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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Dasar Jurnal Sains dan Teknologi Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AKSIOMA: Jurnal Program Studi Pendidikan Matematika JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Jurnal Pendidikan Biologi Indonesia AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika 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) JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar 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 Generation Journal Abdi Masyarakat JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mandalika Mathematics and Educations Journal 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 Educenter: Jurnal Ilmiah Pendidikan Al-Khidmah Jurnal Pengabdian Masyarakat Jurnal Pengabdian Inovasi dan Teknologi Kepada 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 JRAMathEdu (Journal of Research and Advances in Mathematics Education) EDUCENTER JURNAL PENDIDIKAN 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 Economics, Econometrics & Finance 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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DISCOVERY AND CORE LEARNING MODEL TOWARD CREATIVE THINKING VIEWED FROM LOGICAL MATHEMATICAL INTELLIGENCE Veronika Yusnita Andriani Prastika; Riyadi Riyadi; Siswanto Siswanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aims to 1) which learning model that supports students’ creative thinking ability whether discovery, CORE, or conventional learning model, 2) which model that supports creative thinking ability the most to high, moderate, and low level students, 3) know if there is interaction between learning model and students’ logical mathematical intelligence, and creative thinking ability. This is a quasi-experimental research with the population of eighth graders of junior high schools in Madiun Regency. The research design used a group pretest-posttest control design. The sample was determined using stratified cluster random sampling. This research uses two-way unequal ANOVA. This research concluded that 1) students’ creative thinking skill is developed better using Discovery than CORE and conventional learning model, 2) students with high logical mathematical intelligence have higher creative thinking ability than those with moderate and low logical mathematical intelligence,3) there is no interaction between learning model and logical mathematical intelligence with creative thinking ability.Keywords: Creative Thinking; Learning Model; Logical Mathematical Intelligence. AbstrakTujuan dari penelitan ini untuk mengetahui 1) model pembelajaran manakah yang memberikan kemampuan berpikir kreatif yang lebih antara model pembelajaran discovery learning, CORE atau konvensional, 2) manakah yang memberikan kemampuan berpikir kreatif yang lebih baik siswa yang memiliki kecerdasan logis matematis tinggi, sedang, atau rendah, 3) apakah terdapat interaksi antara model pembelajaran dan keceredasan logis matematis dengan kemampuan berpikir kreatif siswa. Metode yang digunakan pada penelitian adalah eksperimen semu, dengan populasi siswa kelas VIII SMP N Se-Kabupaten Madiun. Desain penelitian menggunakan group pretest-posttest control design Pemilihan sampel dengan menggunakan stratified cluster random sampling. Teknik analisis penelitian ini menggunakan anava dua jalan dengan sel tak sama. Kesimpulan pada penelitian ini 1) kemampuan berpikir kreatif siswa yang kenai model discovery learning lebih baik daripada model pembelajaran CORE dan konvensional, 2) Kemampuan berpikir kreatif siswa yang memiliki kecerdasan logis matematis tinggi lebih baik daripada siswa yang memiliki kecerdasan logis matematis sedang dan rendah, , 3) tidak ada interaksi antara model pembelajaran dan kecerdasan logis matematis dengan kemampuan berpikir kreatif.Kata kunci: Berpikir kreatif; kecerdasan logis matematis; model pembelajaran.

