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All Journal MATEMATIKA Statistika Prosiding Seminar Biologi Journal of Education and Learning (EduLearn) Jurnal Ilmiah Teknik Elektro Komputer dan Informatika (JITEKI) Prosiding Seminar Nasional Sains Dan Teknologi Fakultas Teknik Jurnal S2 Pendidikan Matematika Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Teknologi Informasi dan Ilmu Komputer Journal of Mathematics and Mathematics Education Jurnal Ekonomi & Studi Pembangunan Suska Journal of Mathematics Education Proceedings Education and Language International Conference Indonesian Journal of Applied Statistics Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal of Computing Science and Applied Mathematics Journal of Education Technology M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika BISECER (Business Economic Entrepreneurship) Southeast Asian Mathematics Education Journal Jurnal Bumigora Information Technology (BITe) Jurnal TIKOMSIN (Teknologi Informasi dan Komunikasi Sinar Nusantara) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Journal of Applied Data Sciences Jurnal Pengabdian kepada Masyarakat Proceeding Biology Education Conference Prosiding Seminar Nasional Teknik Elektro, Sistem Informasi, dan Teknik Informatika (SNESTIK) Industrial Research Workshop and National Seminar Pancaran Pendidikan Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Indonesia Sosial Teknologi JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pendidikan MIPA Radiant : Journal of Applied, Social, and Education Studies
Sri Subanti
Program Studi Statistika, Universitas Sebelas Maret, Surakarta 57126
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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PROSES BERPIKIR KRITIS SISWA KELAS XI FARMASI SMK CITRA MEDIKA SRAGEN DALAM PEMECAHAN MASALAH MATEMATIKA Dwi Retnowati; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aims of this research was to describe the critical thinking process of the students in Grade XI pharmacy of SMK Citra Medika Sragen who have the high, moderate, and low abilities in each stage of clarification, analysis and solving strategy in solving mathematics problem. This research used qualitative case study approach. The results of research are the critical thinking process of the students as follows (1) The students with the high initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language; (b) analysis, the students identify the necessary information. They formulate the step of problem solving and explain it confidently. It is proven when they illustrate the reason logically about the necessary information, using inequalities symbol, and non-negative condition. The students use their prior knowledge, after that, they draw a conclusion by returning the final result to the problem context; (c) solving strategy, they evaluate their work to re-calculate and that find another problem solving alternative at last; (2) The students the moderate initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language;  (b) analysis, the students identify the necessary information to reread the problem. They formulate the solving problem step precisely. They use their prior knowledge to draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students evaluate their work by seeing it; (3) The students with the low initial ability in mathematics: (a) clarification, they mention the information which they know and question it after reading it for few times and they need of question stimulus; (b) analysis, the students identify the necessary information to reread the problem, and, again, they need a question stimulus. They takes long time in formulating the problem solving. They draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students commit the evaluation by seeing their work from the beginning to the end.Keywords: Critical Thinking Process, Mathematics Problem Solving, and Initial Ability in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR AND SHARE (TPS) DAN TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI KECERDASAN SPASIAL Virlina Zuhanisani; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the Think Pair And Share (TPS) type with scientific approach, Team Assisted Individualization (TAI) model type with scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade IX students of Junior High Schools in Grobogan Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design. Based on the hypothesis, the results of the study can be explained as follows. (1) Scientific TPS got better achievement than scientific TAI and with scientific classical, scientific TAI got better achievement than scientific classical. (2) Students with high spatial intelligence got the same achievement as middle spatial intelligence. In addition, students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. (3) In the spatial intelligence of high category, the achievement of the students who were treated with scientific TPS was better than those who were treated with scientific TAI and treated with scientific classical, students treated who were with scientific TAI got same achievement with those treated who were with scientific classical. In the spatial intelligence category of middle and low, with scientific TPS, with scientific TAI and with scientific classical gave the same achievement. (4) In the with scientific TPS, the students who had high spatial intelligence got the same achievement with middle spatial intelligence. In addition, the students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. In the with scientific TAI and with scientific classical, the students who had high, middle, and low spatial intelligence got same achievement.Keywords: Think Pair And Share, Team Assisted Individualization, Classical, Scientific Approach, Spatial Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) BERBANTU MEDIA PEMBELAJARAN ADOBE FLASH 8.0 PADA MATERI POKOK SEGIEMPAT DITINJAU DARI MOTIVASI BELAJAR SISWA SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2013/20 Intan Novia Sari; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one of the learning model gave a better achievement between of the TAI assisted by adobe flash 8.0, TAI, and conventional; (2) which one of the students with students learning motivation categories had a better achievement between students with high, moderate or low learning motivation; (3) in each the students learning motivation categories, which one of the learning models gave a better achievement in mathematics between TAI assisted by adobe flash 8.0, TAI, or conventional; (4) in each the learning models, which one of the students learning motivation had a better achievement in mathematics between the students with high, moderate, or low students learning motivation.The type of the research was a quasi experimental research method. The population of the research was the seventh class students of State Junior Secondary School at Sukoharjo regency in Academic Year 2013/2014. They were taken by using the stratified cluster random sampling technique. The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of  the students learning motivation. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 2) The students with the high  learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low learning motivation. 3) In each students learning motivation, the TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 4) In each learning model, the students with the high  learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low  learning motivation.Keywords: Team Assisted Individualization model, Adobe Flash 8.0, and students learning motivation.
