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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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AKTIVITAS METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GENDER SISWA KELAS VII SMP NEGERI 1 NANGGULAN KABUPATEN KULON PROGO Sari, Retno; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research was aimed to decribe metacognition activity of male and female students in mathematics problem solving. This research was a qualitative research which used case study method. The subject of the research was 7th students of SMP Negeri 1 Nanggulan. The subject selection criteria was based on students opinion expressing competency either in spoken and written form. The data was collected using think aloud method where the students were asked to express their ideas and questions loudly in mathematical problem solving processes. Then the time triangulation was run to produce a valid data from the research subject. The data analysis was conducted using Miles and Huberman model. The result of research showed : 1) the metacognition activity of the male students are : a) understanding the problems phase : perform activities related to strategic knowledge; b) devising a plan phase : perform activities associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activities related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase : perform activities related to knowledge strategy and perform activities associated with self-knowledge. 2) the metacognition activity of the female students are : a) understanding the problems phase: perform activities related to strategic knowledge and perform activity associated with self-knowledge; b) devising a plan phase : perform activity associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activity related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase: perform activities related to strategic knowledge and  perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, gender 
PROSES INTEGRASI SIKAP SOSIAL DAN SPIRITUAL DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII SMP NEGERI DI KECAMATAN PURWODADI Asmarawati, Endah; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purposes of this study were to describe: (1) how the teachers prepared learning activities to integrate social and spiritual attitude, (2) the integration of social and spiritual attitude in teaching and learning, (3) how teachers assessed the social and spiritual attitudes. Qualitative research was applied in this research.The subjects of the research were seventh grade mathematics teachers in Purwodadi Subdistrict and the subjects selection criteria were based on teachers who had followed the training curriculum in 2013 and recommended by the headmaster of the schools. The subjects are selected based on specific criteria by using  snowball sampling technique. Source of data derived from informants (teachers and students), documentation and learning process. The data collection technique was done by observation, interviews and documentation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The validity of the data used source triangulation. The results of the study could be concluded as follows. (1) Preparation of learning activities to integrade spiritual attitude made by reviewing KI 1, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure the spiritual attitude. While the preparation of learning activities that integrate social attitudes conducted by reviewing KI 2, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure social attitudes. (2) Integration process of spiritual attitudes was conducted by the teachers in preliminary activities and in the core activities by providing motivation or encouragement, direction, and warning to students through a set of examples of Gods creation that is in their everyday lives. Spiritual attitudes developed by teachers were grateful and fear of God Almighty. Integration process of social attitudes conducted by teachers in preliminary activities, core activities and close activities with the teacher giving cover modelling, assignment, and referrals through examples of phenomena that exist in everyday life associated with the material set. Social attitudes developed by teachers were discipline, mutual help, caring, responsibility and tolerance. (3) The teachers made assessment of spiritual attitude in three ways: observation, journals and self-assessment. The teachers made assessment of social attitudes in three ways: observation, journals and peer assessment.Keywords: attitudes integration process, social attitudes, spiritual attitude, attitude assessment process.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015 Yuliana, Tri; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique.  The results of analysis  were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics.
PROSES BERPIKIR REFLEKTIF SISWA KELAS VII SMP NEGERI 3 POLANHARJO KLATEN DALAM PEMECAHAN MASALAH PECAHAN Wahyuni, Fina Tri; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
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Abstract: The aims of this research was to describe the characteristics of reflective thinking process of the students in Grade VII of State Junior Secondary School 3 of  Polanharjo Klaten who have the high, moderate, and low abilities in solving fractional problems. This research used qualitative case study approach. The data of research were gathered through task-based in-depth interview. The results of research were the characteristics of reflective thinking process of the students as follows: 1) The students with the high initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were able to realize the mistakes and to fix them, to examine the truth of an argument, to employ the internal knowledge, to relate the information that they have known, and to communicate ideas with symbols instead of pictures or direct objects; and (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 2) The students with the moderate initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems, to employ the internal knowledge, to relate the information that they have known, and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were unable to do reflective thinking; (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 3) The students with the low initial ability in Mathematics were able to do reflective thinking merely on the problem understanding phase, with the following characteristics: they were able to mention information of the problems and to explain what has been done.Keywords: Characteristics of reflective thinking process, problem solving, and initial ability in Mathematics.
