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All Journal Berkala Ilmiah Pendidikan Biologi (BioEdu) EDUSAINS Journal of Education and Learning (EduLearn) Journal of Educational Science and Technology Jurnal Pendidikan Biologi Indonesia PENA SAINS Jurnal Penelitian Pembelajaran Fisika Scholaria: Jurnal Pendidikan dan Kebudayaan EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT International Journal for Educational and Vocational Studies Lensa : Jurnal Kependidikan Fisika JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Riset Biologi dan Aplikasinya Journal of Community Service and Empowerment Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Studies in Learning and Teaching Mitra Mahajana: Jurnal Pengabdian Masyarakat Bioscientist : Jurnal Ilmiah Biologi JIPB (Jurnal Inovasi Pembelajaran Biologi) IJORER : International Journal of Recent Educational Research Berkala Penelitian Hayati JURNAL ILMIAH GLOBAL EDUCATION Cakrawala: Jurnal Pendidikan Journal of Advanced Sciences and Mathematics Education Jurnal Cakrawala Pendas Lensa: Jurnal Kependidikan Fisika Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) International Journal of Education and Teaching Zone Journal of Innovation and Research in Primary Education Jurnal Pemberdayaan Masyarakat International Journal of Current Educational Research Indonesian Science Education Journal (ISEJ) Jurnal Pendidikan IPA Indonesia Sultan Adam : Jurnal Hukum dan Sosial Jurnal Pendidikan MIPA Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Indonesian Journal of STEM Education Journal of Current Studies in SDGs Journal of Current Studies in SDGs Biodiversitas Journal of Biological Diversity Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
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Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA PADA MATERI APLIKASI KONSEP TEKANAN ZAT DALAM KEHIDUPAN SEHARI-HARI Nur Azizah; Yuni Sri Rahayu; Endang Susantini
Jurnal Education and Development Vol 9 No 4 (2021): Vol.9 No.4 2021
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (756.095 KB)

Abstract

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk menghasilkan perangkat pembelajaran berbasis inkuiri terbimbing yang layak ditinjau dari kevalidan, kepraktisan, dan efektifitasnya untuk melatihkan keterampilan proses sains pada materi aplikasi konsep tekanan zat dalam kehidupan sehari-hari. Desain penelitian yang digunakan mengacu pada pengembangan perangkat model 4-D (four-D models) tanpa tahap desiminasi. Data validitas diperoleh dari hasil validasi pakar pendidikan dan pakar keilmuan. Untuk menguji kepraktisan dan keefektifan perangkat yang dikembangkan, penelitian ini dilakukan pada peserta didik kelas VIII SMP N 2 Mojoanyar Kabupaten Mojokerto Tahun Pelajaran 2020/2021. Rancangan uji coba yang digunakan pada penelitian ini adalah one grouppretest-posttestdesign. Data yang dikumpulkan berupa data validasi perangkat, data pengamatan keterlaksanaan RPP, data pengamatan kendala pembelajaran, data keterampilan proses sains hasil pretest-posttest, serta data angket respon peserta didik. Hasil penelitian menunjukkan bahwa: 1) perangkat yang dikembangkan valid dengan nilai rata-rata silabus 3,6, RPP 3,6, LKPD 3,7, dan soal KPS 3,8; 2) kepraktisan perangkat dilihat dari keterlaksanaan RPP menunjukkan hasil dengan kategori sangat baik dengan nilai rata-rata 3,5; 3) keefektifan perangkat pembelajaran dilihat dari hasil ketercapaian tes keterampilan proses sains peserta didik terdapat kenaikan N-gain rata-rata sebesar 0,8 dengan kategori tinggi; respon peserta didik selama pembelajaran menunjukkan respon yang positif. Berdasarkan hasil disimpulkan bahwa perangkat pembelajaran berbasis inkuiri terbimbing untuk melatihkan keterampilan proses sains siswa tergolong layak karena memenuhi kriteria valid, praktis, dan efektif.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL PROBLEM BASED LEARNING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA PADAMATERI ANGIOSPERMAE Reni Cindra Kusuma; Endang Susantini; Yuni Sri Rahayu
Jurnal Education and Development Vol 9 No 4 (2021): Vol.9 No.4 2021
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (776.599 KB)

