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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Dasar KUMARA CENDEKIA Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Jurnal Pendidikan Biologi Indonesia AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika IJIET (International Journal of Indonesian Education and Teaching) International Journal of Science and Applied Science: Conference Series Proceedings Education and Language International Conference AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education JURNAL TARBIYAH JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Abdi Masyarakat JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan Mosharafa: Jurnal Pendidikan Matematika TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Al-Khidmah Jurnal Pengabdian Masyarakat Indonesian Journal Of Educational Research and Review Jurnal Basicedu Pancaran Pendidikan Jurnal Pendidikan Dasar Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Eduvest - Journal of Universal Studies Jurnal Tatsqif Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jurnal Penelitian Pendidikan

Riyadi Riyadi

Universitas Sebelas Maret, Indonesia

Author-ID : 362045

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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Penerapan strategi pembelajaran schema based instruction untuk meningkatkan keterampilan pemecahan masalah bangun datar pada peserta didik kelas III sekolah dasar Muhammad Syarif Hidayatussalam; Hadi Mulyono; Riyadi Riyadi
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 7, No 4 (2021): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpi.v7i4.52393

The purpose of research is improve problem solving skills in the stories matter of solid geometry by applying the Schema Based Istruction (SBI) learning strategy. This research is Classroom Action Research with two cycles. The subjects of this research were students of IIID class at SD Djama’atul Ichwan in the 2018/2019 academic year, consists of 31 students. This research uses data collection techniques in the form of interviews, observations, tests, and documentation with data analysis of source triangulation, technique triangulation, and content validity. The analysis of the data used is the interactive analysis model of Miles-Huberman. The results showed that the implementation of the Schema Based Instruction (SBI) learning strategy can improve problem solving skills of flat-waking story questions for students of class IIID SD Djama'atul Ichwan in the 2018/2019 academic year. This is evidenced by the increase in the percentage of problem solving skills that have met the research target by 80%. The data obtained from the first cycle with the percentage of the first meeting was 55% classical, the second meeting was 35% classical, and the third meeting was 87% classical. The research was continued with the second cycle with a percentage of 81%, the second learning was 84%, and the third learning was 94% classically.

Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving Patrisius Afrisno Udil; Tri Atmojo Kusmayadi; Riyadi Riyadi
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involve planning, monitoring, and evaluating to explore and understand information of the given problem. (2) The metacognition processes of students with high anxiety in devising a plan involve planning and monitoring to identify the possible strategy for solving the problem. (3) The metacognition processes of students with high anxiety in carrying out the plan involve planning to use the strategy and procedures to find the solution. (4) In the final steps namely looking back, there is no metacognition process of students with high anxiety identified. Thus, it can be said that the high of mathematics anxiety can cause the lack of students’ metacognition process while solving the mathematics problem. Therefore, it is important for the teachers to consider students mathematics anxiety to design and plan better mathematics learning.[1] NCTM 2000 Principles and Standards for School Mathematics NCTM 2000 (Virginia: NCTM) [2] Jonsson B, Norqvist M, Liljekvist Y and Lithener J 2014 Learning Mathematics through Algorithmic and Creative Reasoning the J of Mathl Behaviour 36 20-32[3] Mullis I. V. S, Martin M. O, Foy P and Arora A 2012 TIMMS 2011 International Result in Mathematics (Chestnut Hill: TIMSS & PIRLS International Study Center)[4] PISA 2016 Results Excellence and Equity in Education Volume I (Paris: OECD Publishing)[5] Tambychik T and Mohd Meerah T S 2010 Students’ Difficulties in Mathematics Problem-Solving: What do they Say? Proc Soc and Behavioral Sc: Int Conf on Math Education Research 2010 8 142–151[6] Sopia H. F 2015 Keefektifan Pendekatan Matematika Realistik Ditinjau dari Prestasi, Pemecahan Masalah, dan Kepercayaan Diri Siswa Seminar Nasional Mat dan Pend Mat UNY 2015 807-814[7] Risnanosanti 2008 Kemampuan Metakognitif Siswa dalam Pembelajaran Matematika Phytagoras 4 86-98[8] Aljaberi N. M and Geith E 2015 University Students’ Level of Metacognitive Thinking and Their Ability to Solve Problems American Int J of Contemporary Research 5 121-134[9] Tuncer M and Dogan Y 2016 Relationships among Foreign Language Anxiety, Academic Self-Efficacy Beliefs, and Metacognitive Awareness: A Structural Equation Modelling Int J of Learning and Development 6 31-41[10] Akturk A. O and Sahin I 2011 Literature Review on Metacognition and its Measurement Proc-Soc and Behavioral Sc 15 3731–3736[11] Sengul S and Katranci Y 2015 Meta-cognitive Aspects of Solving Indefinite Integral Problems Proc-Soc and Behavioral Sc 197 622-629[12] Anggo M 2011 The Metacognitive Process of Teachers College Students in Solving Mathematical Problems Proc Int Seminar and the Fourth National Conf on Math Ed Building the Nation Character through Hum Math Ed (Yogyakarta: Department of Mathematics Education, Yogyakarta State University) 367-376[13] Yimer A and Ellerton N. F 2006 Cognitive and Metacognitive Aspects of Mathematical Problem Solving: An Emerging Model Proc of the 29th Annual Conf of The Math Ed Research Group of Australasia (MERGA): Identities, Culture, and Learning Spaces. (Canberra, Australia: MERGA Inc.)[14] Rozen M. T and Kramarski B 2014 Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems Global Ed Review 1 76-95[15] Evans B. R 2015 Breakthrough Moments in Problem Solving Math Teaching-Research J Online 8 [16] Carson, J 2007 A Problem with Problem Solving: Teaching Thinking without Teaching Knowledge the Math Educator 17 7–14[17] Ortiz E 2016 the Problem-Solving Process in a Mathematics Classroom Transformation 1 4-13[18] Lai Y, Zhu X, Chen Y and Li Y 2015 Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties PLOS One 10 1-19[19] Kurniawati A. D and Siswono T. Y. E 2014 Pengaruh Kecemasan dan Self Efficacy Siswa terhadap Kemampuan Pemecahan Masalah Materi Segiempat Siswa Kelas VII MTS Negeri Ponorogo Mathedunesia: J Ilmiah Pend Mat 3 36-41[20] Karasel N, Ayda O and Tezer M 2010 the Relationship between Mathematics Anxiety and Mathematical Problem Solving Skills among Primary School Students Proc-Soc and Behavioral Sc 2 5804–5807[21] Legg A. M and Locker L. Jr 2009 Math Performance and Its Relationship to Math Anxiety and Metacognition North American J of Psychology 11 471-486[22] Alikamar M. A, Alamolhodaei H and Radmehr F 2013 the Role of Metacognition on Effect of Working Memory Capacity on Students' Mathematical Problem Solving European J of Child Development, Education and Psychopathology 1 125-139[23] Moleong L. J 2007 Metodoogi Penelitian Kualitatif (Bandung: Remaja Rosdakarya)[24] Zainal Z 2007 Case Study as a Research Method J Kemanusiaan 9 1-6[25] Sugiyono 2013 Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan RD (Bandung: Alfabeta)[26] du Toit S and du Toit G 2013 Learner Metacognition and Mathematics Achievement during Problem-Solving in a Mathematics Classroom the J for Transdisciplinary Research in Southern Africa 9 505-518

Brain based learning with contextual approach to mathematics achievement V Kartikaningtyas; T A Kusmayadi; Riyadi Riyadi
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

The aim of this study was to know the effect of Brain Based Learning (BBL) with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.

