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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
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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ANALISIS PROSES PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN MATEMATIKA KELAS X ILMU ALAMSMA NEGERI 1 SURAKARTA TAHUN AJARAN 2013/2014 Zara Mertiana RZ; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of this research were to: (1) describe the process of integrating the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics at the tenth of science class SMA Negeri 1 Surakarta, and (2) describe the students’ opinion of the tenth of science class SMA Negeri 1 Surakarta about the integration of the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics. Qualitative research was applied in this research. The subject of the research are students and a mathematics teacher of the tenth grade of  SMA Negeri 1 Surakarta. The source of data was taken from informants (teacher and students), documentation (lesson plan), and learning activity. Data collection was taken by using interview, observation, and documentation. Data validity used the source of triangulation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The result of the research showed as follows. (1) Integrating character education of discipline, teacher did it implicitly (being a model) and explicitly (giving an urge). To integrate the critical character, teacher associates learning with daily life and guiding students analyse the information obtained or given to the students. Creative character done by the teacher in integrating for learning mathematics was to developed active classroom and informed with gave the opportunity for students to express their ideas in solving problems of mathematics questions. The integration of inquiring character in learning mathematics was not visible. To integrate thorough character, teacher planted thorough character by giving the test and urging the students to recheck the result of their works, listen carefully to what the teacher had said. (2) According to students’ opinion, teacher had planted the character of disciplinary, creative, critical thinking, inquiring, and thorough. However, there was no explanation about the character of inquiring because the test given was the standard questions so that it cannot encourage students to have inquiry.Keywords: Process analysis, character education, learning mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI TRIGONOMETRI DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA KELAS X SMA DI KABUPATEN SUKOHARJO Sri Hartati Ningsih; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s logical mathematical intelligence. The learning model compared were Group Investigation of cooperative learning model, Think Pair Share of coopeartive learning model, and direct instruction model. The type of the research was a quasi-experimental research. The population of this research was all of the X grader of State Senior High School (SMA) in Sukoharjo Regency. The sample was taken using stratified cluster random sampling, with 321 students as the sample consisting 108 students for first experiment class, 108 students for second experiment class, and 105 students for control classes. The result of research showed that: (1) group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (2) group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence, (3) at each logical mathematical intelligence categories (high, middle, and low), Group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (4) at each learning models (Group Investigation of cooperative learning model, Think Pair Share of cooperative learning model, and direct instruction model), group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence. Key words: Group Investigation, Think Pair Share, and Logical Mathematical Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN FAN-N-PICK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECEMASAN PADA MATEMATIKA SISWA SMP NEGERI DI KABUPATEN MAGELANG Anna Setyowati; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s mathematics anxiety. The learning model compared were Teams Games Tournament of cooperative learning model, Fan-N-Pick of coopeartive learning model, and direct instruction model The method which was applied in this research was quasi-experimental with 3×3 factorial design done in class VIII second semester of Junior High School (SMP) In Magelang Regency Academic Year 2012/2013. Sampling technique using stratified cluster random sampling. The research concludes as follows. 1) Fan-N-Pick of cooperative learning model gave better mathematics learning achievement than TGT of cooperative learning model and direct instructional model. While, TGT of cooperative learning model gave better  mathematics learning achievement than direct instructional model. 2) The students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. While students with medium levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. 3) In the TGT of cooperative learning model, students with high and medium levels of mathematics anxiety had similar good mathematics achievement. So also students with medium and low levels of mathematics anxiety had similar good mathematics achievement. However, the TGT of cooperative learning model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. In the Fan-N-Pick of cooperative learning model, students with low, medium and high levels of mathematics anxiety had similar good mathematics achievement. In the direct instructional model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. 4) On students with low levels of mathematics anxiety by using TGT and Fan-N-Pick of cooperative learning model and direct instructional model had similar good mathematics achievement. Students with medium and high levels of mathematics anxiety, mathematics achievement had equally well if given a model of learning through direct instruction model and TGT of cooperative learning model. Likewise if given learning with TGT and Fan-N-Pick of cooperative learning model had similar good mathematics achievement. However, students with medium and high levels of mathematics anxiety had better mathematics achievement through Fan-N-Pick of cooperative learning model rather than through direct instructional model. Key words: Teams Games Tournament (TGT), Fan-N-Pick, Mathematics Anxiety
PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR SMP TAHUN PELAJARAN 2014/2014 Via Yustitia; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were: (1) to describe the development of valid and practical Mathematics learning instruments with the scientific approach-based TGT model;(2) to investigate the learning effectiveness with the use of Mathematics learning instruments with the scientific approach-based TGT model on the learning material of Algebra Operation.This research used the research and development method. The development of learning instrument was done by means of 4Ds claimed by Thiagarajan model, et.al. However, this research used only 3Ds, namely: Define, Design, and Develop. The developed learning instruments included lesson plans, student’s work sheet, and test of problem-solving ability. The subjects exposed to the experimentation were the students in Grade VIII of State Junior Secondary School 2 of Pemalang, State Junior Secondary School 4 of Taman, and State Junior Secondary School 1 of Pemalang. The results of research are as follows: (1) The developed learning instruments are declared as valid ones by the validators; (2) The instruments are also practical because the students have a good response on the developed instruments, the teachers have a good response on the developed instrument, and the lesson plans have been implemented well in the learning process; (3)  the learning process in the experimental class is effective because the students have good learning activities, the problem-solving ability mean of the students in the experimental class is better than that of the students in control class, and the student’s problem-solving ability has fulfilled the classical learning completeness.Keywords: development of learning instruments, TGT, and scientific approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) PADA PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI SURAKARTA DITINJAU DARI KECEMASAN SISWA PADA MATERI POKOK BANGUN DATAR Alfonsa Maria Sofia Hapsari; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research aims at determining the effect of learning models on conceptual understanding and problem-solving viewed from the  anxiety on mathematics. The learning models compared were TSTS, SNH, and direct instruction. This research used the quasi experimental research method. The proposed hypotheses of research were tested by using the two-way multivariate variance analysis with unbalanced cells. The results of research are as follows: 1) the cooperative learning model of the TSTS type gives a better conceptual understanding and problem solving than the cooperative learning model of the SNH type and the direct learning model, but both the cooperative learning model of the SNH type and the direct learning model give the same good conceptual understanding and problem solving; (2) the students with the low anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics, and those with high anxiety level on Mathematics, and the students  with the moderate anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the high anxiety level on Mathematics; (3) in the direct learning model, the students with the low anxiety on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics and those with the high anxiety level on Mathematics, but in the cooperative learning model of the SNH type and the cooperative learning model of the TSTS type, all of the groups of the students have the same good conceptual understanding and problem solving; and (4) in each anxiety level, the three learning models give the same good conceptual understanding and problem solving.Keywords: SNH, TSTS, problem solving, conceptual understanding
EKSPERIMENTASI MODEL PROBLEM POSING TIPE WITHIN SOLUTION POSING, TIPE PRE SOLUTION POSING DAN TIPE POST SOLUTION POSING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KABUPATEN BANJARNEGARA Farah Heniati Santosa; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This aims of the research were to determine the effect of the learning models on the learning achievement in mathematics viewed from reasoning ability of thr students. The learning models compared were the Problem Posing model type: Within Solution Posing, Pre Solution Posing, Post Solution Posing and the direct learning model. This research used the quasi experimental research method with the factorial design of 4x3. The population of the research was all students in Grade VIII of Junior Secondary Schools of Banjarnegara Regency. The samples of the research were chosen by using the stratified cluster random sampling technique and consisted of 316 students. The instruments used to collect the data were the test of mathematics achievement and test of reasoning ability. Pre-requisite tests used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data were examined by using one-way analysis of variance with unbalanced cells. Hypothesis was examined by using two-way analysis of variance with unbalance cells followed multiple comparative test using Scheffe method. The result of the research showed as follows. (1) Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than learning direct model. (2) Students who had high reasoning ability got better achievement than students who had medium or low reasoning ability, whereas students who had medium reasoning ability, got better achievement than students who had low reasoning ability.(3) in every learning model, students who had high reasoning ability got better achievement than students having medium or low reasoning ability. Meanwhile, students who had medium reasoning ability got better achievement than students who had low reasoning ability. (4) In every category of reasoning ability Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type Post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than direct learning model.Keyword: Problem Posing Type: Within Solution Posing, Pre Solution Posing, Post Solution Posing, mathematic achievement, and reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN TALKING BREAD PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Sigit Pamungkas; Riyadi Riyadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple intellegences of the students. The learning models compared were the cooperative learning model type Talking Stick, the cooperative learning model type Talking Bread, and the direct learning models. The type of research was quasi-experimental research with factorial design 3×3. Population of this research was all students of State Junior High Schools in Karanganyar. The sampling was done by stratified cluster random sampling. The total samples in this research were 271 students (91 students for Talking Bread class, 90 students for talking stick class, and 90 students for direct learning class). The hypothesis test used two ways analysis of variance with unbalanced cells. Based on the hyotesis test, the research finding were : (1) learning activity using cooperative learning model type talking bread produced better echievement than using cooperative learning model type talking stick or direct learning. Learning activity using cooperative learning model type Talking Stick produced better than direct learning. (2) student with linguistic intelligence, space intelligence, and interpersonal intelligence produced the same achievement. (3) the usage of cooperative learning model type Talking Bread, cooperative learning model type Talking Stick, and direct learning produced the same achievement among the students with linguistic intelligence, space intelligence, and interpersonal intelligence. (4) toward students with linguistic intelligence, space intelligence, and interpersonal intelligence, cooperative learning model type Talking Bread produced better achievement than cooperative learning model type Talking Stick or direct learning, while cooperative learning model type Talking Stick produced the same achievement with direct learning model.Keywords: cooperative learning model, Talking Bread, Talking Stick, direct learning, student multiple intelligence, mathematic learning achievement.