Abstract

Salah satu keterampilan abad 21 adalah berpikir kreatif. Berpikir kreatif dapat dilatih kepada siswa melalui model problem based learning (PBL), untuk itu dibutuhkan perangkat pembelajaran berbasis model PBL pada materi Angiospermae. Tujuan penelitian ini menghasilkan perangkat pembelajaran model problem based learning untuk melatihkan keterampilan berpikir kreatif siswa SMA pada materi Angiospermae yang valid, praktis, dan efektif. Penelitian ini merupakan jenis penelitian pengembangan dengan model 4-D (define, design, develop, desseminate). Tempat penelitian dilaksanakan di Pascasarjana Unesa, sedangkan uji coba perangkat pembelajaran dilaksanakan pada siswa kelas X SMA Unggulan Harapan Ummat Mojokerto dengan 30 siswa di kelas replikasi 1 dan 29 siswa di kelas replikasi 2 pada semester genap 2020/2021. Data penelitian diperoleh melalui metode validasi dengan dua validator, kepraktisan dengan dua pengamat, dan keefektifan dengan menggunakan instrumen penilaian. Analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian diperoleh 1) validitas perangkat pembelajaran yang dikembangkan meliputi Rencana Pelaksanaan Pembelajaran (RPP) memperoleh kategori sangat valid dengan skor 3,66, Lembar Kegiatan Siswa (LKS) memperoleh kategori sangat valid dengan skor 3,70, dan Instrumen Penilaian yang dikembangkan memperoleh kategori sangat valid dengan skor 3,73. 2) kepraktisan perangkat pembelajaran yang dikembangkan ditinjau dari pengamatan keterlaksanaan RPP berkategori sangat baik dengan skor 3,50 dan hambatan yang terjadi ketika pembelajaran dapat teratasi; 3) keefektifan perangkat pembelajaran yang dikembangkan berdasarkan hasil dari peningkatan keterampilan berpikir kreatif dengan rata-rata n gainscore pada replikasi 1 memperoleh skor 0,61 berkategori sedang, dan replikasi 2 memperoleh skor 0,60 berkategori sedang. Soal berpikir kreatif yang dikembangkan pada semua indikator mempunyai sensitifitas sedang serta respon siswa sangat positif terhadap kegiatan pembelajaran dan komponen pendukung pembelajaran dengan persentase 89,72%. Berdasarkan hasil analisis data, dapat disimpulkan bahwa perangkat pembelajaran model problem based learning yang dikembangkan valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kreatif siswa SMA pada materi Angiospermae.
The Effectiveness of Student Worksheet (Project-Based Learning) Based on The Values of Islamic Boarding School for The Biotechnology Subject to Train High School Students with Bioentrepreneuship Skills Rinaldiyanti Rukmana; Endang Susantini; Ahmad Bashri
Jurnal Inovasi Pembelajaran Biologi Vol 1 No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jipb.v1n1.p35-43

Abstract

This study aimed at describing the effectiveness of student worksheet with an approach of project-based learning for the conventional biotechnology subject to train high school students with bioentrepreneurship skills. This study used instructional development method initiated by Fenrich through several steps: analysis, planning, designing, developing, implementation, evaluation, and revision. The experiment was conducted to 20 students at the twelfth grade in the Islamic Boarding School of A. Wahid Hasyim Jombang. The effectiveness of the project-based learning was 9.7% out of 100%. Students response was 90.0% on the values of Islamic boarding school or pesantren which become the indicator of having the bioentrepreneuship skills based on the summary of Adabul ˜Alim Wal Mutaallim kitab (hard work, responsibility, tolerance/tasamuh). Also, the completion of entrepreneurship project was 89.55%. These results show that the student worksheet is effective.
The Results Presentation of The Test Plants As A Natural Indicator of The Test Compounds of The Acid-Base Balance In the Teaching Materials of The Atlas to Train Scientific Reasoning Students Raddina Aprilia Putri; Endang Susantini; Titik Taufikurohmah
IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v2i3.116

