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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Matematika dan IPA Jurnal Infinity Indonesian Journal of Mathematics and Natural Sciences Kreano, Jurnal Matematika Kreatif-Inovatif Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Elemen JURNAL PROFESI KEGURUAN Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) MUST: Journal of Mathematics Education, Science and Technology MATEMATIKA DAN PEMBELAJARAN SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Journal on Education Aptisi Transactions on Technopreneurship (ATT) Unnes Journal of Mathematics Education Research Journal of Primary Education Symmetry: Pasundan Journal of Research in Mathematics Learning and Education MEJ (Mathematics Education Journal) ANARGYA: Jurnal Ilmiah Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Penelitian Pembelajaran Matematika Sekolah JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Hipotenusa : Journal of Mathematical Society Range : Jurnal Pendidikan Matematika Jurnal Wahana Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika Jurnal Riset dan Inovasi Pembelajaran Jurnal Jendela Pendidikan Plusminus: Jurnal Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) Unnes Journal of Mathematics Education Unnes Journal of Mathematics Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Ilmiah Ilmu Terapan Universitas Jambi Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Pendidikan Indonesia (Japendi) Journal of Mathematics Learning Innovation (JMLI) Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika) JPNM : Jurnal Pustaka Nusantara Multidisiplin Jurnal Pengembangan Pembelajaran Matematika Indonesian Educational Research Journal Kreano, Jurnal Matematika Kreatif Inovatif Unnes Journal of Mathematics Education Hipotenusa: Journal of Mathematical Society Jurnal Infinity Jurnal Pendidikan Progresif Journal on Mathematics Education Journal of Computer Science and Technology Application SJME (Supremum Journal of Mathematics Education) Jurnal Citra Multidisiplin Mathema: Jurnal Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching
Scolastika Mariani
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Meta-Synthesis: Mathematical Problem-Solving Ability Reviewed from Students’ Self-Efficacy Erina Nurhalisha; Zaenuri Zaenuri; Kristina Wijayanti; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.82

Abstract

Mathematical problem-solving ability is essential for individuals who study mathematics. Low mathematical problem-solving ability will result in low-quality human resources. The cause of low mathematical problem-solving ability is the lack of intensity of students doing exercises to work on mathematical problems. Mathematical problem-solving ability is closely related to students' self-efficacy. This study describes self-efficacy toward mathematical problem-solving ability, especially in mathematics learning. The method used in this study is meta-synthesis in the form of a qualitative systematic study, namely by analyzing four articles relevant to the study's title. The initial steps taken are (1) determining the questions to be studied, (2) looking for articles related to self-efficacy and mathematical problem-solving ability with a period of 2019-2024, (3) screening and selecting appropriate research articles, (4) Conducting analysis and synthesis of qualitative findings, (5) implementing quality control, and (6) concluding the final results. The analysis results concluded that self-efficacy affects students' mathematical problem-solving ability. The higher the self-efficacy, the better the ability to build mathematical knowledge through problem-solving (what is known and what is asked), the ability to solve problems that arise in mathematics and other contexts, the ability to apply and use various appropriate strategies to solve problems, and the ability to observe and reflect on the process of solving mathematical problems.
Meta Analysis The Effect of Challenge Based Learning on Mathematics Thinking Ability Alfauzan Ridho Zulfikri; Ardhi Prabowo; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.973

Abstract

This research aims to analyse the effect of implementing the Challenge Based Learning (CBL) model on students' mathematics thinking ability through a meta-analysis approach. Although mathematics plays an important role in developing students' mathematics thinking ability, international studies such as PISA show that mathematical skills in Indonesia are low. One strategy to improve these skills is through innovative learning models, one of which is CBL. CBL combines problem-based learning, project-based learning, and real-life contexts to solve relevant challenges. Based on a literature review, the application of CBL has been proven effective in improving mathematics thinking abilily such as creative thinking, critical thinking, mathematical reasoning, and numeracy literacy. Meta-analysis combines data from relevant studies by calculating the effect size to evaluate the impact. The results of the analysis show that the CBL model has a very high influence on students' mathematics thinking ability, with an average effect size of 4.028, which is classified as very high. The t-test also confirmed that there was a significant difference between the pretest and posttest scores (tcount = 35.05 > ttable = 19.97), confirming that CBL had an effect on improving mathematical thinking skills. Based on these findings, the CBL model is recommended as a learning model to improve mathematical thinking skills in mathematics education.
Meta Synthesis: Ethnomathematics-Based PISA Questions on Secondary School Students' Mathematical Literacy Aida Istiqomah; Zaenuri Zaenuri; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.989

