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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 Pendidikan Sains 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 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Kajian Pembelajaran Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Wacana Akademika : Majalah Ilmiah Kependidikan 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 Limits: Journal of Mathematics and Its Applications 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 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 Journal of Integrated Elementary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Innovation and Sustainable Empowerment International Education Trend Issues Electronic Journal of Education, Social Economics and Technology Jurnal MIPA dan Pembelajarannya Unnes Journal of Mathematics Education Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education Limits: Journal of Mathematics and Its Applications
Toto Nusantara
Universitas Negeri Malang
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Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices Suryanti, Sri; Nusantara, Toto; Parta, I Nengah; Irawati, Santi
Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i2.pp257-274

Abstract

Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.
Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes Matitaputty, Christi; Nusantara, Toto; Hidayanto, Erry; Sukoriyanto
Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i3.pp393-414

Abstract

Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students’ mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers’ pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.
How mathematics teachers' special knowledge changing: A case study in the Professional Teacher Education program Matitaputty, Christi; Nusantara, Toto; Hidayanto, Erry; Sukoriyanto
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp545-574

Abstract

The COVID-19 pandemic has catalyzed the widespread adoption of distance learning, necessitating a comprehensive understanding of how teacher knowledge evolves within the context of Teacher Professional Education (TPE) programs. Some research endeavors may employ evaluation methodologies that inadequately capture the nuanced dimensions of knowledge, highlighting the necessity for greater incorporation of evidence-based approaches in the formulation and assessment of teacher development initiatives. This study employs a qualitative methodology to explore the evolution of Mathematics Teachers' Specialized Knowledge (MTSK) within the framework of a TPE program. Data were gathered through the engagement of three educators in the preparation and execution of lessons on permutation and combination via a Learning Management System (LMS), coupled with in-depth interviews. The findings underscore the TPE program's role in fostering collaborative learning environments through participation in online educational communities. Teachers are shown to be increasingly integrating technology into their pedagogical practices, albeit with varying degrees of proficiency. The presence of Professional Learning Communities (PLCs) is identified as instrumental in supporting educators in refining instructional strategies to enhance teaching effectiveness. Nevertheless, there remains a subset of teachers necessitating more profound and more comprehensive content knowledge about their subject matter. These insights emphasize the importance of designing TPE programs that offer sustained and adaptable professional development opportunities to facilitate continuous growth among educators. Consequently, it is recommended that online learning communities geared toward addressing the diverse learning requirements of students be established, thereby aiding in the identification and resolution of pedagogical challenges.
Self-regulated learning profile of students with auditory learning style in mathematics lessons Elly's Mersina Mursidik; Toto Nusantara; Abdur Rahman As'ari; Makbul Muksar
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.18306

Abstract

Education aims to develop potential and make students more independent. Independent learning (Self-Regulated Learning) in mathematics learning needs to be built according to students' learning styles. Teacher instructions play an important role in triggering students to want to learn without being forced or forced so that students can be comfortable in learning mathematics. Qualitative case study research on the uniqueness of grade 7 male students with an auditory learning style at boarding schools is different from the theory that female students' SRL is better than male students. Of the 8 students with an auditory learning style, 1 student has a different uniqueness. Data collection used MIR (Multi Intelligence Research) documents, SRL inventory, direct observation, and interviews. As a result, teachers give students confidence in taking initiative and maintaining consistent intentions to learn mathematics. Students take advantage of the teacher's trust to learn in their way by discussing and guessing with friends.
Effect of recitation method on mathematical reasoning ability and student self confidence Mohammad Dadan Sundawan; Toto Nusantara; Subanji Subanji; Erry Hidayanto
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 13 No. 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v13i1.19144