Abstract

The type of research applied in this research is Research and Development. The development model used is Dick and Carrey. The purpose of this research and development is to design an Atlas and apply it to train the students' scientific reasoning abilities. Atlas is a teaching materials developed and applied to high school / vocational / MA level students. The sample chosen for the implementation of the Atlas of teaching materials was grade X of VOCATIONAL Health Yannas Husada Bangkalan students. The application of plants as natural indicators of acid-base tests is the material presented in the developed Atlas. Plants selected as indicators are tested first to be presented in the Atlas. Atlas is a teaching material that can convey information related to the use of natural indicators of the acid-base test to train the students' scientific reasoning skills. The four indicators of scientific reasoning that are trained are Theoretical Reasoning, Proportional Reasoning, Probabilistic Reasoning, and Correlational Reasoning. The data shows the students' scientific reasoning ability on the post-test results, as many as 20% of students are on the high criteria, 60% are moderate criteria, and 20% are still on the low criteria from the post-test results. The post-test result data is quite increased when compared to the pretet results, which 100% of students are in the low criteria.
A Four-tier Test to Identify Students’ Conceptions in Inheritance Concepts Noviah Rosa Firdaus; Tjandra Kirana; Endang Susantini
IJORER : International Journal of Recent Educational Research Vol. 2 No. 4 (2021): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v2i4.128

Abstract

Identification of students' conceptions is an important step before developing suitable learning methods to improve students' understanding. One of the best way to identify students’ conception is the use of diagnostic test. Therefore, the development of diagnostic tests were important in the teaching and learning process to help the teacher determine the students’ conceptions, wheater they have scientific conceptions, lack of knowledge, or misconception. The aim of this research is to develop a valid and reliable four-tier diagnostic test to identify students’ conceptions in inheritance. The research method consists of three main stages: define content, obtaine information about students’ conception, and develop the four-tier test. The result from the research demonstrated that the four-tier test that was developed, was valid and reliable instrument in diagnosing students’ conception in inheritance concepts.
The Use of Biology Textbook based on Collaborative Learning Model to Improve Scientific Literacy Skill Virlya Citra Dewi; Endang Susantini; Sri Poedjiastoeti
IJORER : International Journal of Recent Educational Research Vol. 2 No. 4 (2021): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v2i4.130

Abstract

Scientific literacy skills are important skills taught to prepare students for the 21-st century learning era. Textbook based on collaborative learning model can be an alternative to improving students' scientific literacy skills. The purpose of the study was to describe scientific literacy skills and student responses through the use of biology textbook based on collaborative learning model. The type of research used is descriptive quantitative research with one group pretest-posttest research design. The instruments used are scientific literacy skills tests and response questionnaire sheets. The N-gain score, a paired sample t-test, and the results of the students' responses were used to analyze the data. The results showed that the value of the science literacy skills test increased with an N gain of 0.67, sig 0.05, and 95% of students responded positively. These results indicate that textbook based on collaborative learning model is effectively used to train students' scientific literacy skills and can be tested widely.
Profile of Blended Learning Implementation in Learning Activities Eka Yulia Syahrawati; Endang Susantini; Sifak Indana
IJORER : International Journal of Recent Educational Research Vol. 3 No. 1 (2022): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i1.183

Abstract

Study aims to describe and analyze of blended learning implementation in learning activities. The method applied in this research is a literature review that is sourced from the results of previous studies that have been selected from Google Scholars. The steps applied in this study are identifying journals/articles about blended learning, analyzing the definition of blended learning, synthesizing opportunities and activities in implementation of blended learning, analyzing barriers to implementing blended learning, and making conclusions. From the results of the analysis of 30 selected works of literature, the implementation of blended learning can be done by teaching it as a learning model, teaching it by combining it with other learning strategies or models, teaching it with the help of an LMS, and teaching it with the help of social media. Furthermore, the application of blended learning is able to support activities that can train students' 21st century skills. The implementation of blended learning requires careful planning and requires an understanding of student characteristics and the availability of supporting facilities and infrastructure. This study can provide an overview of the opportunities to apply blended learning in learning activities.
Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students Lovy Herayanti; Wahono Widodo; Endang Susantini; Gunawan Gunawan
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 8 No. 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v8n2.p1676-1683

Abstract

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.
PERBEDAAN IMPLEMENTASI TIPE DISCOVERY LEARNING TERHADAP KEMAMPUAN KOGNITIF, KETERAMPILAN FREE DISCOVERY, DAN PENGEMBANGAN KARAKTER KEMANDIRIAN SISWA SMP Tunjung Paryana Karumikawati; Leny Yuanita; Endang Susantini
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 1 No. 2 (2012)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v1n2.p116-119

