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All Journal Jurnal Edukasi Universitas Jember Paramita: Historical Studies Journal Jurnal Penelitian Pendidikan Lembaran Ilmu Kependidikan AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Candrasangkala Pendidikan Sejarah Diakronika Jurnal Pendidikan Sejarah Indonesia Ideguru: Jurnal Karya Ilmiah Guru Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran PROPAGANDA Chlorophyl: Jurnal Ilmu-Ilmu Pertanian Pancaran Pendidikan Jurnal Penelitian Sains dan Teknologi Indonesia Jurnal Historica

Nurul Umamah

University Of Jember

Author-ID : 407646

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penerapan Model Connecting, Organizing, Reflecting, dan Extending (CORE) Untuk Meningkatkan Kreativitas dan Hasil Belajar Sejarah Peserta Didik Kelas X3 SMAN 1 Bangorejo Tahun Ajaran 2013/2014 Safitri, Diana; Handayani, Sri; Umamah, Nurul
Jurnal Edukasi Universitas Jember Vol 1 No 2 : Juli 2014
Publisher : Jurnal Edukasi Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.201 KB)

Abstrak. Pembelajaran versi kurikulum 2013 diharapkan dapat mendorong peserta didik menjadi aktif, kreatif, dan inovatif. Pendidik diharapkan dapat menumbuhkan kreativitas peserta didik dalam mengkontruksikan masa lampau dengan mengaitkan kondisi masa sekarang agar pembelajaran lebih bermakna. Tujuan dari penelitian ini adalah untuk meningkatkan kreativitas dan hasil belajar sejarah dengan menerapkan model pembelajaran Connecting, Organizing, Reflecting, and Extending (CORE) pada peserta didik kelas X 3 SMAN 1 Bangorejo. Pelaksanaan penelitian dimulai dari bulan April sampai bulan Mei 2014. Subjek penelitian ini adalah peserta didik kelas X 3 SMAN 1 Bangorejo dengan jumlah 31 peserta didik. Indikator yang diteliti dalam penelitian ini adalah kreativitas dan hasil belajar sejarah peserta didik. Kreativitas peserta didik secara klasikal pada siklus 1 memperoleh 60,48%, pada siklus 2 meningkat 18,60% menjadi 71,23%, pada siklus 3 meningkat 7,97% menjadi 77,95% . Pada siklus 1 hasil belajar kognitif memperoleh persentase sebesar 70,96%, pada siklus 2 meningkat 9,09% menjadi 77,41% pada siklus 3 meningkat 8,34% menjadi 83,87%. Hasil belajar psikomotorik pada siklus 1 memperoleh persentase sebesar 62,29%, pada siklus 2 meningkat 14,89% menjadi 71,57% dan pada siklus 3 meningkat 7,88% menjadi 77,21%. Berdasarkan penjelasan di atas dapat disimpulkan bahwa penerapan model pembelajaran Connecting, Organizing, Reflecting, and Extending (CORE) dapat meningkatkan kreativitas dan hasil belajar sejarah peserta kelas X 3 SMAN 1 Bangorejo. Â Kata Kunci : model pembelajaran Connecting, Organizing, Reflecting, and Extending (CORE), kreativitas, hasil belajar peserta didik.

Developing E-Module of Lumajang Historical Cultures for the Learning of History in the Tenth Grade with the R2D2 Model Heriyanto, Nur Oktafiyani; Umamah, Nurul Umamah; Sumardi, Sumardi Sumardi
Lembaran Ilmu Kependidikan Vol 49, No 1 (2020): April
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v49i1.27191

