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Mardiyana Mardiyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
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EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), DISCOVERY LEARNING (DL), DAN COOPERATIVE LEARNING (CL) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA Sari, Berti Okta; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to investigate: (1) which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; (2) which students of the students with high, moderate, and low interpersonal intelligences have a better learning achievement in mathematics; (3) in each interpersonal intelligence, which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; and (4) in each learning model, which students of the students with high, moderate, and low interpersonal intelligences have a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Bengkulu Selatan Regency, Bengkulu Province in Academic Year 2014/2015. The samples of research were taken by using the stratified cluster random sampling technique. The balance test of research used the one-way analysis of variance with unbalanced cells. The pre-requisite test of ANAVA used Lilliefors’s normality test, Bartlett’s homogeneity test. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells. The results of research are as follows: 1) the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 2) the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in Mathematics than those with the low interpersonal intelligence; 3) in each interpersonal intelligence level, the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 4) in each learning model, the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in mathematics than those with the low interpersonal intelligence.Keywords:  Problem-based learning, discovery learning, cooperative learning, interpersonal intelligence, learning achievement in Mathematics
EKSPERIMENTASI MODEL MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA Hidayati, Dwi; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract. The aim of the research was to determine the effect of learning models on learning achievement viewed from student learning creativity. The learning models compared were problem based learning, group investigation and think pair share. This research used the quasi-experimental research method. The population of the research was all of the students in Grade VIII of Junior Secondary Schools of Banyumas Regency. The samples of the research were taken by using the stratified cluster random sampling technique. The sample of research consisted of 295 students. Techniques of collecting data used were documentation, test, and questionnaire. Balance test used one way ANOVA test. From the research, it can be concluded as follows. (1) Learning model of PBL gave better mathematics learning achievement than model of GI and TPS, model of GI gave better mathematics learning achievement than model of TPS, (2) students who have high creativity gave better mathematics learning achievement than students who have medium and low creativity, students who have medium creativity gave better mathematics learning achievement than students who have low creativity, (3) in the students with high and low creativity, the GI learning model gave the same learning achievement in mathematics with the PBL and TPS learning model, the PBL learning model gave better learning achievement in mathematics the TPS learning model. The PBL, GI and TPS learning model gave the same learning achievement in mathematics, (4) in the PBL and GI learning model, the learning achievement in mathematics of the students with high creativity were better than the students with medium and low creativity, the students with medium and low creativity gave same the learning achievement in mathematics. In the TPS learning model, the students with high and medium creativity gave the same learning achievement in mathematics, the learning achievement in mathematics of the students with the high and medium creativity were better than the students the low creativity.Keywords: Problem Based Learning, Group Investigation, Think Pair Share, Student Learning Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE CO-OP CO-OP, DISCOVERY LEARNING DAN PBL DENGAN PENDEKATAN SAINTIFIK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN NGAWI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA Kurniawan, Wahyu; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aims to know the effect among learning models used cooperative learning of Co-op Co-op type with scientific approach, discovery learning (DL) with scientific approach, and  the problem based learning (PBL) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Ngawi Year of 2014/2015. Sampling was taken by stratified cluster random sampling technique. The hypothesis test used two way analysis of variance with unbalanced cell. The results of the research were as follows. (1) The mathematics learning achievement of students treated with Co-op Co-op type of cooperative learning model with scientific approach was better than that of those treated with DL learning model with scientific approach and those treated with PBL learning model with scientific approach, while that of those treated with DL learning model with scientific approach was as good as that of those treated with PBL learning model with scientific approach. (2) The mathematics learning achievement of students with high learning creativity was better than that of those with medium and low ones, while that of those with medium was better than that of those with low one. (3) In Co-op Co-op type of cooperative learning model with scientific approach, the learning achievements of the students with high, medium and low learning creativities were the same. In DL learning model with scientific approach, the students with high learning creativity had mathematics learning achievement as good as those with those with medium one, while those with high and medium learning creativities had better learning achievement than those with low on. In PBL learning model with scientific approach, the students with high and low creativities had mathematics learning achievement as good as that of those with medium one, while the students with high learning creativity had better learning achievement than those with low one. (4) The students with high and medium learning creativities treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement as good as those treated with DL with scientific approach and those treated with PBL with scientific approach. The students with low learning creativity treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement better than those treated with DL with scientific approach, while those treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement with scientific approach and those treated with DL with scientific approach had learning achievement as good as that of those treated with PBL with scientific approach.Keywords: Co-op Co-op, DL, PBL, scientific approach, student learning creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT), JIGSAW II DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Novalia, Stefy Erlinda; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this study was to determine the effect of learning models on student’s mathematics achievement viewed from emotional quotient. The learning models compared were learning model of the Numbered Heads Together (NHT), Jigsaw II, and TPS. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instrumentsused to collect data were mathematics achievement and emotional quotient questionnaire. Technique of analyzing data that used was unbalanced two ways analysis of variance. From the research, it can be concluded as follows. (1) Learning by using cooperative learning model of Jigsaw II and NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS, learning by using cooperative learning model of NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS. (2) Students who have high emotional quotient gave better mathematics learning achievement than students who have middle and low emotional quotient, students who have middle emotional quotient gave better mathematics learning achievement than students who have low emotional quotient, (3) On the cooperative learning model of Jigsaw II, students who have high and middle emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of NHT, students who have high emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of TPS, students who have high, middle and low emotional quotient gave the same mathematics learning achievement. (4) On the high emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement. On the middle emotional quotient, using cooperative learning model of learning by Jigsaw II gave better mathematics learning achievement with learning by using cooperative learning model of TPS. On the low emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement.Keywords: Cooperative learning model, Jigsaw II, NHT, TPS, mathematics learning achievement, emotional quotient.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA KOMPUTER PADA MATERI POKOK PERSAMAAN GARIS LURUS DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS VIII SMP SURAKARTA Hirtanto, Hirtanto; Mardiyana, Mardiyana; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of this research were to determine: 1) which students have better achievement in learning mathematics among Macromedia Flash and PowerPoint used as learning media 2) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 3) at each leaning by using media (Macromedia Flash and PowerPoint) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 4) at each of categories of learning motivation (high, medium, and low) which students have better achievement in learning mathematics, ones who are use Macromedia Flash or PowerPoint as learning media. The research was a quasi experimental. The population of this research was all students of grade VIII Junior High School of the Surakarta City, academic year 2011/2012. The samples in this research were 177 students taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires of student’s learning motivation instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells resume test of multiple comparisons. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with macromedia flash were better than with powerpoint as learning media, 2) the learning achievement in mathematics of the students with the high learning motivation were better than the ones with the medium and low learning motivation, however the students with the medium  learning motivation were better  than the ones with the low learning motivation, 3) in students with high learning motivation, students who use macromedia flash have a learning achievement were better than using powerpoint. Students with medium and low learning motivation have the same learning achievement, using either the macromedia flash or powerpoint, 4) in mathematics learning with macromedia flash, students who have high motivation have better math achievement of students with medium and low motivation. But the students who have medium and low motivation the achievement were equally as good. In mathematics learning used powerpoint, students who have high, medium and low learning motivation have the same learning achievement.Keywords: Learning, Macromedia Flash, PowerPoint, Motivation, Achievement Learning Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PAIRS CHECK (PC) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KOTA SURAKARTA Andini, Fahimah; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This study aimed at determining the effect of models on the learning achievement in Mathematics viewed from the students’ logical mathematical intelligence. The learning models compared were learning model of the scientific Team Assisted Individualization (TAI), scientific Pairs Check (PC), and scientific classical. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Junior High Schools in Surakarta. The instruments used for the data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was unbalanced two ways analysis of variance. Based on the hypothesis, the results of the study can be summarized as follows. (1) The use of Scientific PC resulted better achievement than that of scientific TAI and with scientific classical, the use of scientific TAI resulted better achievement than that of scientific classical. (2) The students’ achievement who have high logical mathematical intelligence was better than those who have middle or low logical mathematical intelligence, and students who have middle logical mathematical intelligence were better than those who have low logical mathematic intelligence. (3) At the students with high logical matematical intelligence, scientific TAI, scientific PC, and scientific classical gave the same achievement. At the students with middle logical matematical intelligence, scientific PC gave the better achievement than that with scientific TAI and scientific classical. At the students with low logical matematical intelligence, scientific TAI gave the better achievement than that with scientific PC and scientific classical. (4) In scientific TAI, high logical mathematical intelligence students’ achievement was better than the middle one, high and middle level of logical mathematical intelligence students’ achievement were better than the lower one. In scientific PC, high logical mathematical intelligence students’ achievement have equal achievement to the middle one students, high and middle level of logical mathematical intelligence students’ achievement were better than the low one. In scientific classical, high logical mathematical intelligence students’ achievement was better than the middle one, high and middle level of logical mathematical intelligence students’ achievement were better than the students with low logical mathematical intelligence.Keywords: Scientific TAI, Scientific PC, Scientific Classical, Scientific Approach, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN AWAL SISWA SMP KELAS VIII SE-KABUPATEN SRAGEN Supriyatin, Supriyatin; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract : The aim of the research was to determine the effect of learning models on mathematics achievement viewed from prior competency. The learning models compared were TPS with scientific approach, PBL with scientific approach and direct learning. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples of research were taken by using the stratified cluster random sampling technique and consisted of 297 students. The instruments used were mathematics achievement test and prior competency test. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with PBL learning model with scientific approach provided better learning achievement than those treated with TPS and those treated with direct learning model. The students treated with TPS learning model with scientific approach provided equal mathematics learning achievement to those treated with direct learning. (2) The students with high prior competency had better learning achievement than those with medium and those with low prior competencies. The students with medium prior competency had better learning achievement than those with low one. (3) In the TPS learning model with scientific approach and direct learning, the students with high and medium prior competencies had better learning achievement than those with low one. In the PBL learning model with scientific approach, the students with high prior competency had better learning achievement than those with low prior competencies and both of them provided the same learning achievement than those with medium one. (4) The students with high prior competency category had the same learning achievement in TPS type of learning model with scientific approach, PBL learning model with scientific approach and direct learning model. In medium prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach did, and both of them provided the same learning achievement as the direct learning did. Meanwhile in low prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach and direct learning model, and TPS learning model with scientific approach provided the same learning achievement as the direct learning did.Keywords: Mathematics Learning Achievement, TPS, PBL, Scientific Approach, Prior Competency 
PROFIL SISWA SMP DALAM PEMECAHAN MASALAH YANG BERKAITAN DENGAN LITERASI MATEMATIS DITINJAU DARI ADVERSITY QUOTIENT (AQ) Rahmawati, Novia Dwi; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aims to describe the profile of junior high school students with climber’s, camper’s, and quitter’s type in problem solving from related with mathematics literacy using Polya steps. This research was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and Snowball sampling. The subjects of this research were seven 9th grade students of SMP Negeri 6 Surakarta regency, which consisted of three students with climber’s type, two students with camper’s type, and two students with quitters’s type. The data were collected through questionnaire and task-based interview technique on subject matter of space and shape mathematics literacy third level. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion. The results of this research are as follows: (1) climber’s students in understanding the problem, devising a plan, carrying out the plan, and looking back the answer aspects have reached all aspects needed, those are reasoning, argumentation, communication, modelling, connection, and representation aspect; (2) camper’s students in understanding the problem, devising a plan, and looking back the answer aspects have reached all aspects, those are reasoning, argumentation, communication, modelling, connection, and representation aspect, but in carrying out the plan, they have only reached reasoning, argumentation, communication, modelling and connection aspects, not representation aspect; (3) quitter’s students understanding the problem and looking back the answer aspects have reached all aspects, those are reasoning, argumentation, communication, modelling, connection, and representation aspect, but in devising a plan, they have only reached communication, modelling, and connection aspects, not reasoning, argumentation, and representation aspect. Whereas in carrying out the plan, they have only reached reasoning, argumentation, communication, modelling and connection aspects, not representation aspect.Keywords: Profile, problem solving, mathematics literacy, Polya’s steps, Adversity Quotiont (AQ) 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN Annurwanda, Pradipta; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of  the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.Keywords: Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING, THINK ALOUD PAIRS PROBLEM SOLVING DAN GROUP INVESTIGATION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KONSEP DIRI DAN KREATIVITAS BELAJAR SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP Awaludin, Aulia Ar Rakhman; Mardiyana, Mardiyana; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: This research aims to know the different effect among learning model used i.e. Problem Based Learning, Think Aloud Pairs Problem Solving and Group Inverstigation models with scientific approach observed from students self concept and study creativity towards the ability of mathematics problem solving. This research used quasi experimental study with factorial design 3x2x3. The population of this research was the eighth grade student of State Junior High School of District Sragen Year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance level of 0.05. The results of this research are : (1) PBL-S produces the same students ability of mathematics problem solving with TAPPS-S. Moreover, both produce the better students ability than GI-S. (2) Students with positive category of self concept produce the better ability of mathematics problem solving than students with negative category. (3) Students with high study creativity category produce the better ability of mathematics problem solving than the medium and low category. However, the students with medium and low study creativity category produce the same ability of mathematics problem solving. (4) In each learning models, both the students with positive and negative self concept have the same ability of mathematics problem solving. (5) In PBL-S and GI-S models, students with high, medium and low creativity have the same ability of mathematics problem solving. However, there is different ability between high and low creativity category in TAPPS-S model. (6) Students with positive and negative self concept have the same ability of mathematics problem solving in all study creativity categories (high, medium, low category). (7) At each learning models, students with positive and negative self concept and with high, medium and low creativity have the same ability of mathematics problem solving.Keywords : PBL, TAPPS, GI, Scientific Approach, Self Concept, Learning Creativity.