PROFIL PEMECAHAN MASALAH SISWA TUNA GRAHITA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN FORMAL DAN PENDEKATAN FORMAL DIVARIASI PENDEKATAN FUNGSIONAL Vivi Fenty Anggraeny; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach; and (2) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach varied with the functional approach. This research used the qualitative explorative research method. The subject of the research consisted of one deaf male student and was taken by using the purposive sampling technique. The subject was determined according to the following considerations: (1) the student had not too few and not too many incorrect answers; and (2) he could communicate well based on the information obtained from his teacher. The data of the profile of problem solving in mathematics were gathered through test and interview with the student on how to solve the test problems. The data were validated by using the time triangulation. They were analyzed by using the interactive model of analysis consisting of the following measures: data reduction, data display, and conclusion drawing. The results of the research  were as follows: 1) The problem solving in Mathematics of the deaf child with the learning using the formal approach results in the following findings: (a) recognizing some colors when they are the colors of flat structures; (b) being difficult to understand the meanings of questions if they contain more than one answer; (c) being unable to recognize some spatial structures well; (d) being unable to use ruler; and (e) unable to differentiate the letters well. 2) The problem solving in mathematics of the deaf child with the learning using the formal approach varied with the functional results in the following findings: (a) at the beginning the child is difficult to recognize some of the spatial structures, but after having practiced drawing with colors and then compared them with the ones in the spatial structure learning, that is the ones in the test problems and the ones in the learning instruments, he gradually recognizes the spatial structure; (b) principally he can recognize the spatial structures, but when the spatial structures are put vertically and horizontally, he feels difficult to recognize them; (c) the students is difficult to count the number of sides of quadrangle pyramid ; and (d) he is difficult to understand the meanings of questions so that the answers given are not synchronized with the questions.Keywords : Profile, problem solving, deaf, formal approach, and functional approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TEAMS GAMES TOURNAMENT DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI LUAS PERMUKAAN DAN VOLUME BANGUN RUANG DITINJAU DARI ADVERSITY QUOTIENT Lenny Puspita Dewi; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to determine: (1) which one providing the better mathematics learning achievement, the students using cooperative learning models of TAI type with RME, TGT with RME, or direct instruction model; (2) which one having the better mathematics learning achievement, the students with types of AQ either climbers, campers, or quitters; (3) at each learning models, which one having better learning achievement, the students with types of AQ either climbers, campers, or quitters; (4) at each students’ types of AQ, which one having better learning achievement, the students using cooperative learning model of TAI type with RME, TGT with RME, or direct instruction model. This research employed a quasy-experimental research method with 3x3 factorial design. The population of this research was all of the VIII grader of State Junior High School in Kulon Progo Regency. The sample was taken using stratified cluster random sampling, with 288 students as the sample consisting 95 students for first experiment class, 96 students for second experiment class, and 97 students for control class. The instruments that used to collect data were AQ questionnaire and test of mathematics achievement. The research hypothesis testing was done using a two-way variance analysis with unbalanced cells. The results of the research show that: (1) cooperative learning model of TAI type with RME gave better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better mathematics learning achievement than direct instruction model; (2) the students with AQ of climbers type have a better mathematics learning achievement than campers type and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type; (3) at each types of the AQ, the students exposed to the cooperative learning model of TAI type with RME gave the better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better achievement than direct instruction model; (4) at each learning model, the students with AQ of climbers type have a better mathematics learning achievement than campers and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type.Keywords: TAI with RME, TGT with RME, AQ, and mathematics learning achievement.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH) PADA MATERI SEGITIGA KELAS VII SMP SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Titik Yuniarti; Riyadi Riyadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Absrtact: The aims of this research were: (1) to describe the Problem Based Learning process with using of  the valid and practical scientific approach to the main subject of  triangle for the VII degree of junior high school, (2) to describe the effectiveness of Problem Based Learning tools by using scientific approach which had been developed. This research run in two phases. The first phase was the process of the development of learning tools used 4-D model. This model consisted of four phases namely, (1) defined phase, (2) designed phase, (3) developed  phase, and (4) disseminated phase. The second phase was the test of the effectiveness of the learning tools that has been developed using experiment method. The population was the students of the VII degree of Tasikmadu junior high school. The sampling was conducted randomly, the one was as the experiment class and the other was as control class. The results of this research were as follows. (1) The development of the learning tools conducted was valid and practical because the equipment that was developed based on the strong rational theory, it had internal consistency, and the learning equipment implicated in the learning process, (2) This learning used Problem Based Learning process with the scientific approach was better than the direct learning. Keywords: Development of learning, problem based learning, scientific approach
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 Arsa’ad Kurniadi Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arumingtyas, Pramesti Asih Duwi Mawartini Asrowi Asrowi Asy’ari Asy’ari Asy’ari, Asy’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 Nurussafa’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