PROFIL PEMAHAMAN KONSEP MATEMATIKA DITINJAU DARI SELF EFFICACY Mida Nurani; Riyadi Riyadi; Sri Subanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan dari penelitian ini adalah mendeskripsikan pemahaman konsep matematika siswa SMA ditinjau dari self efficacy khususnya pada materi matriks. Penelitian ini adalah penelitian deskriptif kualitatif dimana data utama pada penelitian ini adalah hasil tes pemahaman konsep matematika, angket self efficacy dan wawancara. Subjek penelitian yaitu siswa dengan self efficacy tinggi, sedang dan rendah yang kemudian diberi tes pemahaman konsep matematika. Penelitian dilakukan dengan wawancara terhadap hasil tes siswa dan melakukan triangulasi metode. Hasil penelitian ini menunjukkan bahwa pemahaman konsep matematika siswa dengan self efficacy tinggi sudah baik dengan menguasai indikator pemahaman konsep yaitu menyatakan ulang sebuah konsep, mengklasifikasi objek menurut sifat-sifat tertentu, menyajikan konsep dalam berbagai bentuk representasi matematis, menjelaskan keterkaitan antara konsep satu dengan konsep lainnya dan menerapkan konsep dalam pemecahan masalah. Sedangkan siswa dengan self efficacy sedang menguasai indikator menyatakan ulang sebuah konsep, mengklasifikasi objek menurut sifat-sifat tertentu dan menyajikan konsep dalam berbagai bentuk representasi matematis. Dan siswa dengan self efficacy rendah hanya menguasai indikator menyatakan ulang sebuah konsep.Kata kunci: Pemahaman konsep matematika; self efficacy. AbstractThe purpose of this study is to describe the understanding mathematics concepts of senior high school students' in term of self-efficacy, especially in matrix. This study is descriptive qualitative that the main data of this study are test, questionnaire, and interview. The research subjects is senior high school students’ with many categories such as high, medium, and low in self-efficacy. Then, the researcher give test about the understanding mathematics concepts. The researcher is doing interview and triangulation method to the students. The results of this study indicate that the students' understanding of mathematics concepts with high self-efficacy is good by mastering the conceptual understanding indicators, such as restating a concept, classifying the objects according to specific categories, presenting concepts in various forms of mathematics representation, explaining the relationship between one concept and another concept and applying some concepts in problem solving. Meanwhile, the students with medium self-efficacy are mastering indicators of restating a concept, classifying the objects according to specific categories and presenting concepts in various forms of mathematics representations, and the students with low self-efficacy are only mastering the indicator of restating a concept.Keywords: Self efficacy; understanding of mathematics concepts.

The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills Anik Twiningsih; Sajidan Sajidan; Riyadi Riyadi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7539

Thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. The aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. This research and development were conducted based on Borg and Gall model. The module effectiveness was tested using pre-experimental design. The sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. The data gained was analyzed using paired sample t-test. The results showed that the students’ post-test score of critical thinking skills were significantly differed from their pre-test score. Therefore, the developed module can improve student critical thinking skills effectively. Moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills.

REALISTIC MATHEMATICS EDUCATION IN COOPERATIVE LEARNING VIEWED FROM LEARNING ACTIVITY Shila Majid Ardiyani; Gunarhadi Gunarhadi; Riyadi Riyadi
Journal on Mathematics Education Vol 9, No 2 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.9.2.5392.301-310

This study aimed at searching the different effect of Student Teams Achievement Division (STAD) and Think Pair Share (TPS) types of cooperative learning models with Realistic Mathematics Education (RME) approach on the students’ learning outcome viewed from students’ learning activity. The observation, interview, questionnaires, and tests were used to obtain the data which were then analyzed using two-way ANOVA. The result of research showed that: (1) STAD with RME approach provides better learning outcome than TPS with RME approach does; (2) the students with high learning activities have mathematics learning outcome better than those with medium and low learning activities; and (3) there is no interaction between the model of teaching and learning activities students to the results of the students’ mathematics learning.

DESCRIPTION OF THE DIFFICULTY OF STUDENTS' MATHEMATICS PROBLEM SOLVING ASSESSED FROM ADVERSITY QUOTIENT (AQ) Amiratih Siti Aisyah; Riyadi Riyadi; Sri Subanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This study aims to determine the difficulty of solving mathematic problems among students AQ climbers, AQ campers, and AQ quitters. This type of research was qualitative research with a descriptive approach. The subject of this study is the 3rd grade of XI MIPA Batik High School 2 Surakarta in the academic year 2020/2021 which constitutes 6 students. The subject taking was done by giving an adversity quotient questionnaire. From the results of filling out the questionnaire, the subjects were categorized based on their AQ. Furthermore, given a mathematic problem-solving test. After seeing the test results, three subjects representing AQ climbers, AQ campers, and AQ quitters were selected purposively for further interviews. The results showed: 1) The climbers subject experienced two difficulties in solving mathematic problems, namely difficulties in understanding problems and difficulties in implementing plans. 2) The subject of the campers has three difficulties in solving mathematic problems, namely difficulties in understanding problems, difficulties in implementing plans, and difficulties in reviewing. 3) The quitters subject experiences four difficulties in solving mathematic problems, namely difficulties in understanding problems, difficulties in planning, difficulties in implementing plans and difficulties in reviewing, and difficulties in revisiting.