History education in the 2013 Curriculum is designed to shape the student historical awareness by engaging local history learning with national history in a series of Indonesian History. However, the lack of learning resources and knowledge of students in local history led to inadequate level of historical awareness. Based on the needs analysis of the three schools in Lumajang Regency, it shows that: (1) learning resources used by educators and students of class X are 100% textbooks and worksheets with national historical content; (2) local history-based learning resources are not widely available; and(3) 61% of students did not recognize of Lumajang's local history. Therefore that this study aims to develop e-module learning that can be used as a source of local learning history that has been validated by experts and available to increase students' historical awareness. This development research used the R2D2 (Reflective, Recursive, Design and Development) development model. The research subjects utilized 36 students of SMAN 1 Lumajang. The data collection technique of this study used observation, interviews, questionnaires and tests. The results show that the validation of material experts, linguists, and learning design experts as follows: (1) the value of 84.21% was categorizedÃ‚Â as "good"; (2) the value of 96% was categorized as "very good"; and (3) the value of 78.33% was categorized as "good". The test result of users obtained 98% was categorized as "very good". The results of the small group trials show: (1) 87.5%; (2) 100%; (3) 87.5%; and (4) 63.5%. The results of the field trials show: (1) 100%; (2) 95%; (3) 100%; and (4) 69% which show the increase in students' historical awareness. Based on the results of these studies the e-module of local history learning can be used as a source of learning local history in schools and may improve students' historical awareness.

Pengaruh Pembelajaran Sejarah Lokal di SMA Kelas X untuk Meningkatkan Kesadaran Sejarah Peserta Didik heriyanto, nur oktafiyani; umamah, nurul; sumardi, sumardi
Jurnal Penelitian Pendidikan Vol 36, No 1 (2019): April 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v36i1.19085

Kurikulum 2013 dalam pembelajaran sejarah didesain untuk menumbuhkan kesadaran sejarah pada peserta didik dengan mengaitkan peristiwa lokal dan peristiwa nasional. Namun, fakta yang ditemukan di tiga sekolah menunjukkan kesadaran sejarah peserta didik kurang yang ditunjukkan dari 98 responden, 61% responden sama sekali tidak mengetahui sejarah lokal yang menyebabkan tingkat kesadaran sejarah peserta didik rendah. Implementasi pembelajaran sejarah lokal dalam pembelajaran sejarah diharapkan mampu meningkatkan kesadaran sejarah peserta didik mengingat peluang pengembangan materi sejarah lokal sebesar 5 Kompetensi Dasar pada kelas X SMA. Penelitian ini bertujuan untuk mengetahui adanya perbedaan tingkat kesadaran sejarah peserta didik sebelum dan sesudah pembelajaran sejarah lokal pada peserta didik kelas X. Subjek penelitian ini adalah 36 responden pada 1 sekolah di kelas X SMA 1 Lumajang. Jenis penelitian ini adalah penelitian eksperimen dengan pola one group pre-test-post-test design. Metode pengumpulan data dalam penelitian ini menggunakan tes. Teknik analisis data menggunakan statistik non parametik yaitu uji wilcoxon sign rank test dengan bantuan program SPSS (Statistic Product Service Solution) versi 25. Hasil perhitungan uji wilcoxon sign rank test diperoleh nilai rata-rata positive ranks atau selisih positif sebesar 18,50 dan nilai rata-rata negative ranks atau selisih negatif sebesar 0. Sementara nilai tiespre test dan post test sebesar 0. Kemudian hasil perhitungan test statistic diperoleh nilai 0,000 0,005. Dari hasil perhitungan tersebut dapat disimpulkan bahwa terdapat pengaruh yang signifikan pada pembelajaran sejarah lokal terhadap kesadaran sejarah peserta didik kelas X SMA Negeri 1 Lumajang.Kurikulum 2013 dalam pembelajaran sejarah didesain untuk menumbuhkan kesadaran sejarah pada peserta didik dengan mengaitkan peristiwa lokal dan peristiwa nasional. Namun, fakta yang ditemukan di tiga sekolah menunjukkan kesadaran sejarah peserta didik kurang yang ditunjukkan dari 98 responden, 61% responden sama sekali tidak mengetahui sejarah lokal yang menyebabkan tingkat kesadaran sejarah peserta didik rendah. Implementasi pembelajaran sejarah lokal dalam pembelajaran sejarah diharapkan mampu meningkatkan kesadaran sejarah peserta didik mengingat peluang pengembangan materi sejarah lokal sebesar 5 Kompetensi Dasar pada kelas X SMA. Penelitian ini bertujuan untuk mengetahui adanya perbedaan tingkat kesadaran sejarah peserta didik sebelum dan sesudah pembelajaran sejarah lokal pada peserta didik kelas X. Subjek penelitian ini adalah 36 responden pada 1 sekolah di kelas X SMA 1 Lumajang. Jenis penelitian ini adalah penelitian eksperimen dengan pola one group pre-test-post-test design. Metode pengumpulan data dalam penelitian ini menggunakan tes. Teknik analisis data menggunakan statistik non parametik yaitu uji wilcoxon sign rank test dengan bantuan program SPSS (Statistic Product Service Solution) versi 25. Hasil perhitungan uji wilcoxon sign rank test diperoleh nilai rata-rata positive ranks atau selisih positif sebesar 18,50 dan nilai rata-rata negative ranks atau selisih negatif sebesar 0. Sementara nilai tiespre test dan post test sebesar 0. Kemudian hasil perhitungan test statistic diperoleh nilai 0,000 0,005. Dari hasil perhitungan tersebut dapat disimpulkan bahwa terdapat pengaruh yang signifikan pada pembelajaran sejarah lokal terhadap kesadaran sejarah peserta didik kelas X SMA Negeri 1 Lumajang.