Profile of Visual-Spatial Intelligence In Solving Geometric of 11th Grades Viewed From Gender Differences Sigit Rimbatmojo; Tri Atmojo Kusmayadi; Riyadi Riyadi
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Visual-spatial intelligence is one of the multiple bits of intelligence that important to solve a mathematics problem, especially in geometry. This present research investigates the profile of students’ visual-spatial intelligence. This research focuses on analysis and description of students’ visual-spatial intelligence level generally and its aspect when solving the geometric problem. Visual-spatial intelligence aspect, there is imagination, pattern seeking, problem-solving, and conceptualization. Qualitative research with case study strategy was used in this research. The subject in this research involved 12 students of 11th grades chosen with purposive sampling. Data in this research were students’ visual-spatial intelligence test result and task based interviews. They were asked to complete visual-spatial intelligence test before interview. The data was analyzed based on visual-spatial intelligence aspect of female and male students. The results of this research show that female students have better pattern seeking and conceptualization. Meanwhile, male students have better in imagination and problem-solving.

Profil internalisasi pendidikan karakter dalam pembelajaran matematika di SD Dewi Ariyanti; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.54424

This study aims to describe the profile of the internalization of character education which is limited to honest and disciplined characters in learning mathematics at SD Negeri 1 Kalinanas Boyolali in the 2020/2021 school year. One way to internalize honest and disciplined character values is through the role of the teacher. Teachers are parents of students in a school environment. So the role of the teacher is so meaningful in shaping the personality of students outside of the influence of their environment. The method used in this research is descriptive qualitative method. The phenomological approach is the research approach used by researchers. Primary data sources are the results of interviews and subject observations. The student character assessment document became a secondary source of research. Data collection techniques using interviews, observation and document study. Technique triangulation is a technique that is done by checking data with the same source but with different techniques. Furthermore, the results of the document analysis were compared with the interviews and observations made to the teacher. The data analysis technique used three stages, namely data reduction, data presentation, and data verification. The results showed that the subjects had met 8 of the 10 indicators of the internalization process of honest and disciplined values in mathematics learning at SD Kalinanas Boyolali in the 2020/2021 academic year. There are two obstacles experienced by research subjects.

Analisis keterampilan berpikir kritis dalam pemecahan masalah matematika berdasarkan teori robert h ennis pada kelas v sekolah dasar Annisa Fatiah; Riyadi Riyadi; Joko Daryanto
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.56158

The purpose of this research is to analyze and characterize the critical thinking abality of 5th grade students at SD Negeri Mangkubumen Kidul No 16 Surakarta in the academic year 2020/2021 based on Robert H Ennis' theory to solve problems in distance, speed, and time material. In this research used method is descriptive qualitative with a case study approach. The data source of this study was students of grade 5Bth at SD Negeri Mangkubumen Kidul No 16 Surakarta, consisting of four children as research samples were taken by using a purposive sampling technique. Observation, interviewing, and document analysis were used to collect data, with data validity checking utilizing technique triangulation and time triangulation. The Miles and Huberman data analysis models were used to analyze the data. According to the findings of this study, students may identify the problem by meeting the two criteria. Students are well-equipped to create and assess problem-solving hypotheses since they only have one option for problem-solving, allowing them to meet one of the two markers. Because they have not been able to write problem-solving stages systematically, students are highly competent of applying the chosen problem-solving strategy. It may be inferred that the students failed to meet the indications for determining numerous different problem-solving strategies, and indicators of the problem-solving flow were methodically documented. Based on Robert Ennis’s theory the findings of this study provide insight into problem-solving abilities and serve as the foundation for additional research. The result of this research provide insight into critical thinking abilities based on Robert Ennis’s theory and orm the basis of the further research. This study's findings also motivate teachers to develop effective techniques, models, and ways to help pupils enhance their critical thinking skills.

Profil kesalahan dalam menyelesaikan soal cerita materi pecahan Maya Novita Sari; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 2 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i2.49139

This research purpose to analtyze the errors carried out by student based on prosedural analysis Newman Error Analysis ini solving fraction material story questions. Newman’s analysis stresses on five spresific activity, which were reading, comprehension, transformation, process skill, and encoding. This research used qualitative with a sigle instrument. The subjects of this research were 5th grade students form SD Negeri Kawatan No 19 Surakarta academic year 2020/. The research subjects were taken purpoisvely with the consideration of predetermined criteria. The validity test technique used source triangulation and ted tehcnical triangulation. Validity test technique used source triangulation and tehnical triangulation. In the research used data analysis technique the domain analysis model and interactive analysis according to Miles and Huberman.The result of this research showed the percentage from the most errors to the smallest error made by students in solving fraction material story questions, namely writing errors questions, encoding error 100% of the answers followed by process skills error 91,66% and transformation errors 37,5%.The existence of this error analysis can help teachers to correct existing error apply more caried ethod in accordance with subsequent mathematics leraning.

