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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 ACADEMIA: Jurnal Inovasi Riset Akademik 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 Curricula: Journal of Curriculum Development
Mardiyana Mardiyana
Universitas Sebelas Maret
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Linear Program Problem-Solving Skills Based on Sequential and Gender Thinking Styles During Online Learning Rahmah, Adila; Mardiyana, Mardiyana; Sari S, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 11, No 2 (2021): 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.v11i2.58129

Abstract

The study aims to describe linear program problem-solving skills reviewed from sequential thinking styles and genders as schools implement online learning due to the covid-19 pandemic. This research is a qualitative study that produces descriptive data. The subject of this study consisted of two male students and two female students of class XI MIPA High School MTA Surakarta. The study began by determining the study subjects using a thinking style questionnaire, followed by linear program problem-solving tests and interviews. Check the validity of the data using triangulation methods. The results show linear program problem-solving skills; 1) Sequential students of male and female concrete perform systematically and less carefully; 2) Abstract sequential male and female students collect complete data and analyze the information obtained regularly as well as female abstract sequential students strong in written decoding and symbols; 3) students' problem solving skills with sequential abstracts are higher than concrete sequential students ;4) male students with sequential thinking styles perform better at solving math problems than female students with sequential thinking styles.
The Effect of Fraction Blocks Media on Elementary School Students’ Mathematics Learning Outcomes in Fraction Topics: A Literature Review Sari, Ida Purnama; Mardiyana, Mardiyana; Supianto, Supianto; Gunarhadi, Gunarhadi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117988

Abstract

Fraction instruction in elementary schools still faces several challenges because of its abstract character and the limited use of concrete media, which ultimately leads to subpar student’ learning outcomes. This study aims to synthesize the effect of using fraction blocks on elementary students’ mathematics learning outcomes in fraction topics. This study employed a systematic literature review approach based on PRISMA guidelines. The literature search was conducted within the 2015–2025 period through Google Scholar, Garuda, and DOAJ databases using relevant keywords related to fraction blocks, concrete fraction media, mathematics learning outcomes, and elementary students. The inclusion criteria covered studies on fraction learning using concrete media at the elementary level and reporting learning outcomes, while the exclusion criteria included irrelevant articles and those without full-text access. From an initial 38 articles, 32 remained after duplicate removal, 14 were screened, and six articles were analyzed. The results of the review indicate that the use of fraction blocks media consistently has a positive impact on students’ mathematics learning outcomes, particularly in improving conceptual understanding of fractions, learning mastery, and student engagement in the learning process. Fraction blocks media help students connect abstract fraction concepts with concrete representations, thereby facilitating thinking processes and problem-solving skills. Overall, this study confirms that fraction blocks are an effective alternative instructional medium for improving mathematics learning outcomes in fraction topics at the elementary school level. These findings have practical significance for teachers in designing more contextual mathematics learning that aligns with the cognitive developmental characteristics of elementary school students.
Needs Analysis for Developing a Fractions Learning Module Based on Local Wisdom to Strengthen Elementary School Students’ Conceptual Understanding Rusmawati, Rina; Mardiyana, Mardiyana; Supianto, Supianto
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.119494

Abstract

Numeracy skills in elementary school need early strengthening. Fractions are a critical topic because students must understand parts of a whole, build representations, and apply ideas in context. This study aimed to analyze the needs for developing a local wisdom based fractions learning module to strengthen Grade IV students’ conceptual understanding in elementary schools in Nguntoronadi District. The study used a qualitative approach with a descriptive design. It was conducted in five elementary schools. Participants included Grade IV teachers (n = 5) and Grade IV students (n = 50). Data were collected through teacher and student questionnaires covering seven module need indicators. Open ended items were used to explore participants’ experiences, difficulties, and expectations. Data were analyzed interactively through data reduction, data display, and conclusion drawing. Source triangulation was applied by comparing teacher and student responses on the same indicators. The results show that students’ conceptual understanding of fractions is still uneven. The highest difficulties occur in comparing fractions, identifying equivalent fractions, and solving word problems. Both teachers and students need a module that integrates local wisdom contexts, uses simple language, provides detailed step by step instructions, includes concept summaries, offers graduated practice, provides brief understanding checks, and delivers clear feedback. Teachers and students are generally ready to use the module, but the module should remain flexible due to limited instructional time
IMPLEMENTASI PROBLEM BASED LEARNING BERBANTUAN BASE TEN BLOCKS DALAM MEMBANGUN PEMAHAMAN KONSEP PENJUMLAHAN DAN PENGURANGAN BILANGAN DI KELAS 2 SD Evi Purnamasari; Mardiyana Mardiyana; Supianto Supianto
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.10858

