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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) ASAS : Jurnal Hukum Ekonomi Syariah 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 Jurnal Gantang KAREBA : Jurnal Ilmu Komunikasi 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 JUPE : Jurnal Pendidikan Mandala Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Jurnal Pengembangan Penyuluhan Pertanian JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) TECHNO-SOCIO EKONOMIKA Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Jurnal Evaluasi dan Pembelajaran International Journal of Business, Law, and Education International Journal of Social Learning (IJSL) Jurnal Riset dan Inovasi Pembelajaran TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Indonesian Journal Of Educational Research and Review Jurnal Basicedu Pancaran Pendidikan Jurnal Pendidikan Dasar Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Tatsqif Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Ilmu Komunikasi UHO : Jurnal Penelitian Kajian Ilmu Komunikasi dan Informasi JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Innovation in Teaching and Instructional Media International Journal of Education, Vocational and Social Science Daarus Tsaqofah Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik
Riyadi Riyadi
Universitas Sebelas Maret
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ANALISIS BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI GENDER SISWA KELAS XI IPA SMA NEGERI 1 KOTA BANJARBARU KALIMANTAN SELATAN Nurmasari, Nina; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research used qualitative approach which aims to describe the factors of student’s creative thinking in mathematical problem solution on probability for male students and female students. The methods used in this study were interviews and tests. The data validation has done by triangulation. The data was obtained from interviews and tests of creative thinking skills in mathematics learning. This tests was composed of five categories: fluency, flexibility, originality,  elaboration, and redefinition which are the factors of the creativity. The research was conducted in SMA Negeri 1 Banjarbaru City, South Kalimantan in October until November 2013. The task-based interviews and tests were conducted to collect data from the 11th grade students of SMA Negeri 1 Banjarbaru City, South Kalimantan grade XI Program IPA. Selection of subjects was based on male student and female student. Snowball method was used to determine subject research. Subjects were seven students grade XI Program IPA on SMA Negeri 1 Banjarbaru City, South Kalimantan academic year 2013/2014. The result showed that the male students had the factors of creative thinking ability on fluency, flexibility, originality, and redefinition. The male students did not have enough the factor of creative thinking ability on elaboration. The female students had the factors of creative thinking ability on fluency, flexibility and originality. The female students did not have the factors of creative thinking ability on elaboration and redefinition.Keywords:  student’s creative thinking, factors of creative thinking, gender.
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TS-TS) DAN THINK-PAIR-SHARE (TPS) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI AKTIVITAS BELAJAR MATEMATIKA Pramugarini, Dwi Yuni; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research was aimed to find out: (1) which one gave better mathematics learning achievement, learning model TS-TS with Realistic Mathematics Education (RME) approach, TPS with RME approach or conventional learning; (2) which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity; (3) in each students’ levels of mathematics learning activity which one gave better mathematics learning achievement, learning model TS-TS with RME approach, TPS with RME approach or conventional learning; (4) in each learning model, the levels of mathematics learning activity which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity. The research was a quasi experimental research with 3x3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were chosen by using stratified cluster random sampling. The samples were 288 students. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data was examined by using one-way analysis of variance with unbalanced cells. It showed that three populations had balance in prior knowledge. Meanwhile, the technique of analyzing the data was two-ways analysis of variance with unbalanced cells. The conclusions of this research showed as follows. (1) Learning model TS-TS with RME approach provided better mathematics learning achievement than TPS with RME approach and conventional learning, learning model TPS with RME provided better mathematics learning achievement than conventional learning. (2) The students having high mathematics learning activity had better mathematics learning achievement than the students having medium and low mathematics learning activity. The students having medium mathematics learning activity had better mathematics learning achievement than the students having low mathematics learning activity. (3) In each category of mathematics learning activity, learning model TS-TS with RME approach was better than learning model TPS with RME approach and conventional learning, learning model TPS with RME approach was better than conventional learning. (4) In each learning model, learning achievement of students with high mathematics learning activity was better than learning achievement of students with medium and low mathematics learning activity, learning achievement of students with medium mathematics learning activity was better than the learning achievement of students with low mathematics learning activity.Keywords: TS-TS with RME approach, TPS with RME approach, mathematics learning activity, mathematics learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PETA KONSEP PADA MATERI PERSAMAAN KUADRAT DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK KELAS X