Abstract

The objective of this research is to compare the effectiveness of the guided discovery and the less structured discovery methods cognitive ability, free discovery skill, and autonomous character of the Junior High School. Forty Ponorogo Junior High School students have divided into two research classes were involved in this investigation using The Method of Science as the subject matter. The research was implemented in two phase, the development of the discovery learning resources, using the Kemp model, and the implementation of learning resources using the matching only pretest-posttest control group design (quasi experiment). From the hypothesis test (α: 0,005) showed that: (1)Cognitive skill of less structured discovery class higher than guided discovery class (Sig. 0.0025<α). The individual cognitive skill of guided discovery students increased from 20% to 65%, and for less structured discovery students increased from 10% to 80%; (2)Free discovery skill and autonomous character of less structured discovery class not higher than guided discovery class (free discovery skill Sig. 0,467>α; autonomous Sig.; 0,031; 0,028>α)  . Free discovery skill of guided discovery students increased from 20% to 80%, and that of less structured discovery students increased from 10% to 35%. The average percentage of autonomous character of guided discovery students ranges from 64,29% to 90,48%, and that of less structured discovery students ranges from 71,43% to 90,48%. The shortage of time allocation for the teaching and learning process was the main obstacle. Penelitian ini bertujuan untuk membandingkan tipe pembelajaran discovery (guided discovery dan less structured discovery) terhadap kemampuan kognitif, keterampilan free discovery, dan kemandirian siswa SMP. Subjek penelitian sejumlah 40 siswa yang dibagi dalam 2 kelas penelitian di SMP Negeri 1 Ponorogo kelas VII dengan materi pembelajaran metode ilmiah. Penelitian dilaksanakan dalam dua tahap, yakni tahap pengembangan perangkat pembelajaran discovery mengikuti rancangan Kemp dan tahap penerapan perangkat pembelajaran menggunakan rancangan penelitian the matching only pretest-posttest control group design (quasi experiment). Hasil uji hipotesis (α: 0,005) menunjukkan bahwa: 1) Kemampuan kognitif kelas less structured discovery lebih tinggi dari kelas guided discovery (Sig. 0,0025<α). Pada kelas guided discovery, kemampuan kognitif berdasarkan ketuntasan individu mengalami peningkatan dari 20% menjadi 65% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 80%. 2) Keterampilan free discovery dan kemandirian siswa kelas less structured discovery tidak lebih tinggi dari kelas guided discovery (keterampilan free discovery Sig. 0,467> α; kemandirian Sig. 0,031; 0,028>α). Pada kelas guided discovery, keterampilan free discovery mengalami peningkatan dari 20% menjadi 80% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 35%. Rata-rata persentase kemandirian pada kelas guided discovery bervariasi 64,29%  hingga 90,48% dan kelas less structured discovery antara 71,43%  hingga 90,48%. Waktu menjadi hambatan utama dalam penelitian ini sehingga dibutuhkan pengalokasian yang lebih baik pada setiap tahapan pembelajaran.
THE EFFECT OF SELF-REGULATED ORIENTED LEARNING ON STUDENTS ACHIEVEMENT AND PERCEPTIONS IN ENVIRONMENTAL POLLUTION MATERIAL Sari Fitriyaningsih; Endang Susantini; Yuni Sri Rahayu
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 4 No. 1 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v4n1.p481-487