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DAN PEMBELAJARAN BERBASIS MASALAH (PBM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SRAGEN Reka Pramukti; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): 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 mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples are the students of SMPN 2 Gemolong, SMPN 1 Kedawung, and SMPN 2 Masaran, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and mathematic communication ability test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBM learning model with scientific approach and PBM learning model had better learning achievement than those receiving direct learning model. The students receiving PBM learning model with scientific approach had equal learning achievement to those receiving PBM learning model. (2) The students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one. (3) In each groups of student mathematic communication ability PBM learning model with scientific approach and PBM learning model provided better learning achievement than direct learning model, PBM learning model with scientific approach provided equal learning achievement to PBM learning model. (4) In each learning model, the students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one.Keywords: Direct  learning  model,  PBM  learning  model with scientific approach, PBM learning model, Mathematic Communication Ability.
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Maratu Shalikhah; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Satrio Wicaksono Sudarman; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): 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 creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
INTUISI SISWA KELAS VII SMP NEGERI 1 NGANJUK DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Erdyna Dwi Etika; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The aims of this research were to  describe: (1) the category of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and  quitter in solving mathematics problems. (2) the type of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and quitter in solving mathematics problems. The type of this research was a case study research. The prosedure of selecting the subject used purposive snowball sampling. Data was collected by using think aloud method. To determine the validity of data was undertaken with time-triangulation. The results showed as follows: (1) The category of intuition on the students of SMP N 1 Nganjuk : (a) students with climbers type, students used category affirmatory intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students used affirmatory intuition in looking back the answer. (b) Students with campers types, students used affirmatory intuition in understanding the problem; students used  antisipatori intuition in devising a plan; students didn’t use intuition in carrying out the plan; students  didn’t use intuition in looking back the answer. (c) Students with quitters types, students didn’t use intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students didn’t use intuition in looking back the answer. (2) Type of intuition on students of SMP N 1 Nganjuk: (a) Students with climber types, students used intuition based on the senses in understanding the problem; students used intuition based on the senses in devising a plan; students use intuition based on the senses in carrying out the plan; students used intuition based on the senses in looking back the answer. (b) Students with campers types, students used intuition based on the senses in understanding the problem; students used intuition based on real mathematical thinking in devising a plan; students didn’t use intuition in carrying out the plan; students didn’t use intuition in looking back the answer. (c) Students with quitters types, students didn’t use intuition in understanding the problem; students used intuition based on the senses in devising a plan; students used intuition based on the sense in carrying out the plan; students didn’t use intuition in looking back the answer.Keywords: Intuition, Category of intuition, Type of intuition, Adversity Quotient (AQ) 
PROSES PEMBELAJARAN MATEMATIKA UNTUK SISWA SLOW LEARNER DI KELAS INKLUSI SMP NEGERI 7 KLATEN KELAS VIII Karina Pramitasari; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: The purposes of this research are intended to describe (1) teacher’s strategy in teaching learning activity for slow learner in the inclusive class  of SMPN 7 Klaten, (2) the teaching learning process in the inclusive class  of SMPN 7 Klaten, (3) teacher’s problems in Mathematics teaching learning process in the inclusive class of SMPN 7 Klaten. This research used a qualitative approach in the form of field research. The  subjects of the research are  four participants choosen by using  purposive sampling. They are  a mathematics teacher, a slow learner having special needs and two normal students. The research instruments consist of the researcher as the main instrument, observation sheet as the first supplementary instrumen and interview basic as the second supplementary instrumen. Based on the results of the research, it can be concluded that, as follows: (1) teacher conducted the planning step by designing lesson plan, the teaching learning step and the evaluation/follow up step in the inclusive class as same as what the teacher conducted in the regular class. The difference is situated only at the giving of special attention and the special guidance for slow learner who have special need during teaching learning process in the class, (2) the slow learner having special needs tend to participate passively in the matematics teaching learning process, they prefer to write the materials given by teacher rather than pay more attention, they prefer to like a calm class situation as same as the normal students’ class, and they have more learning time than normal students about three hours a day and they are helped by their mother when they got and finished their duties or homework, (3) teacher’s problems in mathematics teaching learning process in inclusive class is caused by two factors that are internal factor and external factor. Internal factors refers to the lack of the mathematics teacher’s understanding about the inclusive education and having less capability to teach the slow learner who have special need. External factors deals with there are no the special guide teachers and there are no special facilities which being prepared in mathematics teaching learning process for slow learner who have special needs.Keywords: mathematics learning process, inclusive class, slow learner.
