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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Journal of Educational Research and Evaluation Surya Abdimas Journal of Educational Management and Instruction (JEMIn) International Journal on Education Insight Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pedagogy Review
Imam Sujadi
Sebelas Maret University
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA KOMPUTER PADA MATERI POKOK PERSAMAAN GARIS LURUS DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS VIII SMP SURAKARTA Hirtanto, Hirtanto; Mardiyana, Mardiyana; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of this research were to determine: 1) which students have better achievement in learning mathematics among Macromedia Flash and PowerPoint used as learning media 2) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 3) at each leaning by using media (Macromedia Flash and PowerPoint) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 4) at each of categories of learning motivation (high, medium, and low) which students have better achievement in learning mathematics, ones who are use Macromedia Flash or PowerPoint as learning media. The research was a quasi experimental. The population of this research was all students of grade VIII Junior High School of the Surakarta City, academic year 2011/2012. The samples in this research were 177 students taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires of student’s learning motivation instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells resume test of multiple comparisons. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with macromedia flash were better than with powerpoint as learning media, 2) the learning achievement in mathematics of the students with the high learning motivation were better than the ones with the medium and low learning motivation, however the students with the medium  learning motivation were better  than the ones with the low learning motivation, 3) in students with high learning motivation, students who use macromedia flash have a learning achievement were better than using powerpoint. Students with medium and low learning motivation have the same learning achievement, using either the macromedia flash or powerpoint, 4) in mathematics learning with macromedia flash, students who have high motivation have better math achievement of students with medium and low motivation. But the students who have medium and low motivation the achievement were equally as good. In mathematics learning used powerpoint, students who have high, medium and low learning motivation have the same learning achievement.Keywords: Learning, Macromedia Flash, PowerPoint, Motivation, Achievement Learning Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING Miatun, Asih; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT, NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI DAN FAKTORISASI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Buana, Asip Cakra; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research is to determine the influence of learning models using scientific approach with the students achievement viewed from the student activities. The learning models compared are TGT, NHT, and PBL. This research is a quasi experimental research. The population is all students of eight grade of state Junior High School in Bojonegoro Regency in the academic year of 2014/2015. The samples are 300 students. The methods of data collection are documentation, questionaire, and test. The technique of data analysis used is two ways analysis of variance with unbalanced cells. Based on the result of data analysis, it can be concluded that : (1) The students’ learning achievement by using cooperative learning model TGT, NHT, and PBL with the scientific approach had the same learning achievement. (2) The students’ learning achievement of students with high learning activity had better learning achievement than students with medium and low learning activity, while students with medium and low learning activity had the same result. (3) For category high, medium, and low learning activities, the learning achievement of students who were given by cooperative learning model TGT, NHT,  and PBL with scientific approach had the same result. (4.a) For category cooperative learning model TGT and PBL with scientific approach, the students’ learning achievement with high,  medium and low learning activities had the same learning achievement. (4.b) For category cooperative learning model NHT with scientific approach the students’ learning achievement with high learning activity had better learning achievement than medium and low learning activities. For students having medium and low learning activities had the same learning achievement.Keywords: Team Games Tournament (TGT), Numbered Head Together (NHT),  Problem Based Learning (PBL), Learning Activity.
PROSES BERPIKIR REFLEKTIF SISWA KELAS X MAN NGAWI DALAM PEMECAHAN MASALAH BERDASARKAN LANGKAH KRULIK DAN RUDNICK DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA Masamah, Ulfa; Sujadi, Imam; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

 Abstract: The aim of this research was to describe reflective thinking process of 10th grade MAN Ngawi students with different initial mathematics capability (high, normal, low) in solving problems based on Krulik and Rudnick steps. This research was a kind of qualitative research on a case study. The collecting data in this study used task-based on interview method. The analyzed of the data in this study did with reducing the data, presenting the data, and conclusing the data. The results of this research were: 1) on reading and thinking step, students with normal and low initial mathematics capability convince what they read and thought correctly by reading repeatedly. Students with high initial mathematics capability did it by reading and understanding each question sentences repeatedly; 2) on exploring and planing step, selecting and considering information, both students with high and normal initial mathematics capability did these steps by information identification and analysis of main problems and conditions; to convince that initial problem solving planning was right, they did it by organizing problem and deciding the initial steps planned; 3) on selecting a strategy step, to consider confidently the problem solving step based on information obtained, students with high initial mathematics capability did the step by exploring initial problem solving strategy and using representation result by trial-error and guessing test, concerning problem solving pattern, and recheck every step done. Students with normal initial capability did it by exploring initial problem solving strategy and using representation result by trial-error step, making proper initial plan by question stimulation. 4) on finding an answer step, to understand each steps based on selected problem solving strategy, both students with high and normal initial mathematics capability did it by (a) ascertain formula that used for the area of that shapes, triangle area if known two sides which flank an angle, and comparing trigonometry on special angle correctly (students with normal capability used question stimuly); (b) trying repeatedly using selected patterns and recheck every step and calculation done; and (c) aware of each mistakes (computation, formula, way, and writing) and fixed them (students with normal capability needed question stimuly and wrong answering strategy). Student with high initial capability combined the process by paying attention and rechecking every steps and calculation by step back process. 5) on reflecting and extending step, to considering results and problems, students with high initial mathematics capability did it by reflection to get solution and rechecking by verification process. Students with normal capability did it by rechecking and looking back the problem and result obtained. In every steps, students with high initial mathematics capability always used intuition and self-questioning to convince the step done. 10th grade MAN Ngawi students with low initial mathematics capability did not use reflective thinking in problem solving based on Krulik and Rudnick.Keywords: Process, reflective thinking, problem solving, and initial mathematics capability.