Abstract

Mathematical literacy is one of the skills assessed in the PISA test. The results of the PISA international assessment show that Indonesian students' mathematical literacy skills are not yet optimal. An effort to evaluate suboptimal mathematical literacy is to use questions with an ethnomathematics-based PISA framework. This study aims to synthesize various studies discussing ethnomathematics-based PISA questions used to assess the mathematical literacy of secondary school students. The research method used is a Literature Review with meta-synthesis techniques, which analyzes five selected articles published in 2020–2025 from the Scopus, Google Scholar, and Semantic Scholar databases. The inclusion criteria focused on qualitative studies with junior high and high school students as subjects that discussed mathematical literacy skills through a cultural context. The results of the study show that local cultural elements such as traditional food, Sidoarjo batik, and Gambang musical instruments are effective contextual media in connecting mathematical concepts with students' real lives. The most frequently appearing indicators of mathematical literacy are communication and mathematizing, while the indicators of reasoning and argument remain a major challenge for students. PISA questions with an ethnomathematics nuance are able to strengthen students' understanding of mathematics and instill local cultural values, thereby improving mathematical literacy. Thus, the integration of local culture in mathematics learning is an effective strategy for strengthening mathematical literacy skills and instilling cultural awareness in students in accordance with the PISA framework.
Spatial Ability in Mathematics Learning: A Systematic Review from the Perspective of Technology and Learning Models Zulfa Dayyinati Fa'izulloh; Bambang Eko Susilo; Arief Agoestanto; Scolastika Mariani
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1106

Abstract

This study aims to examine the role of technology and learning models in improving students’ spatial abilities in mathematics learning. Using the Systematic Literature Review (SLR) method guided by the PRISMA framework, this study analyzed seven relevant articles published between 2020 and 2025 from reputable databases such as Google Scholar, Semantic Scholar, and SINTA. The findings indicate that various learning technologies, including GeoGebra, Augmented Reality (AR), Virtual Reality–based mobile learning, Math City Maps, and Adobe Flash, have a positive impact on supporting visualization, interaction, and students’ understanding of geometric and spatial concepts. In addition, constructivist-oriented learning models such as Problem Based Learning (PBL), Guided Discovery Learning, Contextual Teaching and Learning (CTL), the Van Hiele model, and Thinking Aloud Pair Problem Solving (TAPPS) provide more meaningful learning experiences by encouraging active exploration, discussion, and independent construction of spatial concepts. The results further demonstrate that the integration of interactive and immersive technologies with appropriate learning models produces a synergistic effect in enhancing students’ mathematical spatial abilities. These findings offer an important foundation for educators in designing mathematics instruction that is more innovative, contextual, and aligned with the characteristics of the digital generation. Future research is recommended to further investigate the effectiveness of specific combinations of technologies and learning models in authentic classroom settings
ANALISIS KINERJA METAKOGNISI DAN PEMECAHAN MASALAH MATEMATIKA: SUATU SYSTEMATIC LITERATURE REVIEW Nurhadi, Achmad; Mariani, Scolastika
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.9285

