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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
Unknown Affiliation
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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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/p5p8ps76

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.
Meta-Synthesis: Improving Mathematical Problem-Solving Skills Through Problem-Based Learning Models Irma Nilta Muna; Masrukan Masrukan; Scolastika Mariani; Isnaeni 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/zve7bd71

Abstract

Mathematical problem-solving skills are an essential component of mathematics education and support the achievement of Sustainable Development Goal (SDG) 4 on Quality Education. Indonesian students still demonstrate relatively low performance in mathematics. According to the 2022 Programme for International Student Assessment (PISA), Indonesia achieved an average mathematics score of 379, ranking 68th out of 76 countries. This result highlights a substantial gap between expected global mathematical competencies and actual student performance. Innovative learning approaches are required to improve students’ abilities not only in obtaining correct answers but also in understanding, analyzing, and solving problems independently. One promising approach is Problem-Based Learning, which emphasizes contextual problems and student-centered learning. This study employed a Systematic Literature Review using the PRISMA framework to ensure a transparent and systematic literature selection process. A total of 210 articles were identified from Google Scholar, ScienceDirect, and DOAJ databases. After applying inclusion and exclusion criteria, 10 articles published between 2020 and 2025 were selected and analyzed using thematic synthesis techniques. The analysis focused on improving mathematical problem-solving skills and evaluating the effectiveness of the PBL model. The findings revealed that the implementation of PBL had a positive and significant impact on students’ mathematical problem-solving skills across elementary, junior high, and senior high school levels. In addition, PBL enhanced students’ conceptual understanding and collaboration skills, making it an effective strategy for mathematics learning.
Analisis Kesulitan Siswa SMP dalam Memecahkan Masalah Statistika Berdasarkan Tahapan Polya Nursyahidah, Farida; Wardono, Wardono; Mariani, Scolastika; Wijayanti, Kristina
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 3 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i3.27503

Abstract

Mathematical problem-solving skills are essential competencies in 21st-century education, particularly in statistics, where students must interpret data, analyze variability, and make informed decisions. However, many students experience significant difficulties when solving statistical problems. This study aims to analyze students' difficulties in solving statistical problems based on Polya's four stages of problem-solving: understanding the problem, developing a plan, implementing the plan, and looking back. This study uses a descriptive qualitative approach with 70 junior high school students in Semarang as subjects selected using a purposive sampling technique. Data were collected through written tests and semi-structured interviews. The findings revealed that students experienced difficulties in solving statistical problems based on Polya's stages were 45% of students were unable to complete the understanding stage, especially in identifying known information and organizing important information needed; 55% of students had difficulties at the planning stage, especially in selecting appropriate statistical procedures; 61% of students still had difficulties at the implementing stage of the plan; and 66% of students still had difficulties at the re-examination stage. This study provides implications for the development of integrated learning designs with real-world contexts and technology that emphasize structured problem-solving processes, thereby improving students' problem-solving abilities.
Efektivitas Project Based Learning (PjBL) Berbasis Etnomatematika dalam Pembelajaran Matematika: Sebuah Systematic Literature Review Kristin Damaiyanti Br Lumban Batu; Scolastika Mariani
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.22472