EKSPERIMENTASI MODEL PEMBELAJARAN 4Ex2 DAN LC 5E PADA MATERI PLSV DAN PtLSV DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA Aflich Yusnita Fitrianna; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): 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 students attitude towards mathematics. The learning model compared were 4Ex2, LC 5E and conventional learning model. Data analysis techniques used to test the hypothesis was two-way analysis of variance with unbalanced cells. The conclusions of the research were as follows. 1) The learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than LC 5E learning model and conventional learning model, and  the learning achievement in Mathematics of the students exposed to the LC 5E learning model are better than conventional learning model. 2) The learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than that of the students with the medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than that of the students with the low attitudes toward Mathematics. 3) In the 4Ex2 learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than low attitudes toward Mathematics. In the LC 5E learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are the same as low attitudes toward Mathematics. In the conventional learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are the same as medium attitudes toward Mathematics, the learning achievement in Mathematics of the students with the high and medium attitudes toward Mathematics are better than low attitudes toward Mathematics. 4) In the students with the high attitudes toward Mathematics the learning achivement of the students exposed to the LC 5E learning model are the same as 4Ex2 learning model and the conventional learning model, the learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than conventional learning model, and both in the students with the medium attitudes toward Mathematics and in those with the low attitudes toward Mathematics, students exposed to the 4Ex2 learning model, LC 5E learning model, and conventional learning model result in the same learning achievement in Mathematics.Keywords: Learning model, 4Ex2, LC 5E, attitudes toward Mathematics, learning achievement in Mathematics.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN SAVI DAN RECIPROCAL TEACHING PADA MATERI OPERASI HITUNG BENTUK ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KABUPATEN SLEMAN Mahmudah Titi Muanifah; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

The objective of research was to find out: (1) which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation l, (2) which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, (3) in each learning model, which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, and (4) in each learning style, which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation.This study was a quasi experimental research with a 3 × 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Sleman Regency. The sample was taken using stratified cluster random sampling technique. The sample consisted of 285 students: 96 for the experiment 1 class, 94 for the experiment 2 class, and 95 for the control class. Considering the hypothesis testing, the following conclusions could be drawn. (1) The learning achievement of the students treated with SAVI learning model, Reciprocal Teaching learning model and direct learning model was equally good. (2) The learning achievement of the students with visual learning style was better than that of those with kinesthetic one. But, that of those with visual learning style was as good as that of those with auditory one, and that of those with auditory was as good as that of those with kinesthetic one. (3) In SAVI, reciprocal teaching, and direct learning models, the learning achievement of the students with visual, auditory and kinesthetic learning styles was equally good. (4) In the categories of visual, auditory and kinesthetic learning style, the learning achievement of the students treated with SAVI, reciprocal teaching and direct learning was equally good. Keywords: Somatic, Auditory, Visual and Intellectual (SAVI), Reciprocal Teaching (RT), Student Learning Style.