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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika Undiksha Wahana Matematika dan Sains Jurnal Natur Indonesia Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Elemen Edu Sains: Jurnal Pendidikan Sains dan Matematika AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PRISMA ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA IndoMath: Indonesia Mathematics Education Journal of Teaching and Learning in Elementary Education JTAM (Jurnal Teori dan Aplikasi Matematika) Cetta: Jurnal Ilmu Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Beta: Jurnal Tadris Matematika Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Ilmiah Sekolah Dasar Prima: Jurnal Pendidikan Matematika PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Insights for Mathematics Teaching (IJOIMT) Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Eduproxima : Jurnal Ilmiah Pendidikan IPA G-Couns: Jurnal Bimbingan dan Konseling Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Kajian Matematika dan Aplikasinya LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of Integrated Elementary Education Journal of Innovation and Research in Primary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Innovation and Sustainable Empowerment International Education Trend Issues Jurnal MIPA dan Pembelajarannya Jurnal Matematika Integratif Cybersecurity and Innovative Technology Journal Jurnal Medika: Medika Unnes Journal of Mathematics Education Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Toto Nusantara
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Does Domain of Absolute Value Function Always Positive? Commognitive-Conflict Analysis of Students of First Semester Emanuel, Endrayana Putut Laksminto; Nusantara, Toto; Rahardi, Rustanto
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 2 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i2.5169

Abstract

This research aims to analyze the result of students' work in finding the solution to math-problems about absolute functions. Commognitive's analysis was used to analyze student works in this qualitative research. This research's methods were, namely, preparing, collecting data, transcription data, and analyzing data. A total of 25 students from two universities were given math questions, and two were selected as research subjects. The selection of subjects is based on different and exciting work results. The research subjects attended in-depth interviews to learn more about the commognitive's components. The results showed that commognitive conflict occurred in the word use component when the subject experienced errors in interpreting the data on the questions. Subjects cannot correctly describe the graphic requested in the questions (visual mediators). Describing what is known in the problem is also incompatible (narratives). Subjects experienced the incorrect routines. Based on the results of in-depth interviews, it can be said that the commognitive conflicts occurred because of a lack of understanding of the concepts.
Problem-Based Tasks in Mathematics Learning: Opportunities and Challenges for Teachers Suryanti, Sri; Nusantara, Toto; Parta, I Nengah; Irawati, Santi
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 2 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i2.12864

Abstract

Mathematics education and teaching should not only include routine tasks; but tasks that need practice and memorization are mathematically more prosperous and more difficult because they promote problem-solving, investigation, and the discovery of the actual value of mathematical assertions. Therefore, the teacher must be able to select, create, and modify assignments under the established goals. This study attempts to examine opportunities and challenges that teachers encounter while adopting problem-based tasks. The subjects involved in this study were three secondary school mathematics teachers that are acceptable, in East Java, Indonesia. The teachers involved have more than five years of teaching experience and have good academic qualifications. The data collection consisted of observing three classes of secondary school during the implementation of a problem-based task related to the topic of rectangles and algebra. The study begins with the introduction and giving of several examples of problem-based tasks in secondary school mathematics designed to foster advanced learners' critical thinking and creativity. The findings show that teachers gain new knowledge about problem-based assignments and pedagogical insights on how they explain them to students. The results also provide an overview of the challenges for teachers to design and implement problem-based tasks. 
Students' Commognitive Processes in Solving Problem-Based Learning-Oriented Student Worksheets Zulfah Zulfah; Toto Nusantara; Yusuf Hanafi; Slamet Arifin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7457