SMA DI KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014 Handayani, Endang Sri; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of cooperative learning model Jigsaw with the concept map, cooperative learning model Jigsaw without a concept map, and the direct instruction model with a review of the scientific attitude of students towards learning achievement. This type of research was a quasi-experimental research with 3x3 factorial designs. This research was implemented in the month of September 2013 to November 2013. The X grade students of Senior High School in Kudus Regency with 2013/2014 academic year was the population of this research. The instrument used to collect the data were UAN, scientific attitude questionnaire, and mathematics achievement tests with the topic of quadratic equation in the form of multiple choice. Test requirements include test data analysis used Lilliefors test for normality and homogeneity test used the Bartlett test. Analysis of the data used two-way variance with unbalanced cells. The conclusion of this study were: (1) cooperative learning model Jigsaw with the concept map has better mathematics learning achievement than the cooperative learning model Jigsaw without a concept map and the direct instruction model, the cooperative learning model Jigsaw without a concept map has mathematics learning achievement as good as the direct instruction model; (2) the high scientific attitude students have better mathematics learning achievement than the medium and low  scientific attitude students, the medium scientific attitude student have mathematics learning achievement as good as the low scientific attitude students; (3) there is no interaction between learning model to the level of scientific attitude of students towards mathematics learning achievement; (4) there is no difference between the learning achievement of students in each level of the scientific attitude for each learning model.Keywords: cooperative learning model , Jigsaw , concept maps , scientific attitude
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING PADA MATERI TRIGONOMETRI DITINJAU DARI KREATIVITAS PESERTA DIDIK KELAS XI IPA SMA SE-KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014 Sugihardjo, Sugihardjo; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement and learning interest viewed from the students creativity. The learning model compared were problem posing, problem solving and direct instruction. The type of the research was a quasi experimental research with factorial design 3 x 3. The population was the students of senior high school in Kudus regency on academic year 2013/2014. The size of the sample was 278 learnes consisted of 98 students in the first experimental class, 81 students in the second experimental class and 99 students in the control class. The instrument used were mathemathics achievement test and questioner. The data was analyzed using analysis variance of two ways with unbalanced of cell. The conclusions of the research were as follows. (1) Problem solving model has better learning achievement than problem posing and direct instruction. Students who were taught by problem posing has better learning achievement than direct instruction, (2) Students who have high learning creativity have the same learning achievement as students who have the medium creativity. Students who have high learning creativity have better learning achievement than students who have low creativity. Students who have medium learning creativity have the same learning achievement as students who have low creativity, (3) Students having high and low creativity that used problem posing, problem solving, and direct instructional model have the same achievement. While students having medium creativity that used problem solving model have better achievement than students that used direct instructional model, but students that used problem posing and problem solving model have the same achievement, and the students that used problem posing and direct instructional model have the same achievement, (4) In each category of learning model, students with high creativity, medium and low have the same learning achievement. Key Words: Problem Posing, Problem Solving, Direct Instruction, Learning Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT DAN TAI PADA MATERI VEKTOR KELAS XII SMA DITINJAU DARI KREATIVITAS SISWA Silaningsih, Tri; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This study aimed to determine: (1) which model produces better learning achievement TGT, TAI, or direct learning model, (2) to find out which one has the better learning achievement between students with high creativity, moderate or low creativity, (3) to determine which one gives better learning achievement between cooperative learning model TGT, TAI or Direct for each student creativity, (4) to find out which one gives the better learning achievement among students who have high creativity, moderate creativity or lower creativity in each of the learning model.This study was a quasi-experimental study with a 3 x 3 factorial design. The sampling technique was done by stratified cluster random sampling. The instrument used for data collection was a questionnaire and math achievement tests. The instrument has been tested by some experts before it is used to conduct trials. Hypothesis testing used two- way Anava with unbalanced cells. Before the Anava test, research data are tested first by test analysis requirements that were test for normality and homogeneity test. The results of two- way Anava analysis show: (1) learning model of TGT and TAI produce better learning achievement, compared to the direct instructional model, while the learning model of TAI and TGT has no difference; (2) Students who have high creativity and moderate creativity have a better learning achievement than the students who have low creativity, the students who have high creativity have better learning achievement than the students who have moderate creativity;  (3) students who have creativity of high, moderate or low have on the model TGT learning and TAI have better learning achievement compared to the direct instructional model, while the learning model TGT produce the same learning achievement as TAI learning model; (4) cooperative learning model TGT, TAI and Direct give better result for students who have high and moderate creativity than students  who have low creativity, as well as the students who have high creativity provide a better learning achievement than moderate creativity.Keywords: Learning TGT, TAI, and creativity