Abstract

Mathematical problem-solving ability is a crucial higher-order cognitive competence essential in 21st-century education. This skill significantly contributes to students' reasoning, decision-making, and their readiness to face various real-world problems. Integrating mathematical problem-solving into education promotes critical thinking and equips students with cross-curricular skills necessary for modern careers. This study aims to conduct a systematic literature review (SLR) to synthesize research on students' mathematical problem-solving abilities and metacognitive performance. The review utilized the Scopus database and adopted a Population-Concept-Context (PCC) framework to formulate research questions. The results indicate a growing trend in the integration of metacognitive strategies, such as self-regulation and metacognitive awareness, into mathematics education. Studies highlight the positive impact of metacognitive training on problem-solving skills, with technology-based learning tools further enhancing metacognitive awareness. The study concludes that fostering metacognitive skills through strategic teaching can improve students' problem-solving abilities, especially among low-achieving learners. Future research should explore long-term effects and refine measurement tools for metacognitive skills to expand the understanding of how metacognition impacts mathematical problem-solving across different educational contexts. ABSTRAK Kemampuan pemecahan masalah matematika merupakan kompetensi kognitif tingkat tinggi yang sangat penting dalam pendidikan abad ke-21. Kemampuan ini berkontribusi signifikan terhadap penalaran, pengambilan keputusan, serta kesiapan siswa dalam menghadapi permasalahan dunia nyata yang beragam. Integrasi pemecahan masalah matematika dalam pendidikan tidak hanya mendorong berpikir kritis, tetapi juga membekali siswa dengan keterampilan lintas kurikuler yang relevan dengan tuntutan karier modern. Penelitian ini bertujuan untuk melakukan systematic literature review (SLR) guna mensintesis penelitian terkait kemampuan pemecahan masalah matematika dan kinerja metakognisi siswa. Kajian ini menggunakan basis data Scopus dan mengadopsi kerangka Population-Concept-Context (PCC) dalam merumuskan pertanyaan penelitian. Hasil sintesis menunjukkan tren yang meningkat dalam penerapan strategi metakognitif, seperti regulasi diri dan kesadaran metakognitif, dalam pembelajaran matematika. Studi-studi menunjukkan pengaruh positif pelatihan metakognitif terhadap keterampilan pemecahan masalah, dengan alat pembelajaran berbasis teknologi yang lebih lanjut meningkatkan kesadaran metakognitif siswa. Kesimpulannya, pengembangan keterampilan metakognitif melalui pengajaran yang terstrategi dapat meningkatkan kemampuan pemecahan masalah siswa, terutama pada siswa dengan prestasi rendah. Penelitian selanjutnya perlu mengkaji efek jangka panjang dan mengembangkan instrumen pengukuran keterampilan metakognitif untuk memperluas pemahaman tentang pengaruh metakognisi terhadap pemecahan masalah matematika di berbagai konteks pendidikan.
Meta Analysis: Analysis of Students' Mathematical Critical Thinking Ability Through the Inquiry Learning Model Bayu Murti Suryonegoro; Wardono Wardono; Tri Sri Noor Asih; Scolastika Mariani; Isnaini Rosyida; Aulia Hurul Aini
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1305

Abstract

Purpose of the study: The importance of critical mathematical thinking skills in mathematics learning in the current era of the industrial revolution and globalization has encouraged research to evaluate the impact of learning models, one of which is the inquiry model, on students' critical mathematical thinking skills. Methodology: This meta-analysis review was conducted using the stages of data collection, literature review using PRISMA, statistical analysis, qualitative study, and conclusions. Data were collected through national and international journals and proceedings indexed by Sinta or Scopus to make the information obtained more credible. This study uses the PRISMA framework with the steps identification, screening, eligibility, and inclusion to help transparency, consistency, and completeness of reporting the results of the meta-analysis review. Main Findings: Based on the research results, inquiry learning significantly influences students' critical mathematical thinking skills. This is evidenced by increased motivation, curiosity, and student involvement in learning. However, this finding requires follow-up in the future, for example, the development of innovations in textbook learning in the form of textbooks or other learning media. Novelty/Originality of this study: The study analysis of the process of students' critical mathematical thinking skills towards the inquiry learning model in this study was conducted by citing various cross-disciplinary studies and studies from multiple countries or regions to balance more detailed analysis perspectives globally.
Edupreneurial Innovations in Mathematical Literacy and Global Instructional Practices Sumliyah, Sumliyah; Wardono, Wardono; Mariani, Scolastika; Waluya, Stevanus Budi; Pujiastuti, Emi; Ani, Nyree
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 2 (2026): July
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i2.722

