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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 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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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK DISERTAI DENGAN STRATEGI PETA KONSEP PADA MATERI BILANGAN DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI SE-KOTA METRO TAHUN PELAJARAN 2014/2015 Priyandani, Wihasti Imas; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between TPS concept maps, TPS, or clasical, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between TPS concept maps, TPS, or clasical, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Metro regency on academic year 2013/2014 and the sample was students from SMP Negeri 2 Metro, SMP Negeri 6 Metro and SMP Negeri 5 Metro which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TPS concept maps gave the same achievement as TPS and clasical, 2) The students with auditory had better achievement than the students with visual and kinesthetic, the students with visual gave the same achievement as students with kinesthetic, 3) In TPS concept maps, the students with visual gave the same achievement as students with auditory, the students with visual gave the same achievement as students with kinesthetic, and the students with auditory had better achievement than the students with kinesthetic. In TPS, the students with auditory had better achievement than the students with visual, the students with auditory had better achievement than the students with kinesthetic, the students with visual had better achievement than the students with kinesthetic. In clasical model, the students with visual had the same achievement as the students with auditory and kinesthetic. 4) At the students with visual, auditory, and kinesthetic. TPS concept maps gave the same achievement as TPS and clasical.Keywords: TPS concept maps, TPS, Learning Style, 
EKSPERIMENTASI MODEL PEMBELAJARAN RESOURCE BASED LEARNING (RBL)DAN PROBLEM BASED LEARNING (PBL)DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIK PESERTA DIDIK KELAS XI SMA SEKABUPATEN KUDUS TAHUN 2013/2014 Apriliana, Arifa; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): 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 students mathematical communication skills. The learning models compared were RBL, PBL and Direct 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) RBL and PBL learning models have produced the same mathematics achievement, but RBL and PBL learning models have produced the mathematics learning achievement better than Direct Learning. 2) learners who have high and medium mathematical communication skills have had the same mathematics achievement, and learners with medium and low mathematical communication skills also have the same mathematics achievement. But, learners with high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills. 3) learners with high mathematical communication skills who are learning by using RBL, PBL, and Direct learning model have had the same mathematics achievement. Learners with medium mathematical communication skills who are learning by using RBL, PBL, and Direct learning model also have had the same mathematics achievement. Learners with low mathematical communication skills who are learning by using RBL and PBL have had the same mathematics achievement, and who are learning by using PBL and Direct learning model also have had the same mathematics achievement, but learners with low mathematical communication skills who are learning by using RBL have had a better mathematical achievement than who are learning by using  Direct learning model. 4) In the RBL learning model, learners who have high, medium and low mathematical communication skills have had the same mathematics achievement. In the PBL learning model, learners who have high, medium and low mathematical communication skills also have had the same mathematics achievement. In the Direct learning model, learners who have high and medium mathematical communication skills have had the same mathematics achievement, and in the Direct learning model, learners who have medium and low mathematical communication skills also have had the same mathematics achievement, but in the Direct learning model, learners who have high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills.Keywords: Learning model, RBL, PBL, Direct learning model, Mathematical communication skills, and Mathematics achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS), NUMBERED HEADS TOGETHER (NHT), DAN THINK PAIR SHARE (TPS) PADA MATERI LINGKARAN DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Kusumaningrum, Ratih; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective of research was to find out the effect of Two Stay To Stray (TSTS), Numbered Heads Together (NHT), and Think Pair Share (TPS) types of cooperative learning model on the student learning achievement viewed from mathematics learning creativity. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the 8th graders of Junior High Schools in Sukoharjo Regency. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement test and mathematics learning creativity questionnaire. Considering the hypothesis testing, the following conclusions could be drawn. 1) TSTS learning model provide better learning achievement then NHT and TPS learning model did, and NHT and TPS learning model provided equally good learning achievement. 2) The students with high mathematics learning creativity had mathematics learning achievement better than those with medium and low learning creativity did, and those with medium and low learning creativities had equally good learning achievement. 3) In high and low mathematics learning creativity levels, the students treated with TSTS, NHT, and TPS learning model had equally good mathematics learning achievement. At medium mathematics learning creativity level, the students treated with TSTS  and NHT learning models had equally good mathematics learning achievement, those treated with NHT and TPS learning models had equally good mathematics learning achievement, those treated with TSTS learning model had better mathematics learning achievement than those treated with TPS learning model. 4) In TSTS learning model, the students with high and medium learning creativity had equally good mathematics learning, those with medium and low learning creativity had equally good mathematics learning, those with high learning creativity had learning achievement better than the students with low mathematics learning creativity. In NHT and TPS learning model, the students with high, medium, and low mathematics learning creativity had better mathematics learning achievement.Keywords: Two Stay Two Stray (TSTS), Numbered Heads Together (NHT), Think Pair Share (TPS), Mathematics Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING , PROBLEM BASED LEARNING, DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Supraptinah, Umi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to find out: (1) which one that gives better mathematical problem solving abilities, among learning models of discovery learning (DL), problem based learning (PBL), or think-talk-write (TTW) using  scientific approach, (2) which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (3) in each learning model, which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (4) in each category of self regulated learning, which one that gives better mathematical problem solving abilities, among learning models of DL, PBL, or TTW using  scientific approach. This research was in quasi experimental. The population were all students of grade VIII State Junior High School in Sragen Regency on the second semester of 2014/2015 academic years. The samples were chosen by using stratified cluster random sampling and then selected 296 students. The instruments used for data collection were a questionnaire for self regulated learning of student and mathematical problem solving ability test in the form of essay. Hypothesis