ANALISIS PROSES PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN MATEMATIKA KELAS X ILMU ALAMSMA NEGERI 1 SURAKARTA TAHUN AJARAN 2013/2014 RZ, Zara Mertiana; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): 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
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERORIENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) PADA MATERI TURUNAN UNTUK SISWA KELAS IX IPA PROGRAM AKSELERASI Sumanah, Sumanah; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were: (1) to develop a valid mathematics learning set which is oriented to Creative Problem Solving (CPS) learning model in the topic of derivative on  XI Acceleration grade, and (2) to determine which learning model produces better learning achievement,  the developing CPS or the conventional model in the topic of derivative on XI Acceleration grade. The development of learning set in this study were observed from five aspects, they are: (1) the experts validity, (2) the students activity, (3) the teachers capability in managing teaching and learning process, (4) the students response to the learning process, and (5) the students mathematics learning  achievement. This study was a development study of learning set done by applying a modified 4-D Thiagarajan model. There were three phases involved in this study; i.e. defining, designing, and developing. The subjects of the study were the students of SMA N 1 Pati grade XI acceleration year 2013/2014 as the experiment class and the students of SMA 1 Kudus grade XI acceleration year 2013/2014 as the control class. The data was collected by using validation sheet of learning set, observation sheet of teachers capability in managing teaching and learning process, observation sheet of students activity, studentsresponse questionnaire, and test of students learning achievement. Data analysis was done by descriptive and inferential statistics. The learning set produced is valid, because it has been validated with high score, that is 4.41 and after finishing the experiment, the results fulfill the pre-requirements, defined as follows: it leads to productive students activity with average score of 4,25 having a positive effect, teachers capability in managing teaching and learning process is very good with the score above 4,20, students response toward the teaching and learning process is positive with the precentage above 80%, and learning achievement test is proven to be valid, reliable. Moreover, the teaching and learning process with CPS model with developing learning set is effective, because the experiment showed that the average score of learning achievement of the student is better than the conventional model.Keywords : Creative Problem Solving (CPS), The learning  set
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DAN TIPE JIGSAW PADA POKOK BAHASAN TRIGONOMETRI KELAS XI-IPA SMA SE-KABUPATEN KUDUS DITINJAU DARI MOTIVASI BELAJAR PESERTA DIDIK TAHUN PELAJARAN 2013/2014 Kurniadi, Arsa’ad; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to determine: (1) which produces better mathematics learning achievement, NHT, Jigsaw, or conventional learning model, (2) which has better mathematics learning achievement, the students with high, medium or low learning motivation, (3) on each learning model, which provide mathematics learning achievement better, the student with high, medium or low learning motivation, (4) on each level of student mathematics learning motivation, which provide learning achievement better, NHT, Jigsaw, or conventional learning model. This research was quasi experimental research with factorial design 3 x 3. The research population was all XI science grade students of senior high school in Kudus regency in academic year 2013/2014. The sampling technique of this research was done by stratified cluster random sampling. The techniques of data collection by using test, questionnaire, and documentation. Hypothesis testing used two way analysis of variance with the unbalanced cells. The results of the research were as follows: (1) Jigsaw learning model produces better learning achievement than NHT and conventional learning model. NHT learning model show learning achievement as good as conventional learning model. (2) The students who have high learning motivation have a better academic achievement than the students who have medium and low learning motivation. The students with medium learning motivation have learning achievement as good as the students with low learning motivation. (3) In Jigsaw learning model, students who have high learning motivation has academic achievement as good as students who have medium learning motivation, students who have high learning motivation have a better academic achievement than students who have a low learning motivation and students who have medium learning motivation are having academic achievement as good as students who have a low learning motivation. In the NHT learning model and conventional, the students who have high, medium and low learning motivation have equally good learning achievement, (4) In high learning motivation, Jigsaw learning model produces academic achievement better than NHT and conventional learning model. NHT learning model produce academic achievement as good as conventional learning model. In medium and low learning motivation, Jigsaw, NHT and conventional learning model produce equally good learning achievement.Key words:   Jigsaw learning model, NHT learning model, Conventional learning model, Learning Motivation, Mathematics Learning Achievment.