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
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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. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI Darmawan, Agus; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with  the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept.
RESPONS MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS VETERAN BANGUN NUSANTARA DALAM MENYELESAIKAN SOAL LOGIKA BERDASAR TAKSONOMI SOLO Exacta, Annisa Prima; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract. The objectives of this research were: 1) to describe the response level of mathematics students in Veteran Bangun Nusantara University Sukoharjo based on SOLO taxonomy in solving logic problems; 2) to describe the characteristic of students response at each level of SOLO taxonomy; 3) to study if there is misconception at each level of SOLO taxonomy about students response.This research was a qualitative research. The subject in this research were the students of Mathematics Education, Veteran Bangun Nusantara University on the first semester academic year 2014/2015. The main instruments used in this research to collect the data was the researcher and the other instruments were test instrument and interview guide instrument. Data analysis technique was conducted by data reduction, data presentation and data verification or made conclusion. The conclusions as follows. 1) Students response level based on SOLO taxonomy in solving logic problems comprised prestructural, unistructural, multistructural, relational, and extended abstract, 2) Students response characteristic at each level of SOLO taxonomy as follows. a) Prestructural: the answer completely irrelevant, could not understand the problem given, could not connect the concept and the answer, and the answer was illogical. b) Unistructural: there was a clear and simple relationship between one concept to another but the core of concept widely was not yet understood. c) Multistructural: understood some of the components but still separated from each other so a comprehensive understanding was not formed, some simple connections have been established however metacognitive abilities have not appeared yet at this level. d) Relational: could connect the fact and the theory and also connect the action and the objective, showed understanding ability of some components from the whole concept, understood the role of the parts to the whole and has been able to apply a concept in similar circumstances, have better ability to expressed ideas and made some automatic repetition. e) Extended Abstract: have the ability to think conceptually, to connect not only limited to the concepts that have been given alone but with concepts beyond that, could made generalizations in different problems and made parables in specific situations. 3) Based on the 5 response level of SOLO that happened to students, scheme on each level as shown below. At prestructural and unistructural response levels that were students who have misconceptions. At the multistructural response level, there were students who have a scheme but invalid because the result of the first and second data collection was not the same. The first result were correct scheme but the second result were misconceptions. At the relational response level, there were students who have misconceptions and at the extended abstract response level, there were students who have a correct scheme or in other words did not experience misconceptions.Keywords: SOLO taxonomy, response level, scheme, misconception.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN OPEN-ENDED PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI DISPOSISI MATEMATIS SISWA KELAS VIII SMP NEGERI DI KABUPATEN PURWOREJO Wijayaanto, Zainnur; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The study aimed to know: 1) which one of the learning models gave a better achievement between Think Pair Share (TPS) cooperative learning model with Open-Ended Approach, TPS, or direct learning model, 2) which one of the students with mathematical disposition category had a better achievement between students with high, moderate or low mathematical disposition, 3) in each student’s mathematical disposition category, which learning model gave a better student’s achievement in mathematics, 4) in each learning models, which one of the students with mathematical disposition category had a better student’s achievement in mathematics. This was quasi-experimental study with 3x3 factorial design. The study population was all eighth grade students of state junior high school in Purworejo District. Instruments used to collect data were mathematics achievement test and the student’s mathematical disposition questionnaire. The data were analyzed using unbalanced two ways ANOVA. Based on the data analysis, it was concluded that: 1) TPS with Open-Ended Approach gave better achievement than TPS and direct learning model while TPS and direct learning model gave same achievement, 2) the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition, 3) at all categories of students’ mathematical disposition, TPS with Open-Ended Approach, TPS, and