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All Journal Media Kesehatan Masyarakat Indonesia Jurnal Ekonomi & Bisnis PNJ (JEKBIS PNJ) JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) Jurnal Studi Sosial Program Pascasarjana P-IPS AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Journal of Research and Technology Jurnal Dunia Kesmas Jurnal Kreativitas PKM PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Berkala Ilmiah Kimia Farmasi Stigma : Jurnal Matematika dan Ilmu Pengetahuan Alam Unipa Jurnal Pendidikan Dasar dan Sosial Humaniora International Journal of Education and Digital Learning (IJEDL) Camellia Journal of Educational Science and E-Learning Journal of Education and Pedagogy
Sudjarwo Sudjarwo
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PENGEMBANGAN MODUL SOSIOLOGI BERBASIS MULTIKULTURAL Nunuk Dian Anggraeni; Sudjarwo Sudjarwo; M. Thoha B.S. Jaya
Jurnal Studi Sosial / Journal of Social Studies Vol 3, No 3 (2015): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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Abstract

The purpose of this developmental research was to produce a sociology module based on multicultural students which was attractive and feasible, and foster multicultural education which is used in learning, and to determine the effectiveness of teaching materials to improve the learning outcomes. The research method used was Research and Development. The result of this development research: the needs of multicultural based sociology textbooks, which use student performance assessment with the assessment results in five groups and all groups, the average results of learning in class experiments using the textbook which is the result of learning development was higher than the average results of study in control class which is not using the product development results. Completeness of experimental class classical learning results reach the minimum, while the control class classical learning completeness reach less the minimum.Penelitian pengembangan ini bertujuan menghasilkan modul sosiologi berbasis multikultur pada siswa yg menarik dan layak, serta menumbuhkan pendidikan multikultural digunakan dalam pembelajaran, dan untuk mengetahui efektifitas bahan ajar dalam meningkatkan hasil belajar. Metode penelitian yang digunakan adalah Research and Development. Hasil penelitian pengembangan dapat disimpulkan: berdasarkan kebutuhan buku ajar sosiologi, menggunakan penilaian kinerja siswa dengan hasil penilaian dalam lima kelompok dan semua kelompok, rata-rata hasil belajar pada kelas eksperimen yang belajar dengan menggunakan buku ajar hasil pengembangan lebih tinggi dari rata-rata hasil belajar kelas kontrol yang belajar dengan tidak menggunakan produk hasil pengembangan. Ketuntasan hasil belajar klasikal kelas eksperimen mencapai batas minimal, sedangkan kelas kontrol ketuntasan belajar klasikal kurang mencapai batas minimal.Kata kunci: modul, multikultural, pengembangan
DINAMIKA KONFLIK AGRARIA DALAM KEHIDUPAN SOSIAL MASYARAKAT SENDANGAYU DAN SURABAYA KECAMATAN PADANGRATU Putut Ary Sadewo; Sudjarwo Sudjarwo; Darsono Darsono
Jurnal Studi Sosial / Journal of Social Studies Vol 2, No 4 (2014): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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This study aims to determine how the dynamics of agrarian conflict in the social life of the community at Sendang Ayu and Surabaya village, district of Padang Ratu Lampung Tengah. This study used a qualitative approach with case study methods, the method of collecting data is using interviews. The results of this study indicate that the dynamics of agrarian conflict in the social life of the community at Sendang Ayu and Surabaya village: The dynamics of the conflict occurred since 1970, the conflict led to conflict of open and closed. The cause of the conflict is not in accordance with the land lease agreement early. The companies, commit violence againt the citizens to control the land. The companies, resident of three villages and local government have been several times to negotiate. As a result of the long time conflict that give birth to three effects of social, economic, and environmental impacts.Penelitian ini bertujuan, untuk mengetahui bagaimana dinamika konflik agraria dalam kehidupan sosial masyarakat desa Sendang Ayu dan Surabaya Kecamatan Padang Ratu Lampung Tengah. Penelitian ini menggunakan pendekatan kualitatif, dengan metode case study. Metode pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Hasil dari penelitian ini menunjukkan bahwa dinamika konflik agraria dalam kehidupan sosial masyarakat desa Sendang Ayu dan Surabaya yaitu: Dinamika konflik terjadi sejak tahun 1970, konflik melahirkan konflik terbuka dan tertutup. Penyebab konflik yaitu sewa tanah tidak sesuai perjanjian awal. Pemicu terjadinya konflik yaitu perusahaan melakukan cara-cara kekerasan terhadap warga untuk menguasai tanah. Penyelesaian konflik dilakukan antara perusahaan, warga tiga desa dan pemerintah daerah melalui perundingan. Dampak konflik yang berkepanjangan, melahirkan tiga dampak, yaitu dampak sosial, ekonomi, dan lingkungan.Kata kunci: dampak, dinamika, konflik