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model Project-Based Learning (PjBL) berbasis etnomatematika dalam pembelajaran matematika melalui kajian literatur sistematis. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) dengan mengkaji 21 artikel jurnal yang diperoleh dari database Google Scholar, Scopus, dan ScienceDirect pada rentang tahun 2017–2025. Artikel yang dianalisis membahas penerapan model PjBL berbasis etnomatematika pada berbagai jenjang pendidikan. Proses seleksi artikel dilakukan menggunakan prosedur PRISMA yang meliputi tahap identifikasi, penyaringan, kelayakan, dan inklusi. Hasil kajian menunjukkan bahwa penerapan model PjBL berbasis etnomatematika memberikan dampak positif terhadap pembelajaran matematika, terutama dalam meningkatkan keterlibatan belajar siswa, kemampuan berpikir kritis, kreativitas, koneksi matematis, dan hasil belajar. Integrasi konsep matematika dengan konteks budaya lokal menjadikan pembelajaran lebih kontekstual, bermakna, dan dekat dengan pengalaman siswa. Selain itu, model ini juga mendorong siswa untuk lebih aktif dalam memecahkan masalah serta menerapkan konsep matematika dalam situasi nyata. Namun, implementasi model PjBL berbasis etnomatematika masih menghadapi beberapa kendala, seperti keterbatasan media pembelajaran berbasis budaya lokal dan kesiapan guru dalam merancang pembelajaran berbasis proyek. Oleh karena itu, diperlukan pengembangan perangkat ajar dan pelatihan guru yang mendukung integrasi etnomatematika dalam pembelajaran matematika agar implementasi model PjBL dapat berlangsung lebih optimal.   This study aims to analyze the effectiveness of ethnomathematics-based Project-Based Learning (PjBL) models in mathematics learning through systematic literature review. The research method used is Systematic Literature Review (SLR) by examining 21 journal articles obtained from Google Scholar, Scopus, and ScienceDirect databases in the range of 2017–2025. The analyzed articles discuss the application of the ethnomathematics-based PjBL model at various levels of education. The article selection process is carried out using the PRISMA procedure which includes the identification, screening, eligibility, and inclusion stages. The results of the study show that the application of the ethnomathematics-based PjBL model has a positive impact on mathematics learning, especially in increasing student learning engagement, critical thinking skills, creativity, mathematical connections, and learning outcomes. The integration of mathematics concepts with the context of local culture makes learning more contextual, meaningful, and close to the student experience. In addition, this model also encourages students to be more active in solving problems and applying mathematical concepts in real-world situations. However, the implementation of the ethnomathematics-based PjBL model still faces several obstacles, such as the limitations of local culture-based learning media and teachers' readiness to design project-based learning. Therefore, it is necessary to develop teaching and teacher training tools that support the integration of ethnomathematics in mathematics learning so that the implementation of the PjBL model can take place more optimally.
Model Math Trails Berbantuan MathCityMap dalam Pembelajaran Matematika: Tinjauan Sistematis terhadap Dampaknya terhadap Kemampuan Pemecahan Masalah dan Efikasi Diri Siswa Aziiza Andanawarih Utoyo; Arief Agoestanto; Scolastika Mariani; Iqbal Kharisudin
Jurnal Pendidikan Indonesia Vol. 6 No. 6 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i6.8138

Abstract

Penelitian ini bertujuan untuk mengeksplorasi efektivitas Math Trails yang didukung oleh aplikasi MathCityMap dalam meningkatkan kemampuan pemecahan masalah dan efikasi diri siswa SMP dalam pembelajaran matematika. Permasalahan penelitian berangkat dari kesenjangan antara harapan teoritis dengan praktik pembelajaran di lapangan yang belum mampu mengembangkan kemampuan berpikir kritis dan kepercayaan diri siswa. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan menganalisis 19 artikel jurnal nasional dan internasional yang diterbitkan antara tahun 2019 hingga 2024. Data dikumpulkan melalui pencarian di database DOAJ, SINTA, Google Scholar, dan ResearchGate, dengan kriteria inklusi yang berfokus pada studi empiris yang menggunakan Math Trails atau MathCityMap dalam konteks pendidikan matematika. Teknik analisis yang digunakan adalah analisis tematik untuk mengelompokkan hasil dalam dua konstruk utama: kemampuan pemecahan masalah dan efikasi diri. Hasil menunjukkan bahwa Math Trails efektif dalam menciptakan pengalaman belajar yang kontekstual, memotivasi siswa, serta mengembangkan berpikir matematis dan rasa percaya diri. MathCityMap mendukung pembelajaran luar ruang interaktif dengan mengintegrasikan teknologi dan pemecahan masalah dunia nyata. Studi yang ditinjau secara konsisten menunjukkan bahwa siswa dengan efikasi diri tinggi memiliki performa pemecahan masalah yang lebih baik, strategi belajar yang efektif, dan keterlibatan yang tinggi. Implikasi singkat dari penelitian ini adalah perlunya integrasi model pembelajaran kontekstual berbasis digital seperti MathCityMap untuk meningkatkan kompetensi matematis dan kesiapan psikologis siswa. Penelitian lanjutan disarankan untuk mengkaji dampak metode ini di berbagai konteks sekolah, termasuk kelas inklusi dan implementasi Kurikulum Merdeka.
Model Pembelajaran Matematika Berbasis Metakognisi untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Achmad Nurhadi; Scolastika Mariani
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 4 No. 2 (2026): May : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v4i2.1251