Co-Authors Abdul Choliq Hidayat Aflich Yusnita Fitrianna Afrizal Abdi Musyafiq Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Putra Wijaya, Agung Putra Ambar Nurhayati Anak Agung Gede Sugianthara Anggrahini Anggrahini Annisa Swastika Any Kurniawati, Any Ari Kristiningsih Aritsya Imswatama Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin Ayuningtyas, Laksmi Putri Aza Fauziana, Noer Berti Okta Sari, Berti Okta Bibet, Bibet Bily, M. Arda Budi Sasomo, Budi Budi Usodo Danar Supriadi Desi Gita Andriani Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dian Ratna Ariyani, Dian Ratna Dwi Ambarwati, Dwi dwi hidayati Dwityaningsih, Rosita Dyah Ratri Aryuna Ek Ajeng Rahmi Pinahayu Eka Fitria Ningsih EKA RAHAYU PUJILESTARI, EKA RAHAYU Ekaningsih Haryati Eli Widoyo Retno Endang Hariyati Endang Sri Handayani Evila Purwanti Sri Rahayu, Theresia Fadillah Fahimah Andini Farida Nurhasanah Fina Hanifa Hidayati Fitri Apriyani Pratiwi, Fitri Apriyani Gatut Iswahyudi Hafidh Jauhari Harmei Mahar’ Aini Hera Susanti Hera Susanti, Hera Heri Cahyono Hikmah Yuliasari Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ikrar Pramudya, Ikrar Ilham Rais A Imam Sujadi Intan Sari Rufiana Isna Nur Lailatul F, Isna Nur Isnandar Slamet, Isnandar Jani, Ariyan Joko Domas, Joko Julian Reza Siwi Khusaini, Ahmad Komarudin Komarudin Kristin Yulianti Kristiningsih, Ari Kristiningsih, Ari Lutfi Syafirullah Mania Roswitha Marchamah Ulfa, Marchamah Mardi Mardi Marfuah Marfuah Marsela, Helen Mila Prametha, Novika Murni Handayani Murni Handayani Mustofa, Rizki Nana Hasanah Nanndo Yannuansa, Nanndo Nasution, Nur Baiti Naufalia Nuraya, Naufalia NISA, AN Noor Hidayati Novia Dwi Rahmawati Nugraha, Muhammad Rizky Ardi Nulipyeni, Riana Nurdifanti, Afhia Nurhidayah, Rika Nurlinda Ayu Triwuri Nursatin, Yuli Bangun Nurul Hidayatus, Nurul Nuryani Destiningsih, Nuryani Oto Prasadi Pitra Dwiningsih, Pitra Pradipta Annurwanda, Pradipta Prasetia, Vicky Prihastini Oktasari Putri Puji Ayuni PUJI LESTARI Puji Rahayu Pusaka, Semerdanta Qauli, Ismayan Rafiq, Arif Ainur Rahayu Sri W Rahayu, Theresia Evila P.S. Rahmat Hidayat Ratnasari Ratnasari Ratnasari, Ani Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Rizqona Maharani, Rizqona Ronayah, Ronayah Rosita Dwityaningsih Rosita, Rosita Dwityaningsih Rubono Setiawan Sabar Santosa Santi Purwaningrum Sasmika, Nanda Savitri, Maria Endah Septiana Wijayanti Siti Amirah Budiastuti Siti Rahayu Solehah, Imratu Solehudin, Solehudin Sri Subanti Stefy Erlinda Novalia, Stefy Erlinda Sugihardjo Sugihardjo Suhaida, Suhaida Sujatmiko, Ponco Sulistiyono Sulistiyono Sumanah Sumanah Supriadi Supriadi Supriyatin Supriyatin Susmono Susmono Sutanto, Aftoni Sutarman Sutarman Sutrima Sutrima Sutrisno Sutrisno Suyono Suyono Tien Syarifah Hafidhah, Tien Syarifah Toipur Toipur Tri Atmojo Kusmayadi Tri Silaningsih Tunjung Genarsih, Tunjung Very Hendra Saputra Wahyu Astuti Budi Wahyu Kurniawan Wahyuni, Ika Muji Wardani, Endang Purwati Westi Bilda, Westi Wicaksana, Hafid Wittriansyah, Khoeruddin Yolan Kusumaningtyas, Yolan Yundari, Yundari Yusnita Rahmawati