SIKAP DAN PRESTASI BELAJAR PKn SISWA KELUARGA LENGKAP DAN KELUARGA SINGLE PARENT Herida Herida; Sudjarwo Sudjarwo; Adelina Hasyim
Jurnal Studi Sosial / Journal of Social Studies Vol 1, No 4 (2013): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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This study applies a quantitative research design. The sampling technique used in this research is purposive sampling. To measure the differences between the attitude and the achievement tests results simultaneously, this study used Anatest program. The results show: scores of students’ attitude between complete families and single parent families achieve a scale of 0.4900.05, thus Ho is accepted; achievement between students complete families and  single parent families achieve a score of 0.6810.05 thus Ho is accepted; score of attitude combined with learning  achievement between the two groups of  students is 0.4900.05 and  0.6810.05, thus Ho is accepted; the degree of differences attitudes and learning achievements  between the two group of students is  99.12597.875, meaning the average of the students from complete families is better than the students’  single-parent families.Penelitian ini menggunakan rancangan penelitian kuantitatif. Pengambilan sampel menggunakan tehnik sampling purposive. Untuk menguji hasil tes skala sikap dan tes hasil belajar dihitung sekaligus digunakan program anates. Hasil penelitian menunjukkan: sikap antara siswa  yang diasuh oleh keluarga lengkap dan keluarga single parent mencapai besaran 0,4900,05 sehingga Ho diterima; prestasi belajar siswa keluarga lengkap dan siswa keluarga single parent mencapai skor 0,6810,05 sehingga Ho diterima; kombinasi sikap dan prestasi belajar  antara  siswa keluarga lengkap dan siswa keluarga single parent menyatakan 0,4900,05 dan 0,6810,05 sehingga Ho diterima; perbedaan sikap dan prestasi belajar antara siswa yang diasuh oleh keluarga lengkap bila dibandingkan dengan siswa yang diasuh oleh keluarga single parent mencapai besaran 99,12597,875 yang berarti rerata siswa yang berasal dari keluarga utuh memiliki rerata lebih baik dari para siswa yang berasal dari keluarga single parent.Kata kunci: sikap, prestasi belajar, keluarga utuh, keluarga single parent.
KEGIATAN EKSTRA KURIKULER DAN PEMBENTUKAN SOFT SKILL PESERTA DIDIK DI SMA Erine Nurmaulidya; Sudjarwo Sudjarwo; Pargito Pargito
Jurnal Studi Sosial / Journal of Social Studies Vol 1, No 1 (2013): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The objective of this research is to find out intended to study and assess the theoretically and empirical information that can be used to develop Soft Skills education through extra-curricular activities and view daily life Senior High School 6 the students in Bandar Lampung, and specifically the study aimed to determine the the pattern of extra-curricular activities and the formation of Soft Skills among one extra-curricular activities by conducting interviews with respondents informant teachers, stakeholders, parents and students and the research was conducted using qualitative descriptive approach. Data collection methods used were interviews, observation and documentation. The results of this thesis is known Soft Skill education through extra-curricular activities in SMA 6 Bandar Lampung has done well is seen during the observation I, II and III to the everyday student research note after note value attribute Extra-curricular Activities Soft Skill in establishing Learners Soft Skills in SMA 6 Bandar Lampung respondents ie Soft Skills attributes from entrenched is the willingness to learn, flexible, work in teams and logical argument. Pattern formation of Soft Skill training evaluation opinions of teachers, stakeholders, parents and learners after observing extra-curricular activities can be seen between the pattern formation of extra-curricular Soft Skills with each other no difference seen from the distribution of answers by respondent attribute values from entrenched Soft Skills (MM) of respondents answered extracurricular Osis and Rohis. Looks extra curricular emerging (MB) is an extra-curricular Arts Music. Starting to look (MT) Soft Skills attributes are in extra curricular sports and Paskibra.Keywords: soft skill, extra curriculer