PROFIL PEMECAHAN MASALAH SISWA TUNA GRAHITA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN FORMAL DAN PENDEKATAN FORMAL DIVARIASI PENDEKATAN FUNGSIONAL Anggraeny, Vivi Fenty; Usodo, Budi; 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
REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL Cahdriyana, Rima Aksen; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing  concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using  symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing  of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation.
Co-Authors Abdul Aziz Hidayat Abdul Razak Abi Fadila Achmad Ridwan, Achmad Adeyanto, Rizki Adi Soeprijanto Ahmad Ahmad Ahmad Syawaludin Ahmad, Ahmad Aip Badrujaman Aisyah Senja Mustika Aji Permana Putra Ali Fakhrudin Ali Fakhrudin, Ali Ali Imron Amiratih Siti Aisyah Andi Setiawan Andriawan Nurcahyo, Andriawan Anesa Surya Anggraheni Marsella Bella Astuti Anggreini, Dewi Anita Dewi Utami Anna Setyowati Annisa Ayu Kuserawati Annisa Fatiah Aprianif, Aprianif Ardiantoro, Gigih Ardiyani, Shila Majid Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Ariyanto, Stefanus Timonora Wahyu 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 Aulia Musla Mustika author Ari Suningsih Awaluddin Tjalla Berti Dyah Permatasari Broto Apriliyanto Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Burhan Mustaqim Cahyaningsih, Eny Chanthoeurn, Dock Darmono, Prasetiyo Budi Desy Nur Wulandari Desy Nur Wulandary Dewi Ariyanti Dewi Kurniasari, Dewi Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dhani Nur Hendrayanto Diana Tri Purnamasari Diananda, Amita Diari Indriati Dinny Devi Triana Dita Qondiyana Djumaliningsih, Nosa Putri Dwi Isna Wardani Dwi Yuni Pramugarini Dwiani Listya Kartika, Dwiani Listya E.P.U, Moertiningsih Edi Irawan Edi Irawan Edi Irawan Eka Agustina Khairunnisa Eka Nur Azizah Elisabet Dyah Kusuma Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani ERLAN SISWANDI Erni Susanti Ernie Novriyanti Ersam Mahendrawan Evi Novitasari Faradina Nilam Zulfa Farah Heniati Santosa, Farah Heniati Ferdian Achmad Fika Widya Pratama Fitri Andika Nurussafa’at, Fitri Andika Fitriani, Nur Syarifah Fransiska Januarti Gusman Gatut Iswahyudi Gesti Ayu Diah Asera Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Gunawansyah Gunawansyah, Gunawansyah Guritno Ari Wibowo Hadi Mulyono Hadiyah Hadiyah Hadiyah Hadiyah Halimah Halimah Hanafiah, Anis Hapsari, Alfonsa Maria Sofia Hartono Hartono Hartono, Edy Hasan Mahfud Hasanah, A.K Uswatun Hermawan, Yudi Hesa Resti Arumanda Hesti Yuni Ayu Lestari Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh I.R. 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Triyanto . Triyanto . Triyanto, Triyanto Tunggu Biyarti Twiningsih, Anik Tyas, Wahyu Handining Ulfa Masamah, Ulfa Ummi Rosyidah, Ummi V Kartikaningtyas Veronika Yusnita Andriani Prastika Via Yustitia Vita Purnamasari Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardani Rahayu Wibowo, Sonny Ari Widodo Widodo Yekti Putri Kusumaningtyas Yogi Bagus Dwi Cahyono Yuliana Yuliana Yulianti Yulianti Yulianti Yulianti Yuniarti, Titik Zara Mertiana RZ