achievements, and both gives better mathematics achievements than K-S.Keywords: GI, TPS, Classical, Scientific Approach, AQ 
Co-Authors Abdul Aziz KH Abdul Choliq Hidayat Addin Zuhrotul ‘Aini Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Afrizal Abdi Musyafiq Agnes Reswari Ingkansari Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Nugroho, Tri Wahyu Agung Putra Wijaya Agung Putra Wijaya Agus Supriyanto Alfa Lutfiananda, Immas Metika Ambar Nurhayati Ambar Nurhayati Ambarawati, Mika Anak Agung Gede Sugianthara Anggrahini Anggrahini Anggrahini Anggrahini Anisa Astra Jingga Annisa Swastika Any Kurniawati, Any Ari Kristiningsih Arianto, Febri Arif Hardiyanti Aritsya Imswatama Arsa’ad Kurniadi Arsa’ad Kurniadi Asih Ciptaningtyas Astrid Syifa Fajriati Aulia Ar Rakhman Awaludin Ayuningtyas, Laksmi Putri Aza Fauziana, Noer ‘Aini, Addin Zuhrotul Bagas Riantono Berti Okta Sari Berti Okta Sari, Berti Okta Bibet, Bibet Bily, M. Arda Budi Sasomo, Budi Budi Usodo Budi Usodo Budi Usodo Budi Usodo Cahyono, Heri D R S Saputro, D R S Danar Supriadi Desi Gita Andriani Desi Gita Andriani Dewi Retno Sari Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari S Dewi Retno Sari S Dewi Retno Sari Saputro Dewi Retno Sari Saputro, Dewi Retno Dewi, Noviana Sukma Dian Ratna Ariyani Dian Ratna Ariyani, Dian Ratna Doni Susanto Dwi Ambarwati, Dwi dwi hidayati Dwityaningsih, Rosita Dyah Ratri Aryuna Dyah Ratri Aryuna Edy Suprapto Ek Ajeng Rahmi Pinahayu Eka Fitria Ningsih EKA RAHAYU PUJILESTARI, EKA RAHAYU Ekaningsih Haryati Eli Widoyo Retno Endang Hariyati Endang Hariyati Endang Sri Handayani Evila Purwanti Sri Rahayu, Theresia Fadillah Fahimah Andini Faradila Thalib Faradila Thalib, Faradila Farida Nurhasanah Fatmawati, Harlinda Fikri, Farisa Nur Fina Hanifa Hidayati Fitri Apriyani Pratiwi, Fitri Apriyani Fitriani Roskaputri Fitriani, Dhika Asri Gatut Iswahyudi Gatut Iswahyudi Gatut Iswahyudi Gunarhadi Gunarhadi, Gunarhadi Hafidh Jauhari Harlinda Fatmawati Harmei Mahar’ Aini Haryadi, Rahman Hera Susanti Hera Susanti, Hera Heri Cahyono Heri Cahyono Hety Nurendang Hikmah Yuliasari Himmatul Afthina, Himmatul Hirtanto Hirtanto Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ika Wulandari Ikawati, Nur Ikawati, Nur Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya, Ikrar Ilham Rais A Ilham Rais A Imam Sujadi Intan Novia Sari Intan Novia Sari Intan Sari Rufiana Isna Nur Lailatul F Isna Nur Lailatul F, Isna Nur Isnandar Slamet Isnandar Slamet Isnandar Slamet, Isnandar Iswahyudi, Gatut Iswahyudi, Gatut Jani, Ariyan Jingga, Annisa Astra Joko Domas, Joko Julian Reza Siwi Juniarto, Suci KH, Abdul Aziz Khusaini, Ahmad Komarudin Komarudin Kristin Yulianti Kristin Yulianti Kristiningsih, Ari Kristiningsih, Ari Kurniawati, Ira Kusnul Chotimah Dwi Sanhadi Kuswardi, Yemi L Fitriana Laila Fitriana Laila Fitriana Lestari, Fajar Lutfi Syafirullah Mahardhikawati, Ema Mania Roswitha Mania Roswitha Manibuy, Ronald Marchamah Ulfa Marchamah Ulfa, Marchamah Mardi Mardi Marfuah Marfuah Marfuah, Ismiyati Marsela, Helen Maulida, Farissa Ovira Mayya Shofa Mahfud Mika Ambarawati Mila Prametha, Novika Mulyani, Septiya Murdoko, Yustinus Murni Handayani