Perbandingan Keterampilan Sosial Antara Penggunaan Model Jigsaw dan TSTS Dengan Minat Belajar Dwiana Arista; Sudjarwo Sudjarwo; Trisnaningsih Trisnaningsih
Jurnal Studi Sosial / Journal of Social Studies Vol 6, No 1 (2018): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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This study aimed to determine the differences of social skills in which the  learning using Jigsaw and TSTS models with interest in learning. the research used an experimental method with a comparative approach. The technique in collecting data used observation and questionnaires. The results showed that there were differences in social skills between the students who learned using the Jigsaw learning model compared to those who learned the TSTS model. Social skills of students who learned using the Jigsaw learning model were higher than students who learned using TSTS with high interest in learning. The social skills of the students who learned using Jigsaw is lower than TSTS in students who have a low interest in learning, There is an interaction between the Jigsaw learning model and TSTS with students' learning interest in social skills.Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan sosial yang pembelajarannya menggunakan model Jigsaw dan TSTS dengan minat belajar. Metode penelitian yang digunakan pada penelitian ini adalah metode eksperimen dengan pendekatan komparatif. Teknik pengumpulan data menggunakan observasi dan angket. Hasil penelitian menunjukkan terdapat perbedaan keterampilan sosial antara siswa yang pembelajarannya menggunakan model pembelajaran Jigsaw dibandingkan yang pembelajarannya menggunakan model TSTS, Keterampilan sosial siswa yang pembelajaranya menggunakan model pembelajaran Jigsaw lebih tinggi dibandingkan TSTS pada siswa yang memiliki minat belajar tinggi, Keterampilan sosial siswa yang pembelajarannya menggunakan model Jigsaw lebih rendah dibandingkan TSTS pada siswa yang memiliki minat belajar rendah, Ada interaksi antara model pembelajaran Jigsaw dan TSTS dengan minat belajar siswa pada keterampilan sosial. Kata kunci: keterampilan sosial, jigsaw, tsts, minat belajar 
Perbandingan Hasil Belajar Menggunakan Model Everyone is a Teacher Here dan Make a Match Vevi Liasari; Sudjarwo Sudjarwo; Edy Purnomo
Jurnal Studi Sosial / Journal of Social Studies Vol 5, No 2 (2017): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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This study aimed to compare the learning outcomes of students on the subjects of geography XI in high schools 10 Bandar Lampung. The purpose of this research is that is to knowing the difference learning outcomes of students, between students who use the model of learning everyone is a teacher here with students who use the learning model make a match that was given the assignment and project portfolio. Research method used is experiment with specious approach. Engineering data collection is done through poll and tests. To test instrument use the validity, test reliability, the trouble, and the different.Analysis techniques data using analysis variant two roads and the hypothesi. The research results show that the difference study results students, between students who use learning model everyone is a teacher here with students who use learning model make a match given the assignment portfolio and project.Penelitian ini dilatarbelakangi masalah rendahnya hasil belajar siswa pada mata pelajaran Geografi XI semester ganjil di SMA Negeri 10 Bandar Lampung. Tujuan penelitian ini adalah yaitu untuk mengetahui perbedaan hasil belajar siswa, antara siswa yang menggunakan model pembelajaran Everyone Is A Teacher Here dengan siswa yang menggunakan model pembelajaran Make A Match yang diberi Penugasan Portofolio dan Proyek. Metode penelitian yang digunakan adalah dengan pendekatan eksperimen semu. Teknik pengumpulan data dilakukan melalui angket dan tes. Untuk uji instrument menggunakan uji validitas, reliabilitas tes, tingkat kesukaran, dan daya beda. Teknik analisis data menggunakan analisis varian dua jalan dan uji t. Hasil Penelitian menunjukkan bahwa ada perbedaan hasil belajar siswa, antara siswa yang menggunakan model pembelajaran Everyone Is A Teacher Here dengan siswa yang menggunakan model pembelajaran Make A Match yang diberi Penugasan Portofolio dan Proyek.Kata kunci: Model Pembelajaran, Hasil Belajar, dan Penugasan.