Abstract

Mathematics is one of the basic sciences that has an important role in the world of education. In general, the purpose of learning mathematics is to help students prepare themselves to be able to face changing circumstances in life and in an ever-evolving world, through practicing acting on the basis of logical, rational and critical thinking and preparing students to be able to use mathematics and a mathematical mindset. in everyday life and in studying various sciences. The aims of this study were (1) to determine the effect of the use of the recitation method on the mathematical reasoning abilities of grade VI elementary school students; (2) to determine the effect of using the recitation method on the self-confidence of VI elementary students. The method that researchers used in this study was quasi-experimental (quasi-experimental). Sampling in this study using purposive sampling technique, while for data analysis researchers used the normality test, homogeneity test, correlation analysis, simple linear regression analysis and t test. The results showed that there is an effect of the recitation method on students' mathematical reasoning abilities of 19.7% and the average value of mathematical reasoning abilities in the experimental class is better than the average value of mathematical reasoning abilities in the control class. There is an effect of the recitation method on students' self-confidence of 51.2%.
Persepsi Guru terhadap Numerasi Geometri sebagai Landasan Pengembangan Model Pelatihan Guru Indah Sukowati; Toto Nusantara; Sri Rahayuningsih
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2009

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan guru sekolah dasar pada fase A, B, dan C dalam merancang soal numerasi geometri. Menggunakan pendekatan deskriptif kualitatif, penelitian ini menerapkan metode wawancara mendalam dan analisis dokumentasi. Partisipan penelitian terdiri dari 12 guru sekolah dasar di Gugus 7 Kecamatan Sukun yang dipilih melalui teknik purposive sampling berdasarkan pengalaman mereka dalam mengajar geometri. Data dianalisis secara tematik melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru masih mengalami kendala dalam memahami dan mengajarkan numerasi geometri, terutama dalam merancang soal berbasis konteks nyata. Oleh karena itu, penelitian ini merekomendasikan model pelatihan yang berfokus pada desain soal numerasi geometri dengan pendekatan pembelajaran kontekstual. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan pelatihan guru berbasis numerasi guna meningkatkan kompetensi guru serta kualitas pembelajaran numerasi di sekolah dasar.
ANALISIS PROSES BERPIKIR KOMPUTASI SISWA PADA MATERI BARISAN ARITMETIKA BERDASARKAN KECERDASAN MAJEMUK Rosevita Melati; Toto Nusantara; Mochammad Hafiizh
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.9189

Abstract

Kemampuan berpikir komputasi adalah keterampilan yang dibutuhkan pada pembelajaran di Abad 21. Berpikir komputasi menjadi keterampilan penting untuk melatih siswa menyelesaikan masalah, sedangkan setiap siswa memiliki kecerdasan majemuk yang beragam. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir komputasi pada barisan aritmetika berdasarkan kecerdasan majemuk. Penelitian ini merupakan penelitian deskriptif kualitatif. Partisipan dalam penelitian ini dipilih menggunakan teknik purposive sampling dengan berdasarkan kecerdasan majemuk siswa. Berdasarkan purposive sampling terpilih 6 partisipan, meliputi dua partisipan dengan kecerdasan visual spasial, dua partisipan dengan kecerdasan verbal linguistik, dan dua partisipan dengan kecerdasan logis matematis. Teknik pengumpulan data dilakukan melalui tes dan wawancara. Analisis data terhadap proses berpikir komputasi siswa dilihat berdasarkan kecerdasan majemuknya yaitu visual spasial, verbal linguistik, dan logis matematis. Hasil analisis menunjukkan bahwa proses berpikir komputasi ketiga kategori siswa dimulai dengan mendekomposisi masalah. Pada tahap berpikir algoritma siswa dengan kecerdasan visual spasial melakukan pengenalan pola dengan baik, siswa dengan kecerdasan verbal lingustik menggunakan kemampuan pemahaman ilustrasi soal untuk menyelesaikan masalah selanjutnya mengabstraksi informasi soal menggunakan istilah matematis untuk menemukan generalisasi rumus umum. Siswa dengan kecerdasan logis matematis berpikir melakukan abstraksi dan generalisasi menggunakan simbol matematis. Pada tahap debugging tidak dilakukan oleh seluruh siswa sehingga siswa memperoleh hasil akhir yang kurang tepat. Computational thinking ability is a skill required in 21st-century learning. Computational thinking becomes an important skill to train students in problem-solving, especially because each student has diverse multiple intelligences. This study aims to describe the process of computational thinking in arithmetic sequences based on multiple intelligences. This research is a qualitative descriptive study. Participants in this study were selected using purposive sampling techniques based on students' multiple intelligences. Six subjects were chosen using purposive sampling, including two with visual-spatial intelligence, two with verbal-linguistic intelligence, and two with logical-mathematical intelligence. Data collection approaches included tests and interviews. Data analysis on the process of students' computational thinking was viewed based on their multiple intelligences, such as visual-spatial, verbal-linguistic, and logical-mathematical. The analysis results revealed that the computational thinking process of the three student groups began with dissecting the problem. Visual-spatial intelligence students excelled at pattern detection throughout the algorithmic thinking level. Students with verbal-linguistic intelligence solved the problem by first understanding the illustration and then abstracting the problem information using mathematical words to create generalizations of general formulas. Students with logical-mathematical intelligence think by performing abstraction and generalization using mathematical symbols. The debugging stage was not performed by all students, resulting in less accurate final results.
REPRESENTASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH NUMERASI KONTEN ALJABAR BERDASARKAN GENDER Dimas Galih Dwi Pangasta; Toto Nusantara; Slamet Slamet
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8806