Abstract

Penelitian ini bertujuan merumuskan model pembelajaran matematika berbasis metakognisi untuk meningkatkan kemampuan pemecahan masalah siswa. Artikel ini disusun sebagai kajian konseptual dengan metode studi kepustakaan melalui telaah terhadap teori metakognisi, pemecahan masalah matematika, regulasi diri, dan pembelajaran reflektif. Data diperoleh dari artikel jurnal, buku akademik, dan hasil penelitian terdahulu yang relevan, kemudian dianalisis secara deskriptif-kualitatif menggunakan analisis isi. Hasil kajian menghasilkan model pembelajaran yang terdiri atas lima tahap, yaitu orientasi masalah, perencanaan strategi, pemantauan proses penyelesaian, evaluasi jawaban, dan refleksi hasil belajar. Setiap tahap dirancang untuk membantu siswa memahami masalah, memilih strategi, mengontrol langkah penyelesaian, memeriksa kebenaran jawaban, serta merefleksikan proses berpikirnya. Model ini menempatkan guru sebagai fasilitator yang membimbing siswa melalui pertanyaan metakognitif, diskusi, dan refleksi. Secara konseptual, model pembelajaran matematika berbasis metakognisi dapat menjadi alternatif untuk menciptakan pembelajaran yang lebih aktif, sadar, dan bermakna. Kajian ini merekomendasikan pengembangan perangkat pembelajaran dan pengujian keterlaksanaan model dalam praktik kelas agar kontribusinya terhadap kemampuan pemecahan masalah matematika dapat diamati secara lebih mendalam pada berbagai jenjang pendidikan dan karakteristik siswa, sekaligus memperkuat budaya belajar reflektif dalam pembelajaran matematika di sekolah secara berkelanjutan.
EFEKTIVITAS MODEL LAPS-HEURISTIK BERBANTUAN SCAFFOLDING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN PENGARUH PERSEPSI MATEMATIS PESERTA DIDIK Wanda Eka Putri; Scolastika Mariani
Jurnal Citra Multidisiplin Vol. 1 No. 6 (2026): Jurnal Citra Multidisiplin (Juni)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis peserta didik di SMP Negeri 4 Bae Kudus berdasarkan hasil observasi awal. Rendahnya kemampuan tersebut salah satunya dipengaruhi oleh model pembelajaran yang digunakan. Penelitian ini bertujuan untuk menganalisis efektivitas model LAPS-Heuristik berbantuan scaffolding terhadap kemampuan pemecahan masalah matematis peserta didik kelas VIII dan menganalisis pengaruh persepsi matematis peserta didik. Penelitian ini menggunakan metode kuantitatif dengan desain true experimental. Data kuantitatif diperoleh melalui teknik tes dan pengisian angket persepsi matematis. Hasil penelitian menunjukkan bahwa model pembelajaran LAPS-Heuristik berbantuan scaffolding efektif terhadap kemampuan pemecahan masalah matematis peserta didik kelas VIII yang ditunjukkan oleh: (1) persentase ketuntasan klasikal kemampuan pemecahan masalah matematis mencapai 90,625%; (2) rata-rata kemampuan pemecahan masalah matematis peserta didik pada model LAPS-Heuristik berbantuan scaffolding sebesar 78,36 lebih tinggi dibandingkan peserta didik dengan model PBL sebesar 64,80; dan (3) proporsi ketuntasan belajar peserta didik pada model LAPS-Heuristik berbantuan scaffolding sebesar 90,625% lebih tinggi dibandingkan model PBL sebesar 43,75%. Selain itu, hasil penelitian ini juga menunjukkan bahwa terdapat pengaruh persepsi matematis sebesar 41% terhadap kemampuan pemecahan masalah matematis peserta didik.
Assessing the Competence of Prospective Mathematics Teachers in Technology-Enhanced Differentiated Instruction for Inductive Learning Enika Wulandari; YL Sukestiyarno; Scolastika Mariani; Masrukan
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.5477

Abstract

The demands of 21st-century pedagogical competencies necessitate that Prospective Mathematics Teachers (PMTs) be proficient in the integrated application of technology and differentiation. This study aims to assess the competence of PMTs in implementing technology-enhanced differentiated instruction within an inductive learning framework, evaluated through seven key elements referencing the frameworks of Prince & Felder and Tomlinson. Utilizing a descriptive qualitative approach, this study analyzed in-depth peer teaching video recordings from the entire cohort of 15 students in a mathematics education program. The novelty of this research lies in its focus on the integrated operationalization of these three complex pedagogical elements. Data analysis was conducted rigorously using the interactive model of Miles, Huberman, and Saldana, supported by source triangulation to ensure the credibility of the findings. The results indicate that PMTs achieved high competence in inductive learning and differentiation (implemented by 93%–100% of PMTs). However, the implementation of technology-enhanced learning showed significant variance, being adequately achieved by only 67% of PMTs. It is concluded that while PMT training is robust in instructional design and differentiation strategies, the integration of technological tools requires further optimization and focused development to meet the demands of 21st-century skills.
Co-Authors 'Ulya, Rosyidatul Abd. Rasyid Syamsuri Abduh, M. Faisal 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 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 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 Kismiyanti, Kismiyanti 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 N. Nurjanah 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 Rouf, Muhammad Abdul 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 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