MODEL PEMBELAJARAN ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION (ARCS) UNTUK MENINGKATKAN KEPERCAYAAN DIRI PESERTA DIDIK Anik Oktaviani; Nurul Umamah; Marjono Marjono; Riza Afita Surya
Jurnal Pendidikan Sejarah Indonesia Vol 4, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v4i2p204-215

21st century skills prepare students with the knowledge and skills needed to succeed in life and careers in the world of work. One thing that needs to be developed is self-confidence which is an important character in achieving learning goals. The sample of this research is 34 students of MAN 2 Jember. The data technique used is a questionnaire. Data processing is done using SPSS. The results of the study of students' self-confidence at the pretest obtained an average score of 52.67 which indicates the category of moderate confidence and self-confidence of students at the post-test obtained an average of 81.33 which indicates that the category of high self-confidence means confidence students' self between pretest and post-test increased by 28,667. The research recommendation is that it is necessary to build a learning environment that can increase students' self-confidence. Based on the results of the study and its relationship with previous research, it shows that the ARCS learning model has an effect on increasing students' self-confidence.

PENGEMBANGAN MEDIA PEMBELAJARAN SEJARAH BERBASIS PREZI UNTUK MENINGKATKAN HASIL BELAJAR MENGGUNAKAN MODEL ASSURE Alvina Siti Asiyah; Sumardi Sumardi; Nurul Umamah
Jurnal Pendidikan Sejarah Indonesia Vol 5, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v5i1p77-86