testing using two-way ANOVA with unbalanced cells, with a significance level of 5%. The results of research showed as follows. (1) PBL model using scientific approach to provide mathematical problem solving abilities is better than DL and TTW models using scientific approaches, while DL model is better than TTW model; (2) Students with high self regulated learning have  mathematical problem solving abilities better than medium or low self regulated learning, while students with medium and low self regulated learning have the same mathematical problem-solving ability; (3) In the DL, PBL, and TTW models using scientific approach, students with high, medium, or low self regulated learning have the same mathematical problem-solving ability; (4) For students with high self regulated learning, the use of DL and PBL models provide the same  mathematical problem-solving ability, the DL and TTW models provide the same  mathematical problem-solving ability, but  PBL model is better  than TTW model, for students with medium self regulated learning, PBL model provides mathematical problem-solving ability better than DL and TTW models, while DL and TTW models provide the same mathematical problem-solving ability, for students with low self regulated learning, the use of DL, PBL, and TTW models provide the same  mathematical problem-solving ability.Keywords: learning model, discovery learning, problem based learning, think talk write, scientific approach, self regulated learning
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 Pramukti, Reka; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

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.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS, THINK TALK WRITE, DAN LEARNING TOGETHER DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA Utami, Desi Tri; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this research was to find out the effect of the cooperative learning models on the learning achievement in mathematics viewed from the students’ logical mathematical intelligence. The learning models compared were the cooperative learning models of Structured Numbered Heads (SNH), Think Talk Write (TTW), and Learning Together (LT) with scientific approach. This research used quasi experimental research method with the factorial design of 3x3. The population of the research was all of the students in grade VII of Junior High School in Sukoharjo Regency. The data was analyzed using two-ways analysis of variance with unbalanced cell. The conclusions of the research were as follows. (1) SNH and TTW with scientific approach had the same learning achievement. SNH and TTW with scientific approach had better learning achievement than LT with scientific approach. (2) Students with high logical mathematical intelligence had better learning achievement than the students with middle and low logical mathematical intelligence, also students who had middle logical mathematical intelligence had better learning achievement than students who had low logical mathematical intelligence. (3) In SNH with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle and low logical mathematical intelligence. In TTW and LT with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle logical mathematical intelligence, and the students who had high and middle logical mathematical intelligence had better learning achievement than the students with low logical mathematical intelligence. (4) For all level of students’ logical mathematical intelligence, the students who were given by SNH, TTW, and LT with scientific approach had the same learning achievement.Keywords: Structured Numbered Heads, Think Talk Write, Learning Together, Scientific Approach, Logical Mathematical Intelligence
PROSES PEMBELAJARAN MATEMATIKA UNTUK SISWA SLOW LEARNER DI KELAS INKLUSI SMP NEGERI 7 KLATEN KELAS VIII Pramitasari, Karina; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal 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 THINK-PAIR-SHARE (TPS), THINK-TALK-WRITE (TTW) DAN TWO STAY-STRAY (TSTS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF-EFFICACY Viqriah, Khafittulloh; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: The aims of this research was to determine the effect of learning models on mathematics achievements and learning interest viewed from students self-efficacy. The learning model compared were TPS, TTW, and TSTS. The type of the research was a quasi-experimental research. The population were all of the students in grade 8th of Junior High School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Kalasan, SMPN 4 Kalasan, and SMPN 2 Ngemplak. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed by using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS gives better mathematics achievement than TTW, and both gives better mathematics achievement than TSTS. (2) Students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (3) For TPS and TTW, students who have high, medium, and low self-efficacy have the same mathematics achievement. For TSTS, students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (4) For students who have high and medium self-efficacy, TPS,TTW, and  TSTS gives the same mathematics achievement. For students who have low self-efficacy, TPS and  TTW gives the same mathematics achievement, TPS gives better mathematics achievement than TSTS, and TTW gives better mathematics achievement than TSTS .Keywords: Think-Pair-Share (TPS), Think-Talk-Write (TTW), Two Stay-Two Stray (TSTS), self-efficacy
ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X KABUPATEN NGAWI Rahmawati, Arum Dwi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach.Keywords: PBL, Scientific Approach 
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING (DL) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN BANYUMAS Tito Kurniawan, Sandhy Prasetyo; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from learning independency. The learning models compared were direct Learning, DL, and PBL. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples were the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and learning independency. The data were analyzed by two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with DL and PBL learning models provided better learning achievement than those treated with Direct learning model. The students treated with DL had mathematics learning achievement equal to those treated with PBL. (2) The students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency. (3) In each learning independency group of students, DL and PBL learning models provided better achievement than the Direct one, and DL learning model provided learning achievement equal to the PBL learning model did. (4) In each learning model, the students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency.Keywords: Discovery Learning, Problem Based Learning, Direct Learning, Learning Independency 
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Achmad Nurrofiq Adi Wicaksono, Nanda Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agus Supriyanto Ahmad Abdul Mutholib Amalia Zulvia Widyaningrum 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 Berlyana Ayu Prasasti 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 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 Husna Afanyn Khoirunissa Iffah, Rona Dhiya Layli Ikrar Pramudya Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Indra Raditya , Dionisius Intan Novia Sari Intan Novia Sari Intan Rachmawati Irwan Susanto Irwan Susanto Isnaini, Bayutama 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 Nabila Tri Amanda 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 Prabowo, Haniftia Haqqiendini Pramesti, Arsita Anggraeni Pratiwi, Fitri Apriyani pratiwi, hasih Proborini, Ellen Purna Bayu Nugroho Purnamasari, Anita Pusaka, Semerdanta Putra Adi Wibowo Putra Adi Wibowo 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 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 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