Abstract

To achieve the 2013 curriculum aims, which is, to prepare Indonesian people that have the ability to live as individuals and citizens who believe, productive, creative, innovative, effective and able to contribute to society, nation, and world civilization, teachers should educate students to become self-regulated learner. The previous studies found that self-regulated learning not only improves students learning, but it also improves their perceptions. Therefore, the aims of this research were to implemented a certain SRL's elements on pollution topic. It were also to evaluate the effect of self-regulated oriented learning on students achievement and students perception. This research involved 64 experienced students from 2 classes in 7th grade of Junior High School 1 Lamongan. This research was conducted in three phases, that are, the development of research instruments, validation of those instruments, and implementation of those instruments in the classroom. The findings showed that SRL implementation in terms of Lesson Plans and worksheet feasibility is in good categories. It was also affected on the students' perceptions of constructivist learning environments about 82.1%, affected on the students' acquired knowledge results about 72.5%, and affected on the students' process skill results about 76.8%. Due to the results, it can be concluded that implementation of SRL was effective for the learners
Co-Authors ABADI Abdillah Faizin Abdul Hamid Sudiyono Abdul Hasan Adekah, Rana Husna Fahtiana Nur Aditya Pratama Aditya Pratama Ahillah, Nurul Ahmad Bashri Ahmad Basri Ahmad Fauzi Hendratmoko Aida Khusnia Aida Nur Azizah Alfiana Rahmayani Ali Sabri Ipek Alif Alia Khoirun Nisa' Anak Agung Gede Sugianthara Anas Wasa Andarwati, Indrie Dwi Angga Eka Aldianto Anik Indrayani Anindyta Happy Indah Sari Annas Solihin Ari Metalin Ika Puspita Ariesta, Shinta Nadya Mega Arsita Oktaviani Aslihatul Milah Asmara, Rani Asri Fahmiati Asri Nur Rizka Asteria, Prima Vidya Aviva Febrianti, Nur Aynin Mashfufah AYU LESTARI Ayu Lestari Ayu Ni'matus Solikah Azizah, Aida Nur Bambang Sugiarto Bambang Sugiarto Basri, Ahmad Beta Cahyatul Jannah Bintang Vania Putri Borhan, Mohamad Termizi Budi Jatmiko Budi Jatmiko Budi Jatmiko Budi Jatmiko Budiono, Djoko Burhanudin, Fakhri Carolina Adventia Kriswanti Chozy Eka Nur Yahya Corrienna Abdul Talib Dayang Rafidah Syariff M. Fuad Dazrullisa Dazrullisa Desi Lia Nur Rahmadani Dewannia Fariska Herman Dewi Firta Amalia Majid Dewi Komalasari Dir Indarmaji Dita Vebian Eka Putri Djoko Budiono Dwi Anggorowati Rahayu Dwi rahayu Dyah Hariani Dyah Novira Dwi Jayanti Eka Yulia Syahrawati Eko Sulistyawan Enny Susiyawati Erika Eza Nur Kholifa Erti Hamimi Esa Fitriana Khoirun Nisak Fahmiati, Asri Fakhri Burhanudin Fatikhatun Nikmatus Sholihah Fida Rachamadiarti Fida Rachmadiarti Fida Rachmadiarti Fida Rachmadiarti Fida Rachmadiarti Fida Rachmadiati Findiyas Azizah Nurfadhilah Firas Khaleyla Firas Khaleyla Firas Khaleyla Firdaus, Laras Firdya Annisa Cahyaning Santoso Fitriyaningsih, Sari G Wayan Seregeg G. Gunawan Hana Rosita Hariyono, Eko Hartiningrum, Yuliana Herlina Fitrihidajati Herlina Fitrihidajati Humaidin, Muhammad Hunaepi, Hunaepi Husfina Lailiyatus Suaidah Husfina Lailiyatus Suaidah I GUST MADE SANJAYA Ika Agrista Ika Kurniasari Ilma, Indah Nafilatul Indarmaji, Dir Indrawati, Liya Indrayani, Anik Indrie Dwi Andarwati Intan Novitasari Intannani Mustikasari Iq Wulandari Irkham Mahmudi Ishak, Nor Asniza Isnawati Isnawati Ita Ayu Rianawati Jadsna Rohma Hanida Jayanti, Dyah Novira Dwi Joko Samudra