STRATEGI MEMBELAJARKAN MATEMATIKA PADA KELAS VII INKLUSI DI SMP PGRI 1 SAMPIT KABUPATEN KOTA WARINGIN TIMUR Shaliha, Nurul Hidayati; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to describe inclusive learning system and teacher strategy in teaching mathematics from the teacher’s ability in explaining in accordance with conceptual and procedural knowledge of 7th grade students of SMP PGRI 1 Sampit. This research was a qualitative descriptive using a single case study method, in depth study of learning system and Mathematics learning in inclusive school. The subject of the research was the Headmaster of SMP PGRI 1 Sampit to obtain information about learning system and Mathematics teacher assistant of the 7th grade in order to know the Mathematics learning strategy in inclusive class of SMP PGRI 1 Sampit. The information of inclusive learning systems were taken by documenting, observation and interview. The validity technique of learning system data used in this research was Triangulation Method. The information of Mathematics learning strategy including the teacher’s ability in explaining the conceptual and prosedural knowledge. The data was taken from the transcription of six recording Mathematics learning activity and two best observations. The validity technique of learning system data used was member check technique. The research result shows as follows : 1) The learning system of inclusive students of the 7th grade of SMP PGRI 1 Sampit was different with the regular learning system. However, it was found that there is no individual learning program especially for slow learner students and the lack of computer technology used in the learning process. 2) The Mathematics learning strategy in the inclusive 7th grade of SMP PGRI 1 Sampit observed from the teacher’s ability in explaining the subject in accordance with the delivering explanation indicators which were planning the explanation, clarity of delivering the explanation, the use of examples and illustrations, the use of intonation in delivering the explanation, and giving the feed back to the students. The teacher used Contextual Teaching and Learning (CTL) to teach the concept of mathematics and Discovery Learning methods to teach the procedure of mathematics.Keywords: learning system, Mathematics learning strategy, inclusive
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN SCAFFOLDING BERBASIS MODUL PADA MATERI GEOMETRIDIMENSI TIGA DITINJAUDARI KEMANDIRIAN BELAJAR SISWA SMK KELAS XI DI KABUPATEN SRAGEN Hartono, Hartono; Riyadi, Riyadi; Sujadi, Imam
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: The purposes of this research were to investigate: (1) which learning models of  Team Assisted Individualization learning model  with scaffolding based on  module (TAI-S), Team Assisted Individualization learning model (TAI), or direct learning model (DL) results in a better learning achievement in the material of three-dimensional geometry; (2) which independence category of student learning, high, medium or low results in a better learning achievement on the material of three-dimensional geometry;  (3) in each category of student learning independence, which  learning models of the TAI-S, TAI, or DL model results in better  learning achievement  on the material of  three-dimensional geometry. This research used the quasi experimental method with the factorial design of 3x3. Its population was all the students in Grade XI of Vocational High Schools in Sragen regency. The samples of the research were taken by using the stratified random sampling technique. The data of the research were gathered through documentation, questionnaire, and test. The documentation was employed to investigate the scores of semester test in Mathematics of the students in Semester 1, Academic Year 2012/2013, and was used for balance test among the classes exposed to the TAI-S, TAI, and DL models. The questionnaire was used to find out the independence category of student learning. The test was used to know the students learning achievement in Mathematics with material of three-dimensional geometry. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: (1) the TAI-S learning model result in a better learning achievement than both the TAI and DL models. There are no any differences in the learning achievement of the students with the TAI learning  model and DL model. (2) the students with the high independence category result in better learning achievement than students with medium and low independence category. The students with medium independence category result in better learning achievement than students in low independence category (3) in each category of student learning independence, based on  the material of  three-dimensional geometry, the TAI-S learning model, TAI learning  model and DL  model do not have correlation between one and another.Keywords : TAI-S learning model, TAI learning model,     DL    learning.   Three Dimensional Geometry, Learning  Independence.
EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
ANALISIS PROSES SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII SMP NEGERI 4 KARANGANYAR Nofiansyah, Wahyu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research was aimed to describe scaffolding process in mathematics learning in the learning material of straight line equation at grade VIII Junior High School Number 4 in Karanganyar Regency in the  Academic Year of 2013/2014 for conceptual and procedural knowledge. This research was a descriptive qualitative research. The main subject of this research was a mathematics teacher grade VIII Junior High School Number 4 in Karanganyar Regency. Meanwhile, the minor subject in this research was students getting scaffolding from teachers in the learning process. The selection of  research subject was by purpossive sampling technique. In this research, researcher used passive participation observation and not structured interview recorded by using handycam. In this research, the data validity technique was triangulation technique. The result of research showed as follows. 1) The scaffolding process of learning activities in the learning material of straight line equation for conceptual knowledge given by teacher was to keep students on task, and provide clear direction and reduce students confusion. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was presenting the conducting questions, clarifies expectations and incorporates assessment, and presented the information clearly. 2) The scaffolding process of learning activities in the learning material of straight line equation for procedural knowledge given by teachers was to present the information clearly and present the conducting questions. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was directed students against reference, keeps students on task, involved student’s participation, provides clear direction and reduces students’ confusion, and clarifies expectations and incorporates assessment.Keywords: scaffolding, conceptual knowledge, procedural knowledge
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. 
Pengembangan Bahan Ajar Pengajaran Mikro Matematika Kelas SBI Sujadi, Imam; Sugaiarto, Bambang
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 1, No 1 (2010): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v1i1.217

Abstract

This research aims at producing printed teaching materials for micro teaching program which can be used as one of learning resources for students of international standard school  in  Math Department. The main activity in this research is developing teaching material which is designed to support the achievement of teaching curricular i.e the students are capable of teaching math in international program. This covers two stages- exploration and developing draft model. In the first stage, the researchers performed related literatures reviews and collected varied information related to the problems faced by the students/ teachers in conducting teaching activities in international program. Based on the data gathered, the draft model was developed. Results of the research show that the English competence of the students in math department needs to be enhanced. Courses related to micro teaching program for international school should be rigorously planned, syllabus and its implementation in teaching learning process needs to be revised. In the micro teaching program for international standard school, students have to practice activities dealing with planning classroom management, using media, and developing lesson plan in English. The provision of teaching and learning resources for micro teaching program of  international standard school in math department is far from sufficient level and needs improvement. Teaching materials developed cover how to start the lessons, structure the lesson, use learning aids/media, use textbooks, respond to students’ performance, and administer the exams. Developing varieties of teaching materials and their periodical revision are badly needed. Key words : English competence, micro teaching, teaching materials.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Agus Darmawan Agus Margono Aji Permana Putra Anak Agung Istri Sri Wiadnyani Andriawan Nurcahyo, Andriawan Asip Cakra Buana, Asip Cakra Bambang Sugaiarto Budi Usodo BUDIYONO Budiyono Budiyono Burhan Mustaqim Dalud Daeka Dewi Retno Sari S Dian Fitri Argarini, Dian Fitri Diari Indriati Dona Dinda Pratiwi Dwi Retnowati Dwiani Listya Kartika, Dwiani Listya Elywati Elywati Endah Asmarawati, Endah Eva Tri Wahyuni Exacta, Annisa Prima Fauzi Mulyatna Fitri Andika Nurussafa’at, Fitri Andika Fransiskus Xaverius Agus Siswanto, Fransiskus Xaverius Frasetyana, Anita Diah Habib Ratu Perwira Negara Hartono Hartono Hasan S Negara Hirtanto Hirtanto, Hirtanto Ikrar Pramudya, Ikrar Indra Kurniawan Ira Kurniawati Juwita Rini Kharisma Ardhy W KOMARUDIN Laksono Trisnantoro Luthfiana Mirati, Luthfiana Mania Roswitha Mardiyana Mardiyana Mardodo Mardodo Muh. Zuhair Zahid Muhammad Zuhair Zahid, Muhammad Zuhair Muhtarom Ningsih, Maya Kristina Nugroho Arif Sudibyo Nuraini Muhassanah Nurmalitasari Nurmalitasari Nursanti, Yuli Bangun Nurul Amalia K W Nurul Hidayati Shaliha, Nurul Hidayati Pangadi Pangadi Priyogo, Adi Puspitasari, Norma Puteri, Hanifa Alifia Rahmadiansyah, Fatkhunur Fariza Rahmawati Masruroh, Rahmawati Retno Sari Riki Andriatna Rima Aksen Cahdriyana Rina Agustina Riyadi Riyadi Rofiah, Faizatur Salsabila, Unik Hanifah Selvi Marcellia Siswanto Siti Khoiriyah Siti Komsatun Siti Suprihatiningsih Soeyono Soeyono Sri Subanti Sukowiyono Sukowiyono Sulaiman Sulaiman Tika Karlina R Tri Atmojo Kusmayadi Tri Yuliana Triana Harmini Tunggu Biyarti Ulfa Masamah, Ulfa Vera Dewi Susanti Wahyu Nofiansyah, Wahyu Wahyuni, Fina Tri Widodo Widodo Wulandari, Arum Nur Zainnur Wijayaanto Zamroni Zamroni