PENINGKATAN KETERAMPILAN DASAR IPS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE NHT Susilawati Susilawati; Sudjarwo Sudjarwo; Riswanti Rini
Jurnal Studi Sosial / Journal of Social Studies Vol 2, No 1 (2014): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The purpose of this study is to describe lesson plan and learning implement through cooperative learning model NHT (Numbered Head Together) type which can improve the basic skills of social studies learning outcomes. The method used in the study is Classroom Action Research. The results of this study showed an increase in each cycle 1-3: The lesson plan value for each cycle is very good. Teacher performance in the learning process is very good. Achievement of social science basic skills, reached 87%, which means that eight indicators that have been achieved. The improvement  student learning outcomes, for the first 1 cycle students who completed are 20 students, the second 2 cycles up to 26 students and the third 3 cycles reached 34.    Tujuan penelitian ini adalah mendeskripsikan perencanaan pembelajaran, dan Pelaksanaan pembelajaran melalui model pembelajaran kooperatif tipe NHT (Numbered Head Together) yang dapat meningkatkan keterampilan dasar IPS dan hasil belajar siswa kelas. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan. Hasil penelitian ini menunjukan peningkatan pada setiap siklus 1- 3 yaitu; Nilai perencanaan pembelajaran menjadi sangat baik. Nilai kinerja guru dalam pembelajaran menjadi sangat baik. Ketercapaian keterampilan dasar IPS pada siswa yaitu, terampil mencapai 87 %, yang artinya dari 8 indikator sudah tercapai secara keseluruhan. Peningkatan hasil belajar siswa, untuk siklus 1 siswa yang tuntas mencapai 20 dari jumlah siswa, untuk siklus 2 siswa yang tuntas mencapai 26 dari jumlah siswa dan siklus 3 siswa yang tuntas  mencapai 34.Kata kunci: keterampilan dasar ips, nht, pembelajaran kooperatif
KOMPETENSI PEDAGOGIK GURU GEOGRAFI DI SEKOLAH MENENGAH ATAS NEGERI KOTA BANDAR LAMPUNG Sunardi Sunardi; Sudjarwo Sudjarwo; Sumadi Sumadi
Jurnal Studi Sosial / Journal of Social Studies Vol 3, No 1 (2015): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The goal of the research was to discover the pedagogic competence of geography teachers. The method that used was phenomenological qualitative descriptive. The result of the research showed that the geography teachers comprehension on the educational insight and foundation at SMAN 1, 2 and 3 were in good criteria, on students understanding at SMAN 1, 2 and 3 were in good criteria, on learning plan at SMAN 1, 2 and 3 were in good criteria, on educated and dialogic learning implementation at SMAN 1, 2 and 3 were in passable criteria, on learning technology utilization at SMAN 1, 2 were in passable criteria, while at SMAN 3 were in deficient criteria, on studying result evaluation at SMAN 1 and 2 were in passable criteria, while at SMAN 3 were in deficient criteria, on students improvement toactualize their potencies at SMAN 1, 2 and 3 were in good criteria.Tujuan penelitian untuk mengetahui kompetensi pedagogik guru geografi. Metode yang digunakan deskriptif kualitatif fenomenologis. Hasil penelitian menunjukkan guru geografi pada pemahaman wawasan dan landasan kependidikan di SMAN 1, 2 dan 3 kriteria baik, pada pemahaman terhadap peserta didik di SMAN 1, 2 dan 3 kriteria baik, pada perancangan pembelajaran di SMAN 1, 2 dan 3 kriteria baik, pada pelaksanaan pembelajaran yang mendidik dan dialogis di SMAN 1, 2 dan 3 kriteria cukup baik, pada pemanfaatan teknologi pembelajaran di SMAN 1 dan 2 kriteria cukup baik, sedangkan di SMAN 3 kriteria kurang baik, pada evaluasi hasil belajar di SMAN 1 dan 2 kriteria cukup baik sedangkan di SMAN 3 kriteria kurang baik, pada pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya di SMAN 1, 2 dan 3 kriteria baik.Kata kunci: guru geografi, kompetensi pedagogik,kota bandar lampung
PERBEDAAN BERPIKIR KRITIS ANTARA MODEL PROBLEM SOLVING DAN POSING MENURUT SIKAP SISWA Iding Iding; Sudjarwo Sudjarwo; Darsono Darsono