Joko Siswanto Joko Siswanto Julianto Kalimatul Maghfiroh Kartika Sari Karumikawati, Tunjung Paryana Khairil Hadi Khusnia, Aida Kusuma, Arief Ertha Laily Rosdiana Laras Firdaus laras firdaus Laras Firdaus Leni Dwi Septiany Leny Yuanita Leny Yuanita Leny Yuanita Lestari, Rita Puspa Lidya Vriska Fatimah Azzahra Lidya Vriska Fatimah Azzahra Lisa Lisdiana Liya Indrawati Lovy Herayanti Lovy Herayanti Lutfi Arrahman Mahanani Tri Asri Mahmudi, Irkham Majid , Dewi Firta Amalia Majid, Annis Annafik Makhtar, Muaz Mohd Zaini MARGALITA, SHELLA Marzuqi, Muhammad Ilyas MOHAMMAD BUDIYANTO Muaz Mohd Zaini Makhtar Muhammad Fajar Faliasthiunus Pradipta Muhammad Humaidin Muhammad Shukri Muhammad Zahrudin Afnan Muhammad Zahrudin Afnan Muji Sri Prastiwi Mulia, Mala Munawwaroh, Dinda Arofahtul Mustikasari, Intannani Nada 'Adila, Amaliya Nadya Ayu Narulita Nafisah Maulidah Rahmah Nailul Minakh Nanda Wardhani Narulita, Nadya Ayu Nensy Eka Selviana Nensy Eka Selviana Ngandoh, Satwika Trianti Ningsih, Ristati Nisa', Alif Alia Khoirun Nisa', Khoirun Noviah Rosa Firdaus NOVITA KARTIKA INDAH Novita Kartika Indah Novitasari, Intan Nur Ana Nur Azizah Nur Ducha Nur Khikmah Nur Khikmah, Nur Nur Kuswanti Nur Qomariyah Nuraini, Afifah Mei NURHAFIDHAH NURHAFIDHAH NURSAMSU NURSAMSU Nursanti, Arie Nurul Ahillah Nuzula Khoiro Ummah Ospa Pea Yuanita Meishanti Pradnyo Wijayanti Pramita Yakub Puji Rahayu Puspitawati, Rinie Putri Apriliyani Putri, Dita Vebian Eka Putri, Raddina Aprilia Rachmadiati, Fida Raddina Aprilia Putri Raddina Aprilia Putri Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo Raharjo, Raharjo Rahmadani, Desi Lia Nur Rahmah, Nafisah Maulidah Rahmayani, Alfiana Ramadhanny , Krisny Eka Putri Rana Husna Fahtiana Nur Adekah Rani Asmara Reftiyana, Diva Reni Cindra Kusuma Ria Febrianasari Rinaldiyanti Rukmana Rinaldiyanti Rukmana Rinaldiyanti Rukmana Rinaldiyanti Rukmana Rinie Pratiwi Puspitawati Rinie Pratiwi Puspitawati Rinie Pratiwi Puspitawati Risma Agustina Ristati Ningsih Rita Puspa Lestari Rohman, Rohil Lila Rosa, Wahidatul Fitria Rossanita Truelovin Hadi Putri Rosyidah, Fitrotin Rukmana , Rinaldiyanti Rukmana, Rinaldiyanti Rusly Hidayah Rusmansyah Rusmansyah Rusmansyah Sari Fitriyaningsih Satriawan, Muhammad Satwika Trianti Ngandoh Savitri, Nandita Eka Savitri, Sonia Shella Margalita Shinta Nadya Mega Ariesta Sifak Indana Sifak Indana Sifak Indana Sifak Indana Sinta Dewi Sinta Dewi Siti Masruroh Siti Yuktika Soegimin W.W Solihin, Annas Sonia Savitri Sophia Allamin SRI KENTJANANINGSIH Sri Poedjiastoeti Sri Poedjiastoeti Suaidah, Husfina Lailiyatus Sudiarman Sudiarman Sudiarman, Sudiarman Sudiyono, Abdul Hamid Sugianto, Aprillia Putri Sukma, Karina Melati Sunu Kuntjoro Sunu Kuntjoro Suryanti Suryanti Susanti Indah Perwitasari Suyatno Sutoyo Tarzan Purnomo Tarzan Purnomo TARZAN PURNOMO Taufik Samsuri Tita Fitriana Sukmawati Titik Taufikurohmah Titik Taufikurohmah Tjandra Kirana Tjipto Haryono Tjipto Haryono Tjipto Prastowo Tjipto Prastowo Tukiran - Tunjung Paryana Karumikawati Ulfi Faizah Ulfi Faizah Ummah, Inayatul Utiya Azizah Virlya Citra Dewi Virlya Citra Dewi Vivin, Meyta W.W, Soegimin Wahidatul Fitria Rosa Wahono Widodo Wahono Widodo Wahono Widodo Wardhani, Nanda Wasis Wasis Wasis Widowati Budijastuti Widowati Budijastuti Widowati Budjiastuti Widya Safitri Es Salsabila Wulandari, Iq Yakub, Pramita Yuktika, Siti Yuliana Hartiningrum Yuliani Yuliani YULIANI YULIANI Yuliani Yuliani Yuliani Yuliani Yuliani Yuliani Yuliani Yuliani Yuni Sri Rahayu Yuni Sri Rahayu YUNI SRI RAHAYU Yurizka Melia Sari Zenny Taufikurrizal Zurinawati Hamzah