Learning in the 21st century requires students to have skills, knowledge and abilities in the fields of technology, media and information. This research is a development research that aims to see the magnitude of the increase in student learning outcomes who are taught using Prezi-based learning media with the ASSURE model. This development research has produced a product in the form of Prezi-based learning media that has been validated by experts and users. Learning resources are designed according to student characteristics and based on user needs analysis. The results of content validation in the field of study for Prezi media are 96 percent, in the very appropriate category, 98 percent in learning design experts in the very appropriate category, linguists 94 percent in the very appropriate category. Educator user test of 80 percent product is very feasible. The average small group learning outcomes for the pre-test was 48.50, while the post-test was 83.50. In the field test, the average learning outcomes for the pre-test were 47.14 while the post-test was 85.71. So it can be concluded that there was an increase in learning outcomes in the small group by 72.2 percent with high qualifications and in the field trial an increase in learning outcomes by 82 percent with very high qualifications. The conclusion from the research and development of Prezi-based learning media is feasible to use and proven to improve student learning outcomes. Recommendations made based on the results of this study are the use of technology-based media so as to improve student learning outcomes. Pembelajaran di abad 21 menuntut siswa untuk memiliki keterampilan, pengetahuan dan kemampuan di bidang teknologi, media dan informasi. Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk melihat besarnya peningkatan hasil belajar siswa yang diajar menggunakan media pembelajaran berbasis Prezi dengan model ASSURE. Penelitian pengembangan ini telah menghasilkan produk berupa media pembelajaran berbasis Prezi yang telah divalidasi oleh ahli dan pengguna. Sumber belajar dirancang sesuai dengan karakteristik siswa dan berdasarkan analisis kebutuhan pengguna. Hasil validasi isi bidang kajian untuk media Prezi adalah 96 persen, pada kategori sangat sesuai, ahli desain pembelajaran 98 persen pada kategori sangat sesuai, ahli bahasa 94 persen pada kategori sangat sesuai. Uji pengguna pendidik produk 80 persen sangat layak. Rata-rata hasil belajar kelompok kecil untuk pre-test adalah 48,50, sedangkan post-test adalah 83,50. Pada uji lapangan rata-rata hasil belajar pre-test 47,14 sedangkan post-test 85,71. Sehingga dapat disimpulkan terjadi peningkatan hasil belajar pada kelompok kecil sebesar 72,2 persen dengan kualifikasi tinggi dan pada uji coba lapangan terjadi peningkatan hasil belajar sebesar 82 persen dengan kualifikasi sangat tinggi. Kesimpulan dari penelitian dan pengembangan media pembelajaran berbasis Prezi layak digunakan dan terbukti dapat meningkatkan hasil belajar siswa. Rekomendasi yang dibuat berdasarkan hasil penelitian ini adalah penggunaan media berbasis teknologi sehingga dapat meningkatkan hasil belajar siswa.

Triadic Analysis of Students' Self-Regulated Learning as a Response to Learning Support of Environmental Science Course Wachju Subchan; Nurul Umamah
Pancaran Pendidikan Vol 11, No 2 (2022)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Self-Regulated Learning (SRL) reflects the development of learning independence, self-regulation in learning, self-management ability in the learning process, and the students' ability to manage learning experiences to obtain optimal learning outcomes. The development of SRL is a process of encouraging students' activity to foster the cognition and behavior aspects that demand systematic self-regulation to achieve the learners' learning goals. Thus, reflecting on students' SRL becomes an essential and strategic aspect of being explored and developed in learning management because it is fundamental to learning success. There are three main components that must be measured, namely self, environmental, and behavior. Each of the indicators of the three components interacts with each other. The analysis of the three components (triadic analysis) in order to develop students' SRL is a very urgent aspect for educators. This study aims to conduct a triadic analysis of students' SRL in response to the learning support of the Environmental science course. The population of this study is students of 3 courses, namely: Environmental Knowledge (Biology Education Study Program), Environmental Education (History Education Study Program) of the Faculty of Teacher Training and Education, and Environmental Sciences (History Study Program) of Faculty of Cultural Sciences, University of Jember. The sample of this study was students who took the course and filled out the SRL's questionnaire in the form of a Google form distributed through social media, Whatsapp (WA). The result of this study shows that the condition of the learning environment that students respond to in the form of environmental self-regulation is on a positive average in the range above 80%. Likewise, the students' self-planning, self-efficacy, and self-evaluation responses are reflected in the form of self-regulation behavior in good condition (in the range above 80%). However, in the self-evaluation indicators, some students are inconsistent in self-planning and self-efficacy, which leads to non-achievement of the targets set.