Abstract

Numerasi merupakan kemampuan yang diperlukan dalam dunia pendidikan saat ini. Salah satu kemampuan yang mendukung numerasi adalah representasi matematis. Namun dalam hal ini masih ditemukan masalah terkait representasi matematis. Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa dalam memecahkan masalah numerasi konten aljabar berdasarkan gender. Subjek penelitian terdiri dari empat siswa SMA Negeri 1 Mojosari, yaitu 2 siswa laki-laki dan 2 siswa perempuan. Tahapan penelitian ini yaitu pemberian masalah numerasi aljabar pada siswa dan penentuan subjek penelitian berdasarkan gender serta hasil tes masalah numerasi aljabar. Kemudian dilakukan wawancara dengan subjek terpilih. Triangulasi data yang dilakukan untuk uji keabsaan data ialah pemberian tes masalah numerasi aljabar dan wawancara pada waktu yang berbeda. Hasil penelitian ini merupakan deskripsi tahapan pemecahan masalah dari siswa laki-laki dan perempuan. Diperoleh hasil siswa laki-laki dan siswa perempuan menggunakan representasi verbal pada tahap memahami masalah dan tahap merencanakan strategi. Terdapat perbedaan siswa laki-laki menggunakan representasi simbolik, visual, dan verbal pada tahap melaksanakan strategi, sedangkan siswa perempuan hanya menggunakan representasi simbolik dan verbal. Pada tahap memeriksa kembali siswa laki-laki dan siswa perempuan menggunakan representasi verbal.Numeracy is a necessary skill in today's education. One of the skills that support numeracy is mathematical representation. However, in this case there are still problems related to mathematical representation. This descriptive qualitative research aims to describe students' mathematical representation ability in solving numeracy problems based on gender. The research subjects consisted of four students of SMA Negeri 1 Mojosari, namely 2 male students and 2 female students. The stages of this research are giving algebraic numeracy problems to students and determining research subjects based on gender and algebraic numeracy problem test results. Then an interview was conducted with the selected subject. Data triangulation carried out to test the validity of the data is the administration of algebraic numeracy problem tests and interviews at different times. The results of this study are a description of the problem solving stages of male and female students. The results obtained from male students and female students using verbal representations at the stage of understanding the problem and the stage of planning the strategy. There are differences in male students using symbolic, visual, and verbal representations at the strategy implementation stage, while female students only use symbolic and verbal representations. At the stage of checking back male students and female students use verbal representations.
Bead Maze Media Semiotics Objects: A Study of Mathematics Teaching for Autism Students in Elementary School Olga Putriana Wati; Dyah Worowirastri Ekowati; Toto Nusantara; Makbul Muksar; Dwi Agus Sudjimat
Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i3.57227