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.

Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability Suprapti Rejeki; Riyadi Riyadi; Siswanto Siswanto
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.19939

This research aims to determine the distinction in students' critical thinking abilities who were taught by using the problem-based learning, guided inquiry learning, and conventional learning models. The population is all grade VIII students of public junior high schools in Bantul district in the 2019/2020 academic year. This study used stratified cluster random sampling to select 3 classes in each school. The pre-requisite test used was the balance test, normality test, and homogeneity test. The data collection technique used was a critical thinking ability test. The analysis technique of this research was two-way ANOVA with different cells. The results showed that the problem-based learning model had a significant positive effect on the critical thinking abilities compared to conventional learning. Meanwhile, there is no significant difference between students taught by problem-based learning and by guided inquiry learning, and between the guided inquiry learning and conventional learning, either.

Regression of Discovery Learning Model and PBL Perspective Realistic Mathematics Education (RME) in Algebraic Materials Diana Tri Purnamasari; Riyadi Riyadi; Sri Subanti
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 1 (2022): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v5i1.4371

The benefit of this research is to overcome student learning problems in algebraic material. The low learning achievement of students with the average national exam is low below the minimum completeness of graduation, this is influenced by one factor, namely conventional learning models or methods that do not support mathematics learning. Based on this, an alternative learning model is needed that can provide an understanding of student achievement abilities. In this case the Model of Discovery Learning and PBL with the Realistic Mathematics Education (RME) perspective. This study aims to determine the Regression Model of Discovery Learning and PBL from the Realistic Mathematics Education (RME) Perspective on Algebraic Materials. This study was conducted in Surakarta Junior High School with the subject of class VIII students. This type of research is an experiment with a 3x3 factorial design with a random sampling technique, each of which is taught using the discovery model and PBL perspective Realistic Mathematics Education (RME). The data was collected using a test, while the data analysis technique used inferential analysis of two-way ANOVA through prerequisite, balance, hypothesis, and further tests. The conclusion is that the problem-based learning model is better than discovery learning and direct learning. Problem-based learning Students who have low, medium, and high initial abilities who are treated with the Problem Based Learning model with the Realistic Mathematics Education approach have better mathematics learning achievements than the Discovery Learning model and the direct learning model. Students who have moderate initial abilities who are treated with the Problem Based Learning model with a Realistic Mathematics Education approach have better mathematics learning achievements than the Discovery Learning model and direct learning model, while students who receive the Discovery Learning model treatment have the same mathematics learning achievement with a direct learning model on the material of a two-variable linear equation system.

Pengembangan Bahan Ajar Berbasis Muatan Lokal Keanekaragaman Motif Batik Ngawi sebagai Sumber Belajar di Sekolah Dasar Hesti Yuni Ayu Lestari; Riyadi Riyadi; Siti Kamsiyati; Vita Purnamasari
Jurnal Basicedu Vol 5, No 1 (2021): February 2021, Pages 1-445
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i1.721

Penelitian ini bertujuan untuk mengembangkan bahan ajar tentang batik yang dapat digunakan sebagai sumber belajar peserta didik kelas 5 sekolah dasar di Kabupaten Ngawi. Penelitian ini menggunakan model penelitian dan pengembangan dengan metode four-D yang dilaksanakan sampai tahap tiga yaitu develop atau pengembangan. Hasil dari Forum Group Discussion belum ada buku ajar yang digunakan untuk membantu mengenalkan motif batik khas Ngawi. Produk yang dibuat berupa buku ajar “Ayo Membatik”. Produk ini diuji kelayakannya untuk mengetahui kevalidan buku bahan ajar motif batik Ngawi. Hasil uji kelayakan produk ini dinyatakan layak oleh para ahli yaitu ahli media, ahli meteri dan ahli praktisi. Hasil penilaian ahli media yaitu 91% dan dalam kategori sangat baik. Hasil persentase penilaian dari ahli materi 88% dan masuk kategori sangat baik. Hasil uji kelayakan menyatakan produk layak untk diujicobakan di lapangan. Hasil pesentase ahli praktisi yaitu 87% dan dinyatakan dalam kategori sangat baik. Produk ini kemudian dilakukan uji coba terbatas dengan responden pesera didik kelas 5 dan guru di SDN Jogorogo 3 memperoleh hasil presentasi masing-masing 80% dan 78%.