Abstract

This study investigates students’ commognitive processes—the integration of communication and cognition—during problem-based learning (PBL) in mathematics. It is grounded in commognitive theory, which posits that thinking and communication are interdependent. An exploratory descriptive approach was applied at SMA Muhammadiyah Bangkinang, focusing on students in class XI IPA 2. Using purposive sampling, three students representing high, moderate, and low mathematical abilities were selected. Data were collected through written tests, interviews, and documentation. Researcher-developed worksheets and interview protocols, aligned with the four commognitive components—word use, visual mediators, narratives, and routines—were validated by mathematics education experts. Data analysis followed the stages of collection, reduction, presentation, and conclusion drawing. Findings indicate that high-ability students demonstrated more coherent narratives and consistent application of mathematical routines. Conversely, students with moderate and low abilities exhibited fragmented discourse and less effective use of visual mediators and terminology. The study highlights the role of commognitive factors in shaping students' mathematical discourse across ability levels. It suggests that instructional tools designed with commognitive principles can better support the development of mathematical thinking. These insights contribute to understanding the cognitive-communicative dynamics in mathematics education and inform the design of targeted learning interventions. Ethical approval was obtained, and informed consent was secured from all participants.
Gender Differences in Computational Thinking Skills Among Elementary School Students Rusdial Marta; Toto Nusantara; Adi Atmoko; Sri Rahayuningsih
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7524

Abstract

This study explores gender-based differences in the mastery of Computational Thinking (CT) skills among elementary school students, emphasizing the influence of social, cultural, and educational factors. Understanding these disparities is essential for promoting inclusive and equitable 21st-century skill development in early education. A descriptive qualitative design was utilized, involving 40 fourth-grade students (20 male, 20 female) from two elementary schools in Bangkinang: SD Negeri 006 Langgini and SD Negeri 004 Langgini. Data were collected through in-depth interviews, classroom observations, and documentation. Thematic analysis was conducted to identify patterns and factors contributing to gender differences in CT competencies. Findings revealed distinct gender-based variations in CT components—decomposition, pattern recognition, abstraction, and algorithmic thinking. Male students displayed higher self-confidence and active participation in technology-oriented tasks, particularly in decomposition and abstraction. In contrast, female students demonstrated more cautious, structured thinking and excelled in collaborative algorithm design. These differences were influenced by external factors, including gender stereotypes, teacher interactions, and familial support, shaping students’ engagement with CT tasks. The observed gender differences are not innate but are shaped by contextual influences. The study underscores the need for educators to adopt gender-sensitive pedagogical strategies to ensure equitable CT learning experiences. Social and educational environments significantly shape CT skill development across genders. Implementing inclusive, gender-responsive teaching methods is essential to support equal opportunities for all students in acquiring foundational digital competencies.
Pendampingan Penulisan Artikel Ilmiah Berbasis Penelitian Tindakan Kelas Bagi Guru Sekolah Indonesia Kota Kinabalu Toto Nusantara; Slamet Arifin; Intan Sari Rufiana
Journal of Innovation and Sustainable Empowerment Vol. 3 No. 1 (2024)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jise.v3i1.74

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kemampuan menulis artikel ilmiah bagi Guru di Sekolah Indonsia Kota Kinabalu (SIKK), Sabah, Malaysia. Pelatihan ini dilakukan dengan menerapkan siklus lesson study yang terdiri dari tahap plan, do, and see. Kegiatan pelatihan ini dilakukan dengan memadukan mode pelatihan daring dan luring. Peserta yang terlibat dalam pelatihan ini adalah para guru SIKK yang terdiri dari 19 orang guru. Pada tahap plan para peserta mendapatkan materi-materi terkait dengan perencaan pembelajaran secara daring. Setelah merancang pembelajaran para peserta melanjutkan kegiatan dengan menerapkan rancangan pembelajaran yang telah dibuat pada kelas masing-masing secara offline. Pada tahap see para peserta bersama-sama dengan fasilitator melakukan refleksi hasil tindakan yang telah dirancang. Setelah semua siklus terlaksana para peserta kemudian medapatkan materi penulisan dan pengolahan data hasil penelitin secara luring. Hasil kegiatan pelatihan yang telah dilakukan menunjukan hal-hal sebagai berikut: 1) adanya peningkatan kemampuan guru baik dalam melakukan penelitian tindakan kelas; 2) adanya peningkatan kemampuan penulian artikel ilmiah guru-guru di SIKK. Maka dari itu, dapat disimpulkan bahwa kegiatan pelatihan penulisan artikel ilmiah bagi guru SIKK secara signifikan berdampak pada peningkatan kapasitas guru dalam melakukan PTK dan penulisan artikel ilmiah.
Mapping Internal and External Barriers to Elementary Numeracy Policy Implementation: A PRISMA-Based Systematic Review Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.648