The Pogil Learning Model and Students' Critical Thinking Improvement in History Subject Nurul Umamah; Herlinatus Sholehah
Pancaran Pendidikan Vol 11, No 3 (2022)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Critical thinking skills (CTS) are important skills for students to filter information in the era of globalization. With the rapid growth of education, there goes the more significant challenges and advanced-technological transformation. GEN Z learners, called "digital natives," quickly obtained the information. The ability to think critically is crucial to help the students' filter information accurately. However, several kinds of research reported that students with low CTS. Previous research claimed theoretically that POGIL learning model research was effective for improving the CTS. This research was to verify the effectiveness of POGIL in history learning. In this quasi-experimental design, as many as 30 students testified their CTS performance on their pre-and post-learning papers. The data were analyzed by using t-test. The result shows that there is a significant difference (p< 0.005) between after treatment using POGIl and before. The average CTS scores of students before being taught by POGIL was 46.8, and after learning was 81.7. It shows that the POGIL learning model effectively improved the students' CTS.

PENGEMBANGAN MEDIA PEMBELAJARAN SEJARAH POWTOON BERBASIS INQUIRY LEARNING UNTUK MENINGKATKAN CRITICAL THINKING SKILLS DENGAN MENGGUNAKAN MODEL ASSURE Puji Rizki Irani; Sumardi Sumardi; Nurul Umamah
Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 8, No 2 (2022)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/candrasangkala.v8i2.16578

Abstract: The paradigm of independent learning and the development of digital technology have brought major changes in the historical learning. Educators are required to innovate in learning in order to develop students' critical thinking skills (CTS). However, the results of previous studies and preliminary observations showed problems related to the low CTS of students. The purpose of this research and development is to provide an alternative solution to the low CTS of students by developing a media powtoon based on inquiry learning. The design uses the ASSURE development model stages. The result of research and development is powtoon media based on inquiry learning, which is validated by experts and can improve CTS. The results of the validation of content experts in the field of study reached 94% with "very good" qualifications, media or design validation reached 91.8% with "very good" qualifications, and language validation reached 94% with "very good" qualifications. Furthermore, the results of the user trial reached 94% with a "very good" qualification. The results of small group trials and field trials obtained an increase in CTS of 80.83% and 81.65% with the predicate "very high". So it was concluded that the media powtoon based on inquiry learning was effective in improving students' CTS.Abstrak: Paradigma merdeka belajar dan perkembangan teknologi digital membawa perubahan besar dalam pembelajaran sejarah. Pendidik diharapkan berinovasi dalam pembelajaran guna mengembangkan Critical Thinking Skills (CTS) peserta didik. Namun hasil penelitian terdahulu dan observasi awal, menunjukkan permasalahan terkait rendahnya CTS peserta didik. Tujuan penelitian dan pengembangan ini adalah memberikan solusi alternatif rendahnya CTS peserta didik dengan mengembangkan media Powtoon berbasis Inquiry Learning. Desain menggunakan tahapan pengembangan model ASSURE. Hasil penelitian dan pengembangan adalah media Powtoon berbasis Inquiry Learning yang tervalidasi ahli dan dapat meningkatkan CTS. Hasil validasi ahli isi bidang studi mencapai 94% dengan kualifikasi “sangat baik”, validasi media atau desain mencapai 91,8% dengan kualifikasi “sangat baik”, dan validasi bahasa mencapai 94% dengan kualifikasi “sangat baik”. Selanjutnya hasil uji coba pengguna mencapai 94% dengan kualifikasi “sangat baik”. Hasil uji coba kelompok kecil dan uji coba lapangan memperoleh peningkatan CTS sebesar 80,83% dan 81,65% dengan predikat “sangat tinggi”. Sehingga disimpulkan bahwa media Powtoon berbasis Inquiry Learning efektif meningkatkan CTS peserta didik.