direct learning model gave the same achievement, 4) in the TPS with Open-Ended Approach and TPS, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition. In the direct learning model, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, while the students with moderate and low mathematical disposition had the same achievement.Keywords: Think Pair Share (TPS), Open-Ended Approach, Direct Instruction, Mathematical Disposition, Learning Achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHERDENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI LUAS PERMUKAAN BANGUN RUANG DITINJAU DARI KEAKTIFAN BELAJAR Komsatun, Siti; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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ABSTRACT: The purpose of this research was to determine the effect of learning models with approach on achievement of mathematics viewed from the student active learning. The learning approach compared were Teams Games Tournament with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, and direct learning. This research was a quasi-experimental research with 3x3 factorial design. The population was all of the 2nd grade students of junior high school in Klaten regency. Sampling was done by stratified cluster random technique. The instruments used to collect data were the prior mathematics knowledge test, activity learning questionnaire, and achievement of mathematics test. The hypothesis test used unbalanced two way anova. The hypothesis test concluded that (1) students who taught  by TGT learning model with RME approach had the same learning achievement of students who taught NHT models with RME approach, students who taughtby TGT model with RME approach have better achievements mathematics learning than students who taught by direct learning, students who taught by NHT models with RME approach mathematics learning achievement better than students who taught by direct learning (2) based onthe results of unbalanced two way anova in each active category (high, medium, low), haven’t  the same learning achievement if taught TGT-RME learning models, NHT-RME, or directly, but based on the results of post hoc test anova have the same in the academic achievement of each activity category (high, medium, low) if taught TGT-RME learning model, NHT-RME, or directly. (3) based on the results of unbalanced two way anova haven’t the same in mathematics achievement in each category learning model(TGT-RME, NHT-RME, direct), between students with high active, medium, or low. However, based on post hoc anova, in each category learning model (TGT-RME, NHT-RME, right), students with high active, medium, or low have the same of mathematics achievement. Keywords: TGT-RME, RME-NHT, active student learning, mathematics learning achievements
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DAN NUMBERED HEADS TOGETHER PADA MATERI POKOK FUNGSI DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Zainuddin, Zainuddin; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to determine: (1) which has better learning achievement, students are given TS-TS, NHT, or direct  intruction, (2)  which has better learning achievement, students with intrapersonal intelligence of high, medium or low, (3) which has better learning achievement, students with interpersonal intelligence of high, medium or low on each learning model, (4) which has better learning achievement, students are given TS-TS, NHT, and direct intruction on each interpersonal intelligence. This study was a quasi experimental research with 3 3 factorial design. The population of this study was all eighth grade students of junior high schools in Surakarta. Sampling was done by stratified cluster random sampling. The sample in this study are 271 people with details of 89 people for class experiment I, 91 people for class experiment II and 91 people for control class. The instruments used were mathematics achievement test and  questionnaire of student’s interpersonal intelligence. The data was analyzed using two ways anova. Based on the hypothesis test, it is concluded as follows. (1) Cooperative learning methods TS-TS type provide a better performance than cooperative learning method NHT type and direct intruction. (2) Mathematics learning achievements of students with high interpersonal intelligence levels did not differ from that of students with medium levels of interpersonal intelligence, while learning mathematics achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence. (3) At each level of students’ interpersonal intelligence, TS-TS provided a better mathematics learning achievement compared with NHT learning and direct learning, while NHT learning provided no difference in mathematics learning achievement from direct learning. (4) At each learning model, mathematics learning achievement of students with high level of interpersonal intelligence was not different from that of students with medium level of interpersonal intelligence, while mathematics learning achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence.Keywords: Two Stay Two Stray (TS-TS), Numbered Heads Together (NHT), Interpersonal Intelligence.
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