Co-Authors A'ini, Wahyu Nur Abdul Aziz Hidayat Abdul Razak Abdul Razak Abi Fadila Achmad Ridwan, Achmad Adeyanto, Rizki Adeyanto, Rizki Adi Wahyu Kuncara Ahmad Ahmad Ahmad Ahmad Ahmad, Ahmad Aji Permana Putra Alfonsa Maria Sofia Hapsari Ali Fakhrudin Ali Fakhrudin, Ali Amiratih Siti Aisyah Anastasya Ramadiana Andriawan Nurcahyo, Andriawan Anggreini, Dewi Anik Twiningsih Anita Dewi Utami Anna Setyowati Anna Setyowati Annisa Ayu Kuserawati Annisa Fatiah Ardiantoro, Gigih Ardiantoro, Gigih Ardiyani, Shila Majid Arifa Apriliana Arifa Apriliana, Arifa Ariftina, Kartika Ayu Hidayah 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 Arumanda, Hesa Resti Arumingtyas, Pramesti Asera, Gesti Ayu Diah Asih Duwi Mawartini Aslam Aslam, Aslam AsyÃ¢Â€Â™ari AsyÃ¢Â€Â™ari Asyâ€™ari, Asyâ€™ari Asyraf, Asyraf Atik Wahyuni Atmaja, Idam Ragil Widianto Aulia Azizah Aulia Musla Mustika Aulia Musla Mustika author Ari Suningsih Awaluddin Tjalla Banowati, Charunia Putri Bayu Kurniawan, Sandra Berti Dyah Permatasari Broto Apriliyanto Budi Usodo 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 Cahyono, Yogi Bagus Dwi Chasanah, Anna Nur Chumdari Chumdari, Chumdari Darmono, Prasetiyo Budi Deni Zein Tarsidi Desy Nur Wulandari Desy Nur Wulandary Dewi Kurniasari, Dewi Dewi Rahmawati Noer Jannah Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dewi Shinta Dewi, Sri Candra Diana Tri Purnamasari Diari Indriati Dita Qondiyana Djumaliningsih, Nosa Putri Dwi Yuni Pramugarini Dwiani Listya Kartika Dwiani Listya Kartika, Dwiani Listya Dyah Susilawati Dzikri, Fais Ahla 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 Ernamasari, Navalia Dewi Erni Susanti Ersam Mahendrawan Fadhilah, Miming Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati Farida Nurhasanah Fatir, Fatir Fika Widya Pratama Fitri Andika NurussafaÃ¢Â€Â™at, Fitri Andika Fitri Andika Nurussafa’at Fitriani, Nur Syarifah Fransiska Januarti Gusman Gatut Iswahyudi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Guritno Ari Wibowo Guritno Ari Wibowo Hadi Mulyono Hadi Mulyono Hadiyah, Hadiyah Halimah Halimah Haliza, Ayuputri Ekka Nur Hanafiah, Anis Hanafiah, Anis Hapsari, Alfonsa Maria Sofia Hapsari, Happy Tias Hartono Hartono Hartono Hartono Hartono, Edy Hasan Mahfud Hasanah, A.K Uswatun Hendrayanto, Dhani Nur Hesti Yuni Ayu Lestari Hidayah, Hidayah Hidayat Bahktiar Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Hidayatulloh Hidayatulloh I.R. Widianto Atmojo Ichsanudin, Amin Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Ikhsan Abdul Latif Ikrar Pramudya, Ikrar Imam Sujadi Imam Wijaya, Henry Putra Indah Slamet Budiarti Indah Slamet Budiarti, Indah Slamet Indriana Dewi Irawan, Edi Irma Ayuwanti Irma Ayuwanti Irma Fatmawati Irnistisia, Firna Irnistisia, Firna Isnaeni Umi Machromah Iswahyudi, Gatut Iswanti, Partia Iva Sarifah Ivana Ivana Ivana Joko Daryanto Joko Daryanto Joko Daryanto Juitaning Mustika Juliana Nasution Justiarani, Justiarani Karsono Karsono Kartika Chrysti Suryandari Kartono , Kumalasari, Fatmawati Kuncara, Adi Wahyu Kurniasari Elsya Rosyana Kurniasari, Dewi Kurniawan, Sandra Bayu Kurniawati, Anna