Abstract

This study provides a global synthesis of pedagogical innovations and research developments in mathematical literacy from 2022 to 2026, uniquely emphasizing an edupreneurial perspective that integrates entrepreneurial creativity into mathematics education through innovative teaching and learning practices. The analysis utilizes the Scopus, ERIC, and Google Scholar databases to identify global trends and research gaps. Employing the Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, a total of 564 articles were initially identified, with selected studies analyzed to address predefined research questions. The review highlights that research on mathematical literacy is predominantly characterized by qualitative and quantitative approaches, with junior high school students as the most frequent subjects and research settings. A growing trend in edupreneurial pedagogical practices is evident through the integration of contextual problem-solving strategies, ethnomathematical perspectives, and technology-enhanced learning models. Recommendations for future research and policy include strengthening teacher conceptual understanding of mathematical literacy, developing contextually rich assessment models, advancing technology-integrated instruction, and expanding research toward psychological factors influencing mathematical literacy. Moreover, the study underscores the need for increased research at the vocational education level and calls for education policymakers to design and implement professional development programs aimed at enhancing teachers’ and students’ competencies in mathematical literacy through innovative, entrepreneurial-based learning approaches.
Meaningful learning to enhance conceptual understanding, engagement, and mathematical reasoning in elementary statistics education Ema Butsi Prihastari; Wardono; Scolastika Mariani; Masrukan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1254

Abstract

Background: Elementary school statistics education faces challenges due to students’ low conceptual understanding, often resulting from abstract and procedural teaching methods. Aims: This study aimed to examine the implementation of meaningful learning in elementary statistics, assess its effects on students’ conceptual understanding and engagement, and identify supporting and inhibiting factors. Method: A mixed-method explanatory sequential design was employed. Quantitative data were collected through perception questionnaires from 60 fifth-grade students, while qualitative data were obtained via participatory observations, semi-structured interviews, and classroom documentation involving one teacher and 15 students in a purposively selected class. Quantitative data were analyzed descriptively, and qualitative data were analyzed using the Miles and Huberman model. Results: Meaningful learning positively influenced statistics education. Mean scores were 3.42 for conceptual understanding (SD=0.51), 3.67 for material relevance (SD=0.48), 3.38 for motivation (SD=0.55), 3.25 for engagement (SD=0.62), and 3.35 for satisfaction (SD=0.58). All students (100%) agreed that the material was relevant to real-life contexts. Mini-project activities, such as the “Our Body Statistics” project, enhanced active participation. Supporting factors included teacher creativity, student enthusiasm, and a supportive learning environment; inhibiting factors included time constraints, varied student readiness, and limited contextual resources. Conclusion: Implementing meaningful learning improves conceptual understanding and engagement in elementary statistics. Contextual, experience-based approaches should be expanded with adequate teacher training and time allocation to optimize learning outcomes.
Problem Based Learning (PBL) with Scaffolding Approach to Improve Students' Mathematical Literacy Fani Laffanillah Fani; Scolastika Mariani; Arief Agoestanto
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.14117

Abstract

Literacy skills are one of the skills needed by students to solve problems in real life. Therefore, it is necessary to conduct research in developing and improving students' mathematical literacy. The purpose of this research is to analyze the use of PBL with Scaffolding approach to improve students' mathematical literacy. This research method is a literature study, by taking 8 articles that discuss the application of PBL with a Scaffolding approach to improve students' mathematical literacy in Indonesia from 2018-2023. From the research results, the application of PBL with Scaffolding approach to improve students' mathematical literacy can be seen from the aspects of mathematical literacy, namely communication, mathematization, re-presenting, and reasoning and reasoning. Overall, PBL with a Scaffolding approach can improve mathematical literacy by obtaining an Effect Size value of 9.6701 in the large effect category and reinforced by the t-test calculation which found that  then  is rejected, which means that there is a significant difference between the average mathematical literacy of the experimental class and the control class
Meta-Analysis: The Effect of The Problem Based Learning Model in Improving Students' Mathematical Literacy Ni’matul Janah; Zaenuri; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24032