Abstract

This study systematically reviews 27 journals addressing autogenic obstacles in numeracy learning among elementary school students. Autogenic obstacles can be analyzed philosophically in terms of internal and external factors, which will inform more effective policy-making. Internal autogenic obstacles encompass math anxiety, cognitive limitations, and language comprehension, all of which significantly impact students' numeracy skills. Additionally, cognitive abilities such as number understanding, arithmetic operations, and symbolic representation are crucial to numeracy learning. External autogenic obstacles include unsupportive learning environments and limited resources, as well as theoretical teaching methods lacking contextualization and insufficient teacher competence in adopting student-centered approaches, which further impede numeracy development. This study also examines policies aimed at overcoming autogenic obstacles through teacher professional development, multisectoral collaboration, enhanced learning resources, and the implementation of periodic evaluations and constructive feedback, all of which are essential for ensuring the consistency and sustainability of numeracy improvement programs in elementary schools. This will enable readers to identify the challenges and their corresponding solutions.
A Dual-Construct Assessment Model of Creative Mathematical Reasoning and Critical Thinking in Primary Education: Development and Psychometric Validation Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Pratiwi, Nike; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.782

Abstract

Higher-order mathematical thinking encompasses both intuitive and creative cognitive processes, yet existing assessment frameworks collapse these into undifferentiated composites, limiting diagnostic precision and theoretical clarity. This study developed and validated a dual-construct assessment instrument measuring Mathematical Intuition (MI) and Creative Mathematical Reasoning (CMR) within the Number domain. Ten open-ended tasks were administered to 140 Grade 5 students selected through cluster sampling. Instrument validation involved expert review, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Reliability was assessed using Cronbach's Alpha and Composite Reliability, while construct validity was evaluated through Average Variance Extracted and the Fornell–Larcker criterion. EFA identified two distinct factors explaining 71.2% of cumulative variance (CMR: 39.8%; MI: 31.4%), with factor loadings ranging from 0.68 to 0.86. CFA confirmed the two-factor model's superiority over a unidimensional alternative (ΔCFI = 0.08; ΔRMSEA = 0.03). Both constructs demonstrated strong reliability (α > 0.85; CR > 0.90), convergent validity (AVE > 0.50), and discriminant validity, with a moderate latent correlation (r = 0.62). The findings establish that MI and CMR are structurally separable yet functionally interdependent dimensions of mathematical cognition, consistent with dual-process theory. The validated instrument enables educators to diagnose reasoning difficulties at both the generative and elaborative phases, advancing both measurement precision and instructional targeting in primary mathematics education.
ANALISIS KEBUTUHAN MEDIA PEMBELAJARAN DIGITAL BERBASIS CRITICAL THINKING PADA MATERI EKOSISTEM DI KELAS V Purnama, Sidiq Putra; Nusantara, Toto; Mashfufah, Aynin
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 4 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i4.8170

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan media pembelajaran digital yang mampu memfasilitasi keterampilan berpikir kritis (critical thinking) pada materi ekosistem di kelas V sekolah dasar. Metode penelitian yang digunakan adalah pendekatan deskriptif kuantitatif melalui kategorisasi dan persentase dengan teknik pengumpulan data berupa observasi dan angket terbuka yang disebarkan kepada guru kelas V di lima sekolah dasar di Kecamatan Tulungagung. Sebanyak 10 guru dipilih sebagai responden menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa sebagian besar guru masih mengandalkan Buku Cerdas Tangkas sebagai sumber utama, dengan penggunaan media digital yang minim. Selain itu, mayoritas responden menyatakan bahwa media digital interaktif seperti video pembelajaran dan simulasi sangat diperlukan untuk mendukung pengembangan keterampilan berpikir kritis peserta didik. Kendala utama yang dihadapi guru dalam mengembangkan media tersebut adalah keterbatasan waktu dan lebih fokus terhadap target kurikulum dan nilai ujian peserta didik. Kesimpulan dari penelitian ini yaitu dibutuhkan pengembangan media pembelajaran digital yang sesuai dengan konten pembelajaran, menarik, dan efisien, serta mampu menstimulasi keterampilan berpikir kritis peserta didik secara optimal.
The Integration of Digital Interactive Whiteboards in Elementary School Education: A Literature Review Based on the TPACK Framework Saputri, Kiki Niken; Anggraini, Ade Eka; Nusantara, Toto; Pristiani, Riska; Arifin, Slamet
Cybersecurity and Innovative Technology Journal Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/citj.v4i1.880