Kurniawati, Rina Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kusuma, Elisabet Dyah Lenny Puspita Dewi Lestari, Anggita Puji Lestari, Hesti Yuni Ayu Lies Lestari Lies Lestari Lina Utami Luthfiana Mirati, Luthfiana Luthfiyah Nanda Bertha Armelia M Ismail Sriyanto M. Ismail Sriyanto Maghfiroh Yanuarti Maghfiroh Yanuarti Mania Roswitha Mania Roswitha Mardani, Sri Mardiyana Mardiyana Maryani, Lis Masriani . Matsuri . Matsuri, Matsuri Mayangsari, Lisa Merrydian, Siska Mida Nurani Miftachudin Miftachudin Miftachudin, Miftachudin Moertiningsih E.P.U Moh Salimi Mufarrihah, Iftitaahul Muhammad Gazali Muhammad Gazali Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto, Muhammad Ismail Muhammad Syarif Hidayatussalam Mulyadi Mulyadi Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Musrika, Musrika Mustika, Aisyah Senja Najmul Laila Nia Apriyanti Nina Nurmasari Nina Nurmasari Ningroom, Rita Arfi Astuti Nok Yeni Heryaningsih Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Noor Hidayati Noppitasari, Nur Nosa Putri Djumaliningsih Novitasari, Evi Noviyanti, Ika Nurma Nugraheni, Fauziah Nur Syarifah Fitriani Nuraini Muhassanah Nurlina, Linda Fitri Nurudin, M. Nurul Amalia K W Nurul Amalia K W Nyoto Nyoto Nyoto Nyoto, Nyoto Oka Tamaraningtyas Parahita, Niendya Ashiefa Parahita, Nindya Ashiefa Patrisius Afrisno Udil, Patrisius Afrisno Peduk Rintayati Prabowo, Haniftia Haqqiendini Pramudya, Ikrar Pratama, Riska Widya Pratiwi, Rani Pratiwiningrum, Yunita Prestanti Hayuningtyas Priyogo, Adi Puji Ayuni Puji Ayuni Putri, Faradila Arfina Qurrotu’aini, Zuhrotusy-Syarifah Rany Widyastuti Rejeki, Suprapti Rima Aksen Cahdriyana Rima Aksen Cahdriyana Rina Kurniawati Rini, Indah Mustika Riska Widya Pratama Riswandha, Septian Henry Rizqi Aditya Nugraha Rose Andriyani Saputri Roslinawati Roslan, Roslinawati Rosyida, Entyka Mayhasti Roy Ardiansyah, Roy S Retnowati S Siswanto S Subanti Saa'dah, Aprilia Lailatus Sadono, Ibnu Sajidan Salmianti, Salmianti Samsi Suryanjani Sandi Sandi Saputri, Alinggi Nindi Saputri, Rose Andriyani Saraswati, Dwi Selvi Marcellia Septi Triyani Setiasih, Clara Hernika Sherly Mayfana Panglipur Yekti Shila Majid Ardiyani Shila Majid Ardiyani Sigit Pamungkas Sigit Pamungkas Siswanto Siswanto Siswanto Siswanto Siti Kamsiyati Siti Kamsiyati Siti Komsatun Siti Wahyuningsih Slamet Riyadi Sonny Ari Wibowo Sri Hartati Ningsih Sri Hartati Ningsih Sri Marmoah Sri Subanti Sriyanto, M. Ismail Sriyanto, Muhamad Ismail Sriyati, Sriyati Sudiyanto Sudiyanto Sudiyanto Sudiyanto Sugeng Priyanto, Sugeng Sugihardjo Sugihardjo Sugihardjo Sugihardjo Sulaiman Sulaiman Sumanah Sumanah Sumanah Sumanah Suprapti Rejeki Susilawati, Dyah T A Kusmayadi T Dwi Hastuti 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 Budiharto 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 Wahyuni, Heru Dwi Wardani Rahayu Wardani, Dwi Isna Wibowo, Sonny Ari Widiyastuti, Isna Widodo Widodo Yamtinah, Sri Yekti Putri Kusumaningtyas Yekti Putri Kusumaningtyas Yuliana Yuliana Yulianti Yulianti Yulianti Yulianti Yuniarti, Titik Zahara Yuyun Nailufar Zara Mertiana RZ Zara Mertiana RZ Zulfa, Faradina Nilam

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