Abstract

Mathematical literacy is important to help students solve problems in real life, but the achievement of Indonesian students is still low. The Problem Based Learning model is considered effective in improving mathematical literacy because it focuses on solving real problems and student activities. This study aims to analyze the effect of the Problem Based Learning model on improving students' mathematical literacy through a Meta-Analysis approach to five nationally accredited articles published in the 2020-2025 period. Based on the calculation results, the average pretest score was 45.85 and the posttest score was 75.58, so there was an increase after the Problem Based Learning model implementation. The average effect size in the high category, as determined by the effect size computation, was 2. 042. According to the t-test findings, before and after the Problem Based Learning approach was implemented, there was a noticeable change in the average scores of students' mathematical literacy on the pretest and posttest, specifically the calculated t value > t table = 7.530 > 1.656 This study's findings suggest that the issue is Mathematical literacy is significantly enhanced by based learning. However, several studies have shown that success is influenced by grade level and supporting media such as Geogebra and e-LKPD. Therefore, Problem-Based Learning can be a highly effective learning alternative for improving mathematical literacy. Its implementation needs to be continuously developed, taking into account learning design, technology integration, and teacher readiness to ensure optimal and sustainable results.
Co-Authors 'Ulya, Rosyidatul Abd. Rasyid Syamsuri Abduh, M. Faisal Abdullah Abdullah Achmad Nurhadi Achmad Nurhadi Adi Nur Cahyono Adrillian, Hendrisa Agus Yulianto Ahmad Faridh Ricky Fahmy Ahmad Gufron Ahmad Ijlal Abdika Aida Istiqomah Akbar Dakha Prabowo Al Ashari, Shoib Rizal Alfauzan Ridho Zulfikri Amin Suyitno Amin, Ihdi Amrina, Dava Anggoro, Abdurrobbil Falaq Dwi Ani, Nyree Annisa Salma Zakiyyah Ardhi Prabowo Ardon Jamdin Arief Agoestanto Asani, Fityan Asih, Tri Sri Noor Asna, Alivia Nur Astuti, Raras Setya Astuti, Sri Ady Aulia Hurul Aini Ayu Aristika Aziiza Andanawarih Utoyo Azizia, Ananda Jullailatul Azzahra, Tsania Rahma Bambang Eko Susilo Bambang Eko Susilo Bambang Eko Susilo Bayu Murti Suryonegoro Bayujaga, Dian Budi Waluya Cahya, Nabella Dwi Cholifah Cholifah Damaryanti, Desi Dwi Daroinis Sa’adah Dedeh Kurniasih Detalia Noriza Munahefi Dewi , Heni Lilia Dewi, Heni Lilia Dewi, Nuriana Rachmani Dimas Ghulam Istiqlal Dina Prasetyowati Dr. Masrukan, Dr. Dwi Erna Novianti Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto Dwijanto, Dwijanto Dwijayanto Dwijayanto E. Sulastri Edy Soedjoko EKA ANJARWATI Ema Butsi Prihastari Emi Pujiastuti Endang Retno Winarti Endang Setyowati Endramawati, Tyas Ayun Enika Wulandari Erik Santoso Erina Nurhalisha Fani Laffanillah Fani Farida Nursyahidah Farida Nursyahidah Fathonah, Ika Ariwanti Fauziah, Isyatul Feronia Sanabila Sa'ada, Feronia Sanabila Sa'ada