Abstract

This study aims to analyse the influence of learning models and media on the understanding of addition and subtraction concepts among Year 2 primary school pupils. The study employed a quantitative approach using a quasi-experimental method and a 2×2 factorial design. The sample comprised 65 pupils divided into four groups: Problem-Based Learning (PBL) supported by Base Ten Blocks, PBL supported by visual aids, direct instruction supported by Base Ten Blocks, and direct instruction supported by visual aids. Cluster random sampling was used. Data were collected through cognitive aspect concept comprehension tests and analysed using a two-way ANOVA at a significance level of 0.05. The results indicated that the learning model had a significant effect on concept comprehension (F(1,136)=143.08; p<0.05), with PBL outperforming direct instruction. The learning media also had a significant effect (F(1,136)=92.54; p<0.05), with Base Ten Blocks proving more effective than visual aids. Furthermore, there was a significant interaction between the learning model and the media (F(1,136)=47.97; p<0.05), indicating that the effectiveness of the model was influenced by the type of media used. The combination of PBL and Base Ten Blocks proved to be the most effective in improving conceptual understanding; therefore, the integration of models and concrete media is important for supporting meaningful mathematics learning in primary schools. ABSTRAK Penelitian ini bertujuan menganalisis pengaruh model dan media pembelajaran terhadap pemahaman konsep penjumlahan dan pengurangan peserta didik kelas II sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain faktorial 2×2. Subjek berjumlah 65 peserta didik yang terbagi ke dalam empat kelompok: Problem Based Learning (PBL) berbantuan Base Ten Blocks, PBL berbantuan media gambar, pembelajaran langsung berbantuan Base Ten Blocks, dan pembelajaran langsung berbantuan media gambar. Teknik sampling menggunakan cluster random sampling. Data dikumpulkan melalui tes pemahaman konsep aspek kognitif dan dianalisis menggunakan ANAVA dua jalur pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran berpengaruh signifikan terhadap pemahaman konsep (F(1,136)=143,08; p<0,05), dengan PBL lebih unggul dibandingkan pembelajaran langsung. Media pembelajaran juga berpengaruh signifikan (F(1,136)=92,54; p<0,05), di mana Base Ten Blocks lebih efektif daripada media gambar. Selain itu, terdapat interaksi signifikan antara model dan media pembelajaran (F(1,136)=47,97; p<0,05), yang menunjukkan bahwa efektivitas model dipengaruhi oleh jenis media yang digunakan. Kombinasi PBL dan Base Ten Blocks terbukti paling efektif dalam meningkatkan pemahaman konsep, sehingga integrasi model dan media konkret penting untuk mendukung pembelajaran matematika yang bermakna di sekolah dasar.    
The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic R H Kuncorowati; Mardiyana Mardiyana; D R S Saputro
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 U H Putri; Mardiyana Mardiyana; D R S Saputro
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.
Analysis of Mathematical Communication Skills in Trigonometry Topic Based on Habits of Mind Laila Maghfiroh; Mardiyana Mardiyana; Diari Indriati
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1107

Abstract

Mathematical communication is an important skill that must be developed in trigonometry learning but is often not developed optimally. Students tend to rely on procedural formulas without being able to explain, represent, and systematically justify their reasons.  Habits of mind are one of the internal factors indicated to influence students' mathematical communication skills. The purpose of the study to describe students’ mathematical communication skills in trigonometry based on habits of mind. This research uses descriptive approach and qualitative data collection techniques such as mathematical communication skill test and in-depth interviews. The subjects of the study were 22 students of class X E3 at MA Negeri Sukoharjo selected purposively based on their habits of mind categories which are limited, developer and expert, from the results of using the Habits of Mind questionnaire. The result showed that: (1) student with the limited habits of mind category had weak mathematical communication skills in all indicators namely drawing, mathematical expression, and writing; (2) student with the developer habits of mind category showed better mathematical communication skills, but still showed inconsistencies and incompleteness in written representations and narratives; (3) Student in the expert category have excellent mathematical communication skills across all indicators, can communicate mathematical ideas completely, accurately, and systematically. The findings of this study indicate that habits of mind have an important role in developing students’ mathematical communication skills in trigonometry topic. Therefore, teachers are encouraged to design learning activities that encourage habits of mind to improve students' ability to communicate mathematical ideas effectively.
Development of Differentiated Teaching Materials Based on Prior Knowledge to Improve Mathematics Learning Outcomes of Junior High School Students Dwi Maryani; Mardiyana Mardiyana; Riyadi Riyadi
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.v11i2.1171

Abstract

Classrooms in Indonesian junior secondary schools increasingly comprise students with diverse levels of prior mathematical knowledge, creating challenges for teachers in providing instruction that accommodates different learning needs. The availability of differentiated teaching materials is therefore essential for supporting effective implementation of differentiated instruction within the Merdeka Curriculum. This study aimed to develop differentiated teaching materials based on students' prior mathematical knowledge and to evaluate their validity, practicality, and effectiveness in improving mathematics learning outcomes on the topic of Flat-Sided Solid Figures. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model. Three series of teaching materials were developed to accommodate students with low, moderate, and high levels of prior mathematical knowledge while maintaining common learning objectives. The validity of the materials was evaluated by three experts in mathematics content, language, and educational media. Practicality was assessed through teacher and student response questionnaires, whereas effectiveness was examined using a quasi-experimental Nonequivalent Control Group Design involving 63 Grade 8 students (experimental group, n = 31; control group, n = 32). The differentiated teaching materials achieved an overall validity score of 4.23 (Very Valid). Practicality evaluation indicated positive responses from students (79.92%; Practical) and teachers (85.27%; Very Practical). The effectiveness test showed that students in the experimental group achieved significantly higher mathematics learning outcomes than those in the control group (t = 2.976 > tcritical = 1.670, α = 0.05). The findings indicate that differentiated teaching materials based on students' prior mathematical knowledge provide a valid, practical, and effective instructional resource for supporting differentiated mathematics instruction in Indonesian junior secondary schools.
Learning trajectory in mathematics education for geometry topic Ika Muji Wahyuni; Mardiyana Mardiyana; Yuli Bangun Nursatin; Farida Nurhasanah
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.24268