Abstract

This study seeks to analyze and synthesize the outcomes of previous studies about the implementation of PID in elementary education using the TPACK framework as a framework for analysis. This study is a review of scientific literature that analyzes ten scientific articles found in national and international scientific journals accessed via the Google Scholar, ERIC, and ScienceDirect databases. The technique utilized in analyzing the data involves collecting, coding, organizing, and synthesizing the information derived from the research. Based on the findings of this study, PK and TPK are identified as the most dominant dimensions of TPACK in the process of implementing PID in the classroom setting. On the other hand, TK and TCK were recognized as the weakest elements among the ten articles examined. It can be inferred from these findings that teachers are more at ease discussing instructional matters and integrating technology in their teaching methods, but still have issues in terms of technical proficiency in using devices and integrating technology in the curriculum content. In addition, it was also noted that teachers who used student-centered pedagogy effectively developed transformative TPACK, while teachers who utilized teacher-centered pedagogy failed to do so. Contextual knowledge (CK) has similarly been found to be an essential variable in moderating the effectiveness of PID implementation in various school contexts. In summary, the results obtained in this study prove that the effectiveness of PID implementation in elementary schools is not only contingent upon the presence of technology tools and their use in training sessions, but more importantly, the effective implementation of PID relies on the appropriate combination of all the seven TPACK components, especially TK and TCK, a student-centered instructional model, and careful considerations of the teaching and learning context. Finally, it is recommended that there should be more holistic, collaborative, and sustainable professional development programs for teachers, as well as future studies involving experimental and longitudinal research designs to investigate the effects of different TPACK training approaches in elementary schools.
Exploring Students’ Mathematical Reasoning Through Discovery Learning with Gamification Media on the Pythagorean Theorem Alfi Syahrin Siregar; Toto Nusantara; Erry Hidayanto
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6283