Jurnal Studi Sosial / Journal of Social Studies Vol 5, No 1 (2017): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The purpose of this study is to compare the students critical thinking skills by using problem solving and problem posing learning models According to students attitudes towards learning social studies. The method used in this study is quasi-experimental research method with a comparative approach. The research design was a factorial by level design The testing hypotheses 1 and 4 using the formula analysis of variance (ANOVA), while hypothesis 2 and 3 using the formula t-test. Based on the analysis of data obtained research hypothesis testing results show that: 1). There are defferences in critical thingking skills of students whose learning model of problem solving and problem posing in eighth grade.2). There was no defference in the abilityof critical thinking of students whoseusing the problem solving model higher than the student whose using problem posing model at students who have a positive attitude toward social studies. 3). There was no defferencein the abilityof critical thinking of students whoseusing the problem solving modellower than the students whose using the problem posing model at students who have a negative attitude toward social studies. 4) There is interaction the learning model with students' attitudes toward on critical thinking skills.Penelitian ini bertujuan untuk mengetahui perbandingan kemampuan berpikir kritis siswa dengan menggunakan model pembelajaran problem solving dan model pembelajaran problem posing menurut sikap siswa terhadap pembelajaran IPS. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu dengan pendekatan komparatif. Desain penelitian yang digunakan adalah desain faktorial by level. Populasi penelitian berjumlah 91 orang siswa dengan jumlah sampel sebanyak 48 orang siswa. Pengujian hipotesis 1 dan 4 menggunakan rumus analisis analysis of variance (ANOVA), sedangkan hipotesis 2 dan 3 menggunakan rumus T-test. Berdasarkan analisis data di peroleh hasil pengujian hipotesis penelitian yang menunjukan bahwa: 1). ada perbedaan kemampuan berpikir kritis siswa yang pembelajarannya menggunakan model problem solving dan model problem posing pada siswa kelas VIII 2). tidak ada perbedaan kemampuan berpikir kritis siswa yang pembelajarannya menggunakan model pembelajaran problem solving lebih tinggi dibandingkan dengan siswa yang pembelajarannya menggunakan model pembelajaran problem posing pada siswa yang memiliki sikap positif terhadap mata pelajaran IPS 3). tidak ada perbedaan kemampuan berpikir kritis siswa yang pembelajarannya menggunakan model pembelajaran problem solving lebih rendah dibandingkan dengan siswa yang pembelajarannya menggunakan model pembelajaran problem posing pada siswa yang memiliki sikap negatif terhadap mata pelajaran IPS 4) ada interaksi model pembelajaran dengan sikap siswa pada kemampuan berpikir kritis.Kata kunci: Berpikir kritis, Problem Solving, Problem Posing
PEMBELAJARAN IPS DENGAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KREATIVITAS DAN BERPIKIR KRITIS Fauziyah Fauziyah; Sudjarwo Sudjarwo; Pargito Pargito
Jurnal Studi Sosial / Journal of Social Studies Vol 2, No 4 (2014): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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Abstract

This research aims to enhance creativity and critical thinking of students in the learning of Social Sciences (IPS) using social inquiry learning model. The method used in this research is the Classroom Action Research (CAR), which consists of three cycles, each cycle consisting of planning, implementation, observation and reflection. With Social Inquiry models applied in the learning process IPS that emphasizes the process of searching for and finding their own answers to the problems in question in an attempt to understand the subject matter as well as enhancing creativity and critical thinking. Data collection technique is using questionnaires and observation techniques. The results showed an increase in: (1) creativity of student learning, the indicator reached the second cycle as well as the third cycles, which the result is better, (2) How critical thinking of students in the second cycle of the indicator has been reached in the third cycles of increasing and 75%.Penelitian ini bertujuan meningkatkan kreatifitas dan berpikir kritis peserta didik dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) dengan menggunakan model pembelajaran inkuiri sosial.Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari tiga siklus, setiap siklus meliputi perencanaan, pelaksanaan, observasi dan refleksi. Dengan model Inkuiri Sosial yang diterapkan dalam proses pembelajaran IPS yang menekankan pada proses mencari dan menemukan sendiri jawaban atas suatu masalah yang dipertanyakan sebagai upaya memahami materi pelajaran serta meningkatkan kreativitas dan berpikir kritis.Teknik pengumpulan data menggunakan teknik angket dan observasi. Hasil penelitian ini menunjukkan adanya peningkatan pada : (1) kreatifitas belajar siswa, indikator tercapai pada siklus kedua begitupun pada siklus tiga hasilnya semakin baik, (2) Cara berfikir kritis peserta didik pada siklus kedua indikatornya juga sudah tercapai selanjutnya siklus tiga semakin meningkat dan 75 %.Kata kunci : berpikir kritis, inkuiri sosial, kreativitas, model pembelajaran
Co-Authors A Effendi Sanusi A.A. Ketut Agung Cahyawan W Acepudin Acepudin Achmad Fuad Hafid Achmad Toto Poernomo Adei Saputra Adelina Hasyim Adelina Hasyim Adi Novri Yanto AGUNG PRANOTO Agus Pahrudin Alben Ambarita Aldriawan, Mochamad Rizky Amirudin Prawita Ana Rosada Andiani Mutiara Dewi, Andiani Anggara Satria Putra, Anggara Satria Ani Marlena Ansori, Ahmad Faisol Anu, Maria Yuliani Aprilia Tri Aristina Apriliyani Apriliyani Ario Imandiri, Ario Asrin Asrin Ayu Reza Ningrum Azizah Apriyani Azkiya Maisari Bambang Supranoto Bambang Tri Purwanto Bobsaid, Jihan Bujang Rahman Christin Angelina Febriani Dadang Purwatmaja Darmiyati Darmiyati Darsono Darsono Darsono Darsono Defti Arlen Devi Ariani Devitri, Nabilah Apsari Dian Afuarita Dian Handayani ST Diyah, Nuzul Wahyuning Dodi Setiawan Dwi Istiyani Dwi Rohmanita Dwiana Arista Eddy Purnomo Edy Edy Edy Purnomo Eka Fitri Yanti Erine Nur Maulidya Erlina Rupaidah Esti Hariani Fadhillah, Nurul Fauziyah Fauziyah Febby Rullya Rasyid Febri Annuryanti Fernanda, MA Hanny Ferry Fitri Indriani Fridayanti S, Septia Indah Ganjar Winata Habsari, Dwiyana Hadi Poerwono Hamidah Nurjamilah Handayani, Rosita Handoko Handoko Hanum, Siti Halima Hasan Hariri Herawati Herawati Heri Supriadi Herida Herida Herpratiwi Herpratiw I Ketut Suada I Putu Eka Amerta Iceu Mayasari Ide Lia Marzuki Idha Kusumawati Iding Iding Ika Leli Erawati Inayatullah Wijayanti Indaryani Indaryani, Indaryani Irawan Suntoro Ismu Sukamto Ivana Artha Nitza Jaelani, Mochammad Iqbal Khatimah, Siti Husnul Lies Elina Lolita Sary M Lukman Efendi M. Thoha B.S Jaya M. Thoha B.S. Jaya M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.Thoha B.S. Jaya Margo Wibowo Maria Lucia Ardhani Dwi Lestari Maulidah, Maya Hikmatul Maya Susanti Megawati Megawati Melanny Ika Sulistyowaty mey zulfia herman Muhammad Afif Mulyani, Nina Munandar, Tristiana Erawati Nareswari, Andwynanda Bhadra Noni Heriawati Novianti Novianti Nunuk Dian Anggraeni Nuraini Nuraini Nurjannah Nurjannah Nurul Atieka Nurwahidin, Muhammad Pargito Pargito Prihati, Ririek Prihatiningtyas, Setyo Pujiati Pujiati Putri, Yushalluuna Bekti Pasuka Putut Ary Sadewo R Gunawan Sudarmanto R. Gunawan Sudarmanto Raden Gunawan Sudarmanto Rahmi Fitrina Renni Suryani Retno Widyowati REZA SYEHMA BAHTIAR Risma M Sinaga Risma Margaretha Sinaga Risma MSinaga Risma. M Sinaga, Risma. M Riswanti Rini Riswanti Rini risya novertie Rita Yusnely Aris Riyanto MT Rizkyah, Chaerini Rizyanti Rizyanti Rosyidah, Shofiatur Rovitasari, Riska Sa'adi, Ashon Safitri, Tutut Sandiya, Arroofita Ani Sarah Marcelly H Harahap Setyawati, Eni Shaffiqa, Nurul Siddiq Dharmadi Sistiwati Sistiwati Siti Khoiriyah SITI LATIFAH Sukardiman Sukarjati Sukarjati, Sukarjati Sumadi Sumadi sunardi sunardi Supomo Kandar Susila Darmawati Susilawati Susilawati Suyatno Suyatno Syamsi Syamsi Syehma B, Reza Toto Poernomo, Achmad Trans Kasiono Tri Rohayati Trisnaningsih Trisnaningsih Tutik Sri Wahyuni Ujang Efendi Ulfiah Husni Anjari Ulum, Mufidatul Umi Tarsih Vevi Liasari Wahidin Wahidin Wahiduddin Wahiduddin Wahyuning Yantini Walidain, Mardhatillah Birrul Waluyo Waluyo Widyowati, Rr. Retno Windianto, Farhan Rizqi Wiwied Ekasari Yakub, Nikolas Yanti, Dhiny Easter Yesni Yesni Yuli Astuti Yulistian Arismunandar Yusuf, Helmy Zain, Bagus Perdana Kusuma Zulfah, Yasmin Zulfiyah Emaz