Profil guru sekolah dasar dalam mengimplementasikan pembelajaran daring berbasis media aplikasi Hesa Resti Arumanda; Riyadi Riyadi; Joko Daryanto
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.56023

This study aims to 1) find out the profile of teachers in implementing online learning based on application media 2) find out the obstacles experienced by teachers in implementing online learning based on application media. This research was conducted at SD Negeri Mangkubumen Kidul No. 16 Surakarta uses a qualitative descriptive method. The subjects of this study were teachers of class I to class VI. Data collection techniques are observation, interviews, and documentation. Learning is carried out online using the internet and media applications such as whatsapp, zoom, google form, and google meet. The learning process is carried out with due regard to teacher competency standards, namely 1) pedagogic competency standards 2) professional competency standards 3) personality competency standards 4) social competency standards. In carrying out the learning process, the teacher encountered several obstacles. However, the process of implementing online learning at SD Negeri Mangkubumen Kidul No. 16 Surakarta can be said to be quite good.

Analisis kesulitan menyelesaikan soal cerita materi fpb dan kpk kelas iv sekolah dasar ditinjau dari gaya kognitif Nur Insani; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.51421

This study aims to determine the difficulties in solving the story problem material of HCF and LCM in students of class IV MI Syafaat Muhammadiyah with a cognitive style field dependent and field independent. The research method used is qualitative with a case study approach. subjects were selected by purposive sampling, obtained 6 research subjects based on the results of the GEFT test. Data collection techniques in this study used the test, interview, and documentation methods. The analytical framework was developed based on Newman’s error category. The results of the analysis obtained five error types, namely (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, (5) encoding errors. From the results of the analysis, it was found that the difficulty of students in solving story problems was (a) lack of comprehension of the problem posed, (b inability to translate the problem into mathematical form), (c) lack of strategy knowledge, (d) inability to use the correct mathematics. The difficulties that most often occur to students are difficulties in applying the HCF and LCM concepts and difficulties in carrying out mathematical arithmetic operations.

apakah kemampuan guru dalam mengembangkan lembar kerja peserta didik (lkpd) dan instrumen penilaian berbasis media aplikasi kahoot bagi guru sekolah dasar Ngawi dapat meningkat melalui metode pelatihan dan pendampingan? Riyadi Riyadi
Didaktika Dwija Indria Vol 9, No 4 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i4.56144

The fact so far shows the ability of teachers to manage online learning is still low. The purpose of the study was to determine the effect of training and mentoring in the development of student worksheets and kahoot-based assessment instruments for elementary school teachers. This research is a quantitative descriptive study with a one-group pretest-posttest research design. The sample in this study were teachers in Jogorogo District, Ngawi Regency, East Java Province. The data collection technique used is a test. Data were analyzed using N-Gain.The results showed an increase in teacher knowledge of the Kahoot application to develop innovative LKPD. The Pre-test showed an average score of 63.95 while there was an increase in the Post-test with an average score of 70.35. Thus, teachers can improve their pedagogical skills in developing worksheets based on the KAHOOT application.