Abstract

Penelitian ini bertujuan untuk mengkaji learning trajectory dalam pembelajaran matematika, khususnya pada materi geometri, menggunakan metode Systematic Literature Review (SLR) dengan analisis bibliometrik melalui perangkat Vosviewer. Learning trajectory merupakan pendekatan strategis yang memetakan langkah-langkah pembelajaran secara progresif untuk mencapai pemahaman konseptual yang lebih baik. Materi geometri dipilih karena sifatnya abstrak dan memerlukan representasi visual untuk memfasilitasi pemahaman peserta didik. Metode SLR digunakan untuk menganalisis tren penelitian, teori yang mendasari, serta implementasi learning trajectory pada pembelajaran geometri. Data diambil dari artikel jurnal terindeks dalam database seperti Google Scholar, Scopus, dan Web of Science. Analisis dengan Vosviewer digunakan untuk memvisualisasikan hubungan antara konsep, kata kunci, dan topik utama yang sering muncul. Hasil analisis menunjukkan bahwa learning trajectory berperan penting dalam mendukung pemahaman geometri melalui pendekatan berbasis visualisasi, manipulasi objek, dan diskusi kolaboratif. Temuan juga mengidentifikasi tiga tema utama: (1) desain learning trajectory berbasis masalah (problem-based learning), (2) pengintegrasian teknologi dalam pembelajaran geometri, dan (3) peran asesmen formatif dalam memvalidasi proses pembelajaran. Kesimpulan dari penelitian ini menegaskan bahwa penggunaan learning trajectory yang dirancang dengan cermat dapat meningkatkan efektivitas pembelajaran geometri. Penelitian ini diharapkan dapat memberikan kontribusi bagi pendidik dan peneliti untuk meningkatkan kualitas pembelajaran matematika melalui pendekatan yang lebih terstruktur dan berbasis data.
Dampak PBL terhadap peningkatan keterampilan berpikir kritis pada materi pecahan Indri Rahmawati; Mardiyana Mardiyana; Chumdari Chumdari
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.576

Abstract

In mathematics learning in elementary schools. This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving sixth-grade students' critical thinking skills in fractions in Sragen District during the 2025/2026 academic year. The background is students' low critical thinking skills, with an average score below the Kriteria Ketuntasan Minimal (KKM), as well as great difficulty in mathematical modeling and fraction operations. This study used a quantitative approach with a quasi-experimental design and cluster random sampling technique. The sample comprised 52 students in the experimental group (PBL model) and 54 in the control group (direct model). Data were collected through pretest and posttest instruments that had been tested for validity, reliability, discrimination power, and difficulty level. Data analysis was carried out using swimmer tests (normality and homogeneity) and ANOVA for hypothesis testing. The results showed that Fcount > Ftable, indicating a significant difference between the two groups. Thus, PBL is effective in improving critical thinking skills and encouraging active learning in elementary school students. The success of PBL implementation depends heavily on the quality of the problem design, the teacher's ability to facilitate the inquiry process, and students' readiness to engage in learning that demands independence and collaboration.
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 Chumdari Chumdari D R S Saputro D R S Saputro 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 Diari Indriati Doni Susanto Dwi Ambarwati, Dwi dwi hidayati Dwi Maryani 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 Evi Purnamasari 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 Fitriana, Laila Fitriani Roskaputri Fitriani, Dhika Asri Gatut Iswahyudi Gatut Iswahyudi Gatut Iswahyudi Getut Pramesti Gunarhadi Gunarhadi, Gunarhadi Hafidh Jauhari Harlinda Fatmawati Harmei Mahar’ Aini Hera Susanti Hera Susanti, Hera Heri Cahyono Heri Cahyono Hety Nurendang Hikmah Yuliasari Hirtanto Hirtanto Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Muji Wahyuni Ika Wulandari Ika Wulandari Ikawati, Nur Ikawati, Nur Ikrar Pramudya, Ikrar Ilham Rais A Ilham Rais A Imam Sujadi Indri Rahmawati 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 Maghfiroh 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 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 Pramudya, Ikrar 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 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 Ummu Salamah Utin Desy Susiaty Very Hendra Saputra Wahyu Astuti Budi Wahyu Astuti Budi Wahyu Kurniawan Wahyu Utomo Wahyu Utomo 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 Yuli Bangun Nursatin Yundari, Yundari Yusnita Rahmawati Yusnita Rahmawati Yustinus Murdoko Zaotul Wardi