Abstract

Reasoning is an important foundation in solving mathematical problems. Reasoning is a thinking process that allows students to understand concepts, connect ideas, and draw logical conclusions. This study aimed to explore students’ mathematical reasoning in Discovery Learning supported by gamification media on the Pythagorean Theorem. The study used a qualitative case study approach involving two eighth-grade students at a junior high school in Malang. Data were obtained through observation, interviews, and mathematical reasoning tests, then analyzed using the Miles and Huberman model. The findings revealed that Discovery Learning, supported by gamification media, created an interactive learning experience that enabled students to gradually explore concepts in context. High-ability students demonstrated strong reasoning skills, including analyzing problems, constructing arguments, applying inductive and deductive reasoning, making generalizations, and drawing conclusions. Low-ability students also showed improvement in several reasoning indicators, particularly in analyzing problems, applying deductive reasoning, and developing mathematical arguments during the learning process. Keywords: Reasoning, Discovery Learning, Gamification, Pythagorean Theorem
Co-Authors Aba, Maria Martini Abadyo Abadyo Abdur Rahman As’ari Achmad Chusairi Ade Eka Anggraini Adi Atmoko Adika Setyo Budi Lestari Ahmad Fathoni Abas Ahmad Hasan Saifurrisal Ahyani Mirah Liani ALFARIS, RENALDY Alfi Syahrin Siregar Alkans Sofyawati Sutrisno Andayani, Nita Dwi Andika Setyo Budi Lestari Anggraheni, Ika Arfan Triwiratman Aynin Mashfufah Ayu Chinintya Lestari Basuki Widodo Bayu Nugroho Bhakti Setya Budi Budi, Bhakti Setya Candra Utama Choerul Anwar, Choerul Cholis Sa’dijah Christi Matitaputty Chusnul Ma'rifah Dela Tarisa Agustiandini Devita Rizka Utami Dewi Astutik dewi, baiq indah rukmana Didimus Nuham, Didimus Dimas Galih Dwi Pangasta Dwi Agus Sudjimat Dwita Tyasti Asri Eddy Bambang Irawan Edy Bambang Irawan Elly's Mersina Mursidik Emanuel, Endrayana Putut Laksminto Emerensiana Nona Ana Erry Hidayanto Evi Lutviana Faizah, Hanim Faizah, Siti Faizatul Munawaroh Fanana Firdausi Faula Rossydha Fitri Kumalasari Ghazali, Norliza HAFIIZH, MOCHAMMAD Hafiizh, Muchammad Harfin Lanya, Harfin Harsayandaru Himawan Hasanah, Muhammad Isnin Hery Susanto Hery Susanto I Made Sulandra I Nengah Parta Imanuel Hitipeuw Imro'atul Mubarokah Indah Sukowati Indrawatiningsih, Nonik Indriati Nurul Hidayah Intan Sari Rufiana Irianto, Savitri Oktavia Iska Agustina Jauharul Hakim Rizqullah Yeza K., Shirly Rizky Kadek Adi Wibawa Kamirsyah Wahyu Khairiyatun Nisak Dzikiyan Khoerul Umam Khoirun Nikmah Khusnul Khotimah khusnul khotimah Kristayulita Kristayulita Laamena, Christina M Laelinatul Choeriyah Lathifatul Anwar Lely Purnawati Lestari, Andika Setyo Budi Lia Budi Tristanti Linarsih, Yanti Lingga Nico Pradana Lingga, Leny Julia Lucky Tri Oktoviana Luthfiyah, Hullatul Makbul Muksar Makbul Musar Mardhatillah Mardhatillah, Mardhatillah Masfufah, Aynin Masfufha, Aynin Mat, Hamidah Mauidah, Siti Meliyana Raharjanti Meliyana Raharjanti, Meliyana Miswanto Miswanto Mohammad Dadan Sundawan Mohammad Imam Utoyo Mohammad Ridhoi Mohd Nasir, Farah Damia Mubarokah, Imro'atul Muhammad Amin Muhammad Irfan Muhammad Noor Kholid Muliana Sari Murpratiwi, Gendis Musnar Indra Daulay Nata Amanda Nazihah, Dia Ayu Ngesti, Nisaa Arta Ningtyas, Yoga Dwi Windy Kusuma Noviana Puspita Sari Nuqthy Faiziyah Nurhaswinda Nurul Subahtul Oktaviani Adhi Suciptaningsih Olga Putriana Wati Palgunadi Abdulah Bayat Parida Parida Patma Sopamena Pratiwi, Enditiyas Pratiwi, Nike PURNAMA, SIDIQ PUTRA Qohar, Abd. Radeni Sukma Indra Dewi Ratna Ekawati Ratnaningsih, Ari Juni Riska Pristiani Rohyatun Handayaningsih Rosevita Melati Ruli Andriani Rusdial Marta Rustanto Rahardi Saidah Ajilatun Nahdawiyah Saputri, Kiki Niken Satriya Adika Arif Atmaja Satriya Adika Arif Atmaja SATRIYAS ILYAS Savitri, Intan Carolina Septiadi, Dimas Danar Shirly Rizki Kusumaningrum Shofi Farihah Muazarah Sisworo Siti Faizah Siti Lailiyah Siti Salina Mustakim Slamet Slamet Arifin Slamet Arifin Slamet Arifin Sri Mulyati Sri Mulyati Sri Rahayuningsih Sri Suryanti Subanji Subanji Suci Yuniati Sudirman Sudirman Suhariningsih Sukoriyanto Sukoryanto Sukoryanto Sumianto Sumianto Susiswo Swasono Rahardjo Swasti Maharani Swastika, Galuh Tyasing Syaiful Hamzah Nasution Syarifatul Maf’ulah Tasni, Nurfaida Tjang Daniel Chandra Tri Kuncoro Trianingsih Eni Lestari Wahyu Sulistiyowati Wangguway, Yustinus Wati, Pulia Widuri, Nabila Ekaputri Worowirastri E., Dyah Yahdillah, Nawal Yayuk Kuswanti Yenni Fitra Surya Yulia Primantari Yundari, Yundari Yuniartiningsih Yuniartiningsih Yusril Achmad Fatoni Yusuf Hanafi Zayyadi, Moh Zulfah Zulfah Zulfah Zulfah Zuniga, Kristina