Co-Authors Abdul Aziz Hidayat Abdul Razak Abdul Razak Abi Fadila Achmad Ridwan, Achmad Adeyanto, Rizki Adi Wahyu Kuncara Ahmad Ahmad Ahmad Ahmad Ahmad Syawaludin Ahmad, Ahmad Aisyah Senja Mustika Aji Permana Putra Alfonsa Maria Sofia Hapsari Ali Fakhrudin Ali Fakhrudin, Ali Amiratih Siti Aisyah Andriawan Nurcahyo, Andriawan Anesa Surya Anggraheni Marsella Bella Astuti Anggreini, Dewi Anis Hanafiah Anita Dewi Utami Anna Setyowati Anna Setyowati Annisa Ayu Kuserawati Annisa Fatiah Ardiantoro, Gigih Ardiyani, Shila Majid Arifa Apriliana Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Ariska Yuliana Putri ArsaÃ¢Â€Â™ad Kurniadi Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arumingtyas, Pramesti Asih Duwi Mawartini Asrowi Asrowi AsyÃ¢Â€Â™ari AsyÃ¢Â€Â™ari Asyâ€™ari, Asyâ€™ari Atik Wahyuni Aulia Musla Mustika Aulia Musla Mustika author Ari Suningsih Awaluddin Tjalla Bayu Kurniawan, Sandra Berti Dyah Permatasari Broto Apriliyanto Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Burhan Mustaqim Chumdari Chumdari, Chumdari Darmono, Prasetiyo Budi Desy Nur Wulandari Desy Nur Wulandary Dewi Ariyanti Dewi Kurniasari, Dewi Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Diana Tri Purnamasari Diari Indriati Dita Qondiyana Djumaliningsih, Nosa Putri Dwi Isna Wardani Dwi Yuni Pramugarini Dwiani Listya Kartika Dwiani Listya Kartika, Dwiani Listya Dyah Susilawati E.P.U, Moertiningsih Edi Irawan Edi Irawan Edi Irawan Edi Irawan Edi Irawan Eka Agustina Khairunnisa Eka Nur Azizah Eka Nur Azizah Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani ERLAN SISWANDI Erni Susanti Ersam Mahendrawan Evi Novitasari Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati Fika Widya Pratama Firna Irnistisia Fitri Andika NurussafaÃ¢Â€Â™at, Fitri Andika Fitri Andika Nurussafa’at Fitriani, Nur Syarifah Fransiska Januarti Gusman Gatut Iswahyudi Gesti Ayu Diah Asera Gigih Ardiantoro Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Guritno Ari Wibowo Guritno Ari Wibowo Hadi Mulyono Hadiyah Hadiyah Hadiyah Hadiyah Halimah Halimah Hanafiah, Anis Hapsari, Alfonsa Maria Sofia Hartono Hartono Hartono Hartono Hartono, Edy Hasan Mahfud Hasanah, A.K Uswatun Hendrayanto, Dhani Nur Hesa Resti Arumanda Hesti Yuni Ayu Lestari Hidayat Bahktiar Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Hidayatulloh Hidayatulloh I.R. Widianto Atmojo Ibnu Sadono Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Ikhsan Abdul Latif Ikrar Pramudya Ikrar Pramudya Ikrar Pramudya, Ikrar Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Imam Wijaya, Henry Putra Indah Slamet Budiarti Indar Diasmi Aulianisa Indriana Dewi Irawan, Edi Irma Ayuwanti Irma Ayuwanti Irnistisia, Firna Isnaeni Umi Machromah Iswahyudi, Gatut Iswanti, Partia Iva Sarifah Ivana Ivana Ivana Joko Daryanto Joko Daryanto Joko Susilo Juitaning Mustika Juliana Nasution Karsono Karsono Kartika Chrysti Suryandari Kartono - Kuncara, Adi Wahyu Kurniasari Elsya Rosyana Kurniasari, Dewi Kurniawan, Sandra Bayu Kurniawati, Rina Kuserawati, Annisa Ayu Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kusuma, Elisabet Dyah Lenny Puspita Dewi Lestari, Hesti Yuni Ayu Lies Lestari Lies Lestari Lina Utami Lis Maryani Luthfiana Mirati, Luthfiana