Fifqi Inayah Fitrianti, Dwi Agung G. Gunawan Habaib, Taufik Nur Handayani, Kristina Haqiqi, Muhamad Irwan Hardi Suyitno Hasriani Ishak Hening Windria Hidayatun Nafiah, Hidayatun Hikmasari, Prihatina Ihdi Amin Ika Fitriani Fitriani Iman Solahudin Imanuel, Imanuel Indriani, Mikke Novia Iqbal Kharisudin Irma Nilta Muna Isnaeni Rosyida Isnaini Rosyida Isnaini Rosyida Isnaini Rosyida, Isnaini Isnarto Isnarto Isnarto Isnarto Isnarto, Isnarto Isnarto, Isnarto Isti Hidayah Istiqomah Ambarwati Iwan Junaedi Jahfaludin, Abi Jannah, Anita Nur Jatnika, Sugih Nugraha Kartono , Khasmarawati, Vinda Khoirunnisa, Farah Dina Khunaeni, Sirilivia Kristin Damaiyanti Br Lumban Batu Kristina Wijayanti Kristina Wijayanti Kurniati, Chrisvonela Neri Lathifatun Ni'mah Lathifatun Ni'mah Liadiani, Anifa Mirza Lutfiani, Nurul M. Taufik Qurohman Ma'unah, Siti Malik, Ibnu Malik, Ibnu Marissa, Erlinda Isulis Marthinus Yohanes Ruamba Mashuri Mashuri Masrukan Masrukan Masrukan Masrukan Masrukan Masturina Hamid, Ellya Maulana, Mukhamad Riziq Megita Dwi Pamungkas Megita Dwi Pamungkas Meilon, Beny Mia Nur Azizah Misa’adah, Fedriana Moh. Asikin Mohammad Asikin Muhammad Kharis Muhammad Marzuqi Mujiasih Mujiasih Mulyono Mulyono Mulyono Mulyono Musaidah, Evadatul Muwahiddah, Ulil Nila Ubaidah Nino Adhi, Nuriana Rachmani Dewi Ni’matul Janah Nofiyah, Noni Noriza Munahefi, Detalia Noverianto, Bebyd Nugroho, Samuel Defri Nur Hidayati Nurariva Siregar Nuriana Rachmani Dewi Nuriana Rachmani Dewi (Nino Adhi) Nurintya, Fairuz Hanan Nurmutia, Halida Eka Nursasongko, Aditya Nuzul Putri Rahmawati Onwardono Rit Riyanto Pamungkas, Megita Dwi Pradina, Putri Dwi Pramesti, Santika Lya Diah Pramesti Pranawestu, Aditya Pratiwi, Yuninda Diah Priscilia, Priscilia Monica Praneswari Putri, Dwi Liana Wella Putriaji Hendikawati Rachmani Dewi, Nuriana Raden Mohamad Herdian Bhakti Rahayu, Yenrika Kurniati Rahayuningsih, Rista Tri Ramadhani, Istika Ramiro Santiago Ikhsan Ratri Ratnasari, Dwi Indah Rezky Bagus Pambudiarso, Rezky Bagus Riki Afiyanto Pratama Riyan Hidayat Riza Arifudin Roby Sugiarto, Dede Retno Rochmad - Rochmad Rochmad Rochmad Rochmad Rosyidatul 'Ulya S. B. Waluya, S. B. Sa'adah, Daroinis Saiful Marom Saiful Marom Santika Lya Diah Pramesti Santika Lya Diah Pramesti Saputri, Mike Sari, Fenny Tunjung Sari, Ratna Novita Savitri, Sukma Nur Sebastianus Fedi Setyaningsih, Lusianna Siswahyudianto Sri Solihah St. Budi Waluya Stevanus Budi Waluya Sudarsono Sudarsono Sugiman Sugiman Sugiman Sukestiyarno Sukestiyarno Sulandari, Dewi Sumliyah Sumliyah, Sumliyah Sunarmi Sunarmi Sunarti Susanti Susanti Syifaa’ Nurhidayah Tan Hian Nio Tania, Nova Tommy Tanu Wijaya Vera Dewi Susanti Wahyu Ning Dewi Kumalaretna Wahyu Nur Annisa Wahyuningsih, Vebryana Walid Walid Walid Walid Walid, Walid Wanda Eka Putri Wardono Wardono Wardono Wardono Wardono Wardono Wardono Wardono Widiastuti, Ririn Wijaya, Teguh Ananta Winayus, Riyan Fikri Windarti, Desti Hana YL Sukestiyarno YL. Sukestiyarno Yoni Sunaryo Yuni Frazwanti Yuningsih Yuningsih Zaenuri Mastur Zaenuri Zaenuri Zulfa Dayyinati Fa'izulloh