Murni Handayani Muslikhah Muslikhah Muslikhah, Muslikhah Musmiratul Uyun Mustofa, Rizki Mu’ti, Yafita Arfina Nana Hasanah Nana Hasanah Nanndo Yannuansa, Nanndo Nastiti Rahayu Nasution, Nur Baiti Naufalia Nuraya, Naufalia NISA, AN Noor Hidayati Noor Hidayati Novia Dwi Rahmawati Noviana Sukma Dewi Nugraha, Muhammad Rizky Ardi Nulipyeni, Riana Nunuk Suryani Nurdifanti, Afhia Nurhidayah, Rika Nurlinda Ayu Triwuri Nursatin, Yuli Bangun Nurul Hidayatus, Nurul Nurul Kustiyati Nuryani Destiningsih Nuryani Destiningsih, Nuryani Oto Prasadi Pambudi, Pangesti Arum Pitra Dwiningsih, Pitra Ponco Sujatmiko Ponjo Sudjatmiko Pradipta Annurwanda Pradipta Annurwanda, Pradipta Pramesti, Getut Pramudya, Ikrar Prasetia, Vicky Pratiwi, Fitri Apriyani Pratiwi, Hasih Prihastini Oktasari Putri Primasari, Dessy Marlinda Proborini, Ellen Puji Ayuni Puji Ayuni PUJI LESTARI Puji Lestari Puji Rahayu Puji Rahayu Purnamasari, Anita Pusaka, Semerdanta Putri Sintia Gusantika Qauli, Ismayan R H Kuncorowati, R H Rafiq, Arif Ainur Rahayu Sri W Rahayu Sri W Rahayu, Nastiti Rahayu, Theresia Evila P.S. Rahmah, Adila Rahman Haryadi Rahmat Hidayat Ratnasari Ratnasari Ratnasari Ratnasari Ratnasari, Ani Rini Dewi Safitri Rino Richardo Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Riyanto, Nandyar Fisthi Rizky Anggar Kusuma Wardani Rizqona Maharani, Rizqona Ronald Manibuy Ronayah, Ronayah Rosita Dwityaningsih Rosita, Rosita Dwityaningsih Roswitha, Mania Rosyida, Entyka Mayhasti Rubono Setiawan Rubono Setiawan Rusmawati, Rina Sabar Santosa Sabar Santosa Safitri, Rini Dewi Santi Purwaningrum Santi Widyawati Sari S, Dewi Retno Sari, Ida Purnama Sasmika, Nanda Savitri, Maria Endah Savitri, Maria Endah Sayekti Dwiningrum Septiana Wijayanti Siswandari Siswandari Siti Amirah Budiastuti Siti Rahayu Solehah, Imratu Solehudin, Solehudin Sri Subanti Stefy Erlinda Novalia Stefy Erlinda Novalia, Stefy Erlinda Sugihardjo Sugihardjo Sugihardjo Sugihardjo Suhaida, Suhaida Sujatmiko, Ponco Sulistiyono Sulistiyono Sumanah Sumanah Sumanah Sumanah Supianto Supianto Supianto, Supianto Suprapto Suprapto Suprapto, Suprapto Supriadi Supriadi Supriyatin Supriyatin Suryanto Suryanto Suryanto, Suryanto Susmono Susmono Sutanto, Aftoni Sutarman Sutarman Sutrima Sutrima Sutrima Sutrima Sutrima Sutrima Sutrima Sutrima Sutrima, Sutrima Sutrisno Sutrisno Sutrisno Sutrisno Suyono Suyono Suyono Suyono Syarifah Novieyana, Syarifah Toipur Toipur Toipur Toipur Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Silaningsih Tri Silaningsih Triyanto, Triyanto Tunjung Genarsih, Tunjung U H Putri, U H Ummu Salamah Utin Desy Susiaty Very Hendra Saputra Wahyu Astuti Budi Wahyu Astuti Budi Wahyu Kurniawan Wahyu Utomo Wahyu Utomo Wahyuni, Ika Muji Wahyuningtyas, Widyana Wardani, Endang Purwati Wardani, Endang Purwati Wawan Wawan Wawan, Wawan Westi Bilda, Westi Wicaksana, Hafid Wicaksana, Hafid Widaninggar, Nisita Nariswari Widodo, An Nur Ami Widodo, An Nur Ami Widyana Wahyuningtyas Wittriansyah, Khoeruddin YAFITA ARFINA MUTI Yolan Kusumaningtyas Yolan Kusumaningtyas, Yolan Yuanita Kristiani Wahyu Widiastuti Yundari, Yundari Yusnita Rahmawati Yusnita Rahmawati Yustinus Murdoko Zaotul Wardi