Luthfiyah Nanda Bertha Armelia M Ismail Sriyanto M Ismail Sriyanto M Ismail Sriyono M. Ismail Sriyanto M. Ismail Sriyanto Maghfiroh Yanuarti Maghfiroh Yanuarti Mania Roswitha Mania Roswitha Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana, Mardiyana Matsuri Matsuri Matsuri Matsuri, Matsuri Maya Novita Sari Merrydian, Siska Miftachudin Miftachudin Miftachudin, Miftachudin Moertiningsih E.P.U Mufarrihah, Iftitaahul Muhamad Ismail Sriyanto Muhammad Gazali Muhammad Gazali Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Syarif Hidayatussalam Mulyadi Mulyadi Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Mustika, Aisyah Senja Najmul Laila Nia Apriyanti Niendya Ashiefa Parahita Nina Nurmasari Nina Nurmasari Nindya Ashiefa Parahita Ningroom, Rita Arfi Astuti Nok Yeni Heryaningsih Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Noor Hidayati Nosa Putri Djumaliningsih Novita Dwi Ashohib Noviyanti, Ika Nurma Nur Ainsah H. Saleh Nur Insani Nur Syarifah Fitriani Nuraini Muhassanah Nurudin, M. Nurul Amalia K W Nurul Amalia K W Nyoto Nyoto Nyoto Nyoto, Nyoto Oka Tamaraningtyas Patrisius Afrisno Udil, Patrisius Afrisno Peduk Rintayati Prabowo, Haniftia Haqqiendini Pratama, Riska Widya Pratiwi, Rani Prestanti Hayuningtyas Priyogo, Adi Puji Ayuni Puji Ayuni Rany Widyastuti Rejeki, Suprapti Rima Aksen Cahdriyana Rima Aksen Cahdriyana Rina Kurniawati Rini, Indah Mustika Rintayati, Peduk Riska Widya Pratama Riswandha, Septian Henry Rizki Adeyanto Rizqi Aditya Nugraha Rosyida, Entyka Mayhasti S Retnowati S Siswanto S Subanti Sajidan Sajidan Samsi Suryanjani Sandra Bayu Kurniawan Saputri, Alinggi Nindi Saputri, Dwi Yuniasih Saputri, Rose Andriyani Selvi Marcellia Septi Triyani Septi Triyani Sherly Mayfana Panglipur Yekti Shila Majid Ardiyani Shila Majid Ardiyani Sigit Pamungkas Sigit Pamungkas Sigit Rimbatmojo Siswanto Siswanto Siswanto Siswanto Siti Kamsiyati Siti Kamsiyati Siti Kamsiyati Siti Kamsiyati Siti Komsatun Sonny Ari Wibowo Sri Hartati Ningsih Sri Hartati Ningsih Sri Mardani Sri Marmoah Sri Subanti Sri Yamtinah Sriyati, Sriyati Sudiyanto Sudiyanto Sudiyanto Sudiyanto Sudiyanto Sugeng Priyanto, Sugeng Sugihardjo Sugihardjo Sugihardjo Sugihardjo Sujadi, Imam Sujadi, Imam Sukarmin Sulaiman Sulaiman Sumanah Sumanah Sumanah Sumanah Suprapti Rejeki Susilawati, Dyah Syarifah, Triana Jamilatus T A Kusmayadi T Dwi Hastuti Tambunan, Rifka Paulina Tanti Listiani Tanti Listiani, Tanti Tarmo Tarmo Tarmo, Tarmo Titik Yuniarti Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Silaningsih Tri Silaningsih Triana Jamilatus Syarifah Triyanto . Triyanto . Triyanto . Triyanto Triyanto Triyanto, Triyanto Tunggu Biyarti Twiningsih, Anik Tyas, Wahyu Handining Ulfa Masamah Ulfa Masamah, Ulfa Ummi Rosyidah Ummi Rosyidah, Ummi V Kartikaningtyas Veronika Yusnita Andriani Prastika Via Yustitia Vita Purnamasari Vivi Fenty Anggraeny Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardani Rahayu Wibowo, Sonny Ari Widodo Widodo Yekti Putri Kusumaningtyas Yekti Putri Kusumaningtyas Yogi Bagus Dwi Cahyono Yuliana Yuliana Yulianti Yulianti Yulianti Yulianti Yuniarti, Titik Zara Mertiana RZ Zara Mertiana RZ Zulfa, Faradina Nilam

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