Abstract

Mathematics learning for autistic students needs to be done concretely and interestingly. If this is implemented, it is hoped that autistic students will be able to understand and even use mathematics in everyday life. This study aimed to analyze semiotic objects in the bead maze media for learning mathematics for autistic students in elementary schools. The research was conducted in a descriptive qualitative manner. Methods of data collection through observation, documentation, and interviews with elementary school mathematics teachers and assistants for autistic students. Observations were made by observing the bead maze adaptive media. Objects that can be observed are the beads in it, such as different shapes and colors. Interviews were conducted with one third-grade autistic student, an elementary school math teacher, and an assistant teacher. Data obtained from observation, documentation, and interviews were then analyzed using triangulation. The triangulation methodology is carried out by comparing the information obtained from observation, documentation, and interviews. The study results found that six primary semiotic objects, namely language, problem situations, concepts, procedures, properties, and arguments, have been identified based on basic mathematical concepts (numbers, algebra, geometry, measurement) being studied in the third grade. Each semiotic object in bead maze media can potentially increase students' mathematical activities, which are contextual, interesting, and meaningful for autistic students in elementary schools.
Development of Computer-Assisted Learning Media Material on the Relationship Between Coefficients and Discriminants of Quadratic Functions Widuri, Nabila Ekaputri; Rahardi, Rustanto; Nusantara, Toto; Nasution, Syaiful Hamzah
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4534

Abstract

This study aims to create media products that are suitable for use and make it easier for students to understand the material concept of the relationship between coefficients and discriminants of quadratic functions with their graphs. The media was developed using GeoGebra and student worksheets. This study uses the development of the ADDIE model with the stages of analysis, design, development, implementation, evaluation. The developed media was tested on 29 students of SMP Salahuddin class IX D. The developed media was declared valid based on the validator's assessment with the percentage of validity of interview guidelines 97%, learning media 92%, student worksheets 94%, lesson plans 94%, quizzes 91%, 95% student response questionnaire, 93% student activity observation sheet, 92% teacher activity observation sheet. The media is declared practical based on the teacher's assessment with the percentage of practicality of student response questionnaires 88%, student activity observation sheets 96%, teacher activity observation sheets 96%. The media was also declared effective based on student quiz assessments with a percentage of 93% of students getting an average score of at least 80 completeness requirements the graph.
Co-Authors Aba, Maria Martini Abadyo Abadyo Abdur Rahman As’ari Ade Eka Anggraini Adi Atmoko Adika Setyo Budi Lestari Ahmad Fathoni Abas Ahmad Hasan Saifurrisal Ahyani Mirah Liani Alkans Sofyawati Sutrisno Andayani, Nita Dwi Andika Setyo Budi Lestari Anggraheni, Ika Arfan Triwiratman Aynin Mashfufah Basuki Widodo Bayat, Palgunadi Abdulah Bayu Nugroho Bhakti Setya Budi Budi Sasomo, Budi Budi, Bhakti Setya Candra Utama Choerul Anwar, Choerul Cholis Sa’dijah Christi Matitaputty Christina Martha Laamena Chusnul Ma'rifah Devita Rizka Utami Dewi Astutik 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, Siti Faizatul Munawaroh Faula Rossydha Fitri Kumalasari Ghazali, Norliza HAFIIZH, MOCHAMMAD 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 K., Shirly Rizky Kadek Adi Wibawa Kamirsyah Wahyu Khairiyatun Nisak Dzikiyan Khoerul Umam khusnul khotimah Kristayulita Kristayulita Laelinatul Choeriyah Lely Purnawati Lestari, Andika Setyo Budi Lia Budi Tristanti Linarsih, Yanti Lingga Nico Pradana Lingga, Leny Julia Luthfiyah, Hullatul Makbul Muksar 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 Nurhaswinda Nurul Subahtul Oktaviani Adhi Suciptaningsih Olga Putriana Wati Parida Parida Patma Sopamena Pratiwi, Enditiyas Qohar, Abd. Ratnaningsih, Ari Juni Rohyatun Handayaningsih Rosevita Melati Ruli Andriani Rustanto Rahardi Saidah Ajilatun Nahdawiyah Sari, Diki Puspita 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 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 Swasti Maharani Swasti Maharani Swastika, Galuh Tyasing Syaiful Hamzah Nasution Syarifatul Maf’ulah Tasni, Nurfaida Tjang Daniel Chandra Tri Kuncoro Wangguway, Yustinus Wati, Pulia Widuri, Nabila Ekaputri Worowirastri E., Dyah Yahdillah, Nawal Yayuk Kuswanti Yenni Fitra Surya Yulia Primantari Yundari, Yundari Yuniartiningsih Yuniartiningsih Yusuf Hanafi Zayyadi, Moh Zuniga, Kristina