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Achmad Nurrofiq Adi Wicaksono, Nanda Adigama Tri Nugraha Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agus Supriyanto Ahmad Abdul Mutholib Aji Susanto Amalia Zulvia Widyaningrum Amanda, Nabila Tri Ambarawati, Mika Amiratih Siti Aisyah Andhika, Niken Dwi Anggraira, Attilah Suci Annisa Swastika Annur, M. Firman Anwar Ardani Aprilia, Nabila Churin Arianto, Febri Arif Rahman Hakim Arif Rahman Hakim Arif Rahman Hakim Arif Rahman Hakim Arifa Apriliana Arifa Apriliana, Arifa Ariska Yuliana Putri Ariska Yuliana Putri Arsita Anggraeni Pramesti Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Assyifa Lala Pratiwi Hamid Astuti, Arinda Tri Astuti, Indra Puji Atika Amalia Attilah Suci Anggraira Aulia Rizki Destarani Ayu Rahmawati Bastian Al Ravisi Brilliyanti, Fanny Brilliyanti, Fanny Budi Santosa Budi Santosa Budi Santosa 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 Budiyono, Budiyono Danar Supriadi Desi Tri Utami, Desi Tri Diana Tri Purnamasari Dini Yuniarti Dwi Ambarwati, Dwi Dwi Retnowati Dwi Retnowati Dyah Auliya Agustina Endang Widiyastuti Era Hervilia Etika, Erdyna Dwi Exacta, Annisa Prima Fajar Suryatama Farida Nurhasanah Fhadilla, Nahdatul Fitri Apriyani Pratiwi, Fitri Apriyani Fitri Era Sugesti Fitria, Camelina Fitriana Anggar Kusuma Fitriana, Laila Getut Pramesti Giant Aprisetyani Giant Aprisetyani H Hartatik, H Hendriyanto, Agus Hervilia, Era Husna Afanyn Khoirunissa Iffah, Rona Dhiya Layli Ikrar Pramudya Ikrar Pramudya, Ikrar Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Indra Raditya , Dionisius Intan Novia Sari Intan Novia Sari Irwan Susanto Irwan Susanto Isnaini, Bayutama Isnandar Slamet Isnandar Slamet Isnandar Slamet Isnandar Slamet, Isnandar Iwan Kurnianto Kadar, Jimmy Abdel Karina Pramitasari Karina Pramitasari, Karina Kartikaningtyas, Nafiqoh Elsa Katherine Her Pratiwi Khafittulloh Viqriah Khafittulloh Viqriah, Khafittulloh Khoiriyah, Nor Kumarahadi, Brigitta Melati Kurniasih, Rini Kurniati, Edy Dwi Lestari, Fajar Lina Muawanah, Lina Mahmudah Titi Muanifah Mahmudah Titi Muanifah Mahmudati, Rina Maratu Shalikhah Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana, Mardiyana Mardiyana, Mardiyana Marfuah, Ismiyati Mida Nurani Mika Ambarawati Mohamad Nur Fauzi Muhammad Bayu Nirwana Muhammad Wildan Fadilah Mulyadi Mulyadi Mulyadi Mulyadi Nais Qonita Salsabila Ningsih, Maya Kristina Nirwana, Muhammad Bayu Nopiana, Medi Nor Khoiriyah Novi Dya Meylasari Nugraha, Titis Jati Nugroho, Purwo Setiyo Nuraini, Latifah Nurudin, M. Pardede, Hilman Ferdinandus Permatasari, Dinda Agnes Prabowo, Haniftia Haqqiendini Pramesti, Arsita Anggraeni Prasasti, Berlyana Ayu Pratiwi, Fitri Apriyani pratiwi, hasih Proborini, Ellen Purna Bayu Nugroho Purnamasari, Anita Pusaka, Semerdanta Putra Adi Wibowo Putra Adi Wibowo Rachmawati, Intan Rahmita Ika Sari Raodatul Jannah Raodatul Jannah Rara Sugiarti Ratih Kusumaningrum Ratih Kusumaningrum Reka Pramukti Reka Pramukti, Reka Respati wulan Retno Anggraheni Ria Wahyu Wijayanti Rina Mahmudati Riyadi Riyadi Riyadi Riyadi Riyanto, Nandyar Fisthi Riyanto, Nandyar Fisthi Rizky Wahyudi Sandhy Prasetyo Tito Kurniawan Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Satrio Wicaksono Sudarman Savitri, Maria Endah Savitri, Maria Endah Septiana Wijayanti Setiaputra, Felix Indra Sri Adiningsih Sri Sulistijowati Handajani Sugesti, Fitri Era Sugianto Sugianto Sugiyanto - Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto, Sugiyanto Sujadi, Imam Sujadi, Imam Sujadi, Imam Sulandari, Winita Sumantri, Astri Wiliastri Susilotomoa, Dhestahendra Citra Titik Yuniarti Triyazulfa, Azkiya Umi Fadlilah, Umi Umi Supraptinah Umi Supraptinah, Umi Veronica Sri Wigiyanti Veronica Sri Wigiyanti Very Hendra Saputra Virlina Zuhanisani Wahyuni, Fina Tri Wahyuni, Fina Tri Wahyuningtyas, Widyana Wardani, Endang Purwati Wardani, Endang Purwati Widyana Wahyuningtyas Wihasti Imas Priyandani Wihasti Imas Priyandani, Wihasti Imas Winita Sulandari Winita Sulandari Winita Sulandari Winita Sulandari Wulandari, Lina Yadi Ardiawan Yadi Ardiawan Yudho Yudhanto Yudho Yudhanto Yudho Yudhanto, Yudho Yuliana Susanti Yuliana Susanti, Yuliana Yuniarti, Titik Yusnita Rahmawati Yusnita Rahmawati Zainal Arifin Zuhanisani, Virlina Zuhdha Basofi Nugroho Zuhdha Basofi Nugroho, Zuhdha Basofi Zukhronah, Etik