MEDIA INOVATIF BERBASIS GOOGLE CLASSROOM DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN ANALYTICAL SKILLS Andika Putra Bayu; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
Jurnal Pendidikan Sejarah Indonesia Vol 5, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v5i2p159-170

History learning has fundamental curriculum changes at every school level. Learning which now refers to the learning objectives of Historical Thinking which is designed so that one of the students has the ability to think Analytically or Analytical skills. This study was conducted to determine the increase in the Analytical Skils of students using Google Classroom media.This study aims to determine the effectiveness of Google Classroom as a learning medium in improving students' Analytical skills. This type of research uses quantitative experimental research. The research subjects used students of class X IPS SMAN 02 Tanggul. Data collection techniques used questionnaires and test instruments by giving pre-test and post-test questions. The results showed that in the field trial there was an increase in Analytical Skills of 80.14 percent with very high qualifications. Based on this research, the researcher suggests that teachers can master the Google Classroom media well, so that students are able to understand the instructions given.Pembelajaran sejarah memiliki perubahan kurikulum yang mendasar pada setiap jenjang sekolah. Pembelajaran yang sekarang mengacu pada tujuan pembelajaran Historical Thinking yang dirancang agar salah satu siswa memiliki kemampuan berpikir Analitis atau Analytical skills. Penelitian ini dilakukan untuk mengetahui peningkatan Kemampuan Analitik siswa dengan menggunakan media Google Classroom. Penelitian ini bertujuan untuk mengetahui keefektifan Google Classroom sebagai media pembelajaran dalam meningkatkan kemampuan Analitik siswa. Jenis penelitian ini menggunakan penelitian eksperimen kuantitatif. Subyek penelitian yang digunakan siswa kelas X IPS SMAN 02 Tanggul. Teknik pengumpulan data menggunakan angket dan instrumen tes dengan memberikan soal pre-test dan post-test. Hasil penelitian menunjukkan bahwa pada uji coba lapangan terjadi peningkatan Analytical Skills sebesar 80,14 persen dengan kualifikasi sangat tinggi. Berdasarkan penelitian ini, peneliti menyarankan agar guru mampu menguasai media Google Classroom dengan baik, sehingga siswa mampu memahami instruksi yang diberikan.

Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik Riza Umami; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
Diakronika Vol 22 No 1 (2022): DIAKRONIKA
Publisher : Universitas Negeri Padang

Historical awareness is a demand that needs to be achieved in history learning in the 4.0 era by implementing paradigma mereka belajar and the 2013 curriculum. The low historical awareness of the younger generation in the 4.0 era can be seen from the implementation of learning history in school. This is in line with the results of the questionnaire in three schools which showed the low awareness of the history of students, as follows; 59.42% for SMAN 4 Jember, 50.33% for SMAN 1 Tanggul and 58.66% for SMAN 2 Tanggul. This study aims to determine the effectiveness of the implementation of the Value Clarification Technique (VCT) model in increasing students' historical awareness. This type of research uses qualitative experimental research. The sample of this study was 98 students from class XI of SMAN 1 Tanggul, SMAN 2 Tanggul, and SMAN 4 Jember. Data collection techniques using a questionnaire. The results of this study indicate an increase in students' historical awareness which can be seen from the four historical awareness indicators, as follows; (1) 74.36%; (2) 86.40%; (3) 73.51% and (4) 72.39%. Based on this research, the researcher suggests educators to create a history learning environment that provides freedom to express themselves, respect each other, be responsible and utilize technology by paying attention to the historical awareness of students and being innovative in choosing the learning model to be implemented.

Co-Authors Adam Sukarno Putra Afita Surya, Riza Agustien, Relis Agustin, Nisa Amalia Alamsyah, Adi Wildan Alvina Siti Asiyah Andika Putra Bayu Anggraeini, Ninik Anik Oktaviani Anik Oktaviani Anis Syatul Hilmiah Aprianto, Diky Azizah Azizah Azizah Azizah Baparki, Ahmad Bayu Tri Prasetyo Cyntia Ayu Lestari David Hidayah Diana Safitri Diky Aprianto Elisva, Shintya Farizi, Shohib Furqon Fernanda Prasky Hartono Fransisca Ayu Rismayanti Handayani, Sri Hari Wahyudi Hari Wahyudi Heriyanto, Nur Oktafiyani Herlinatus Sholehah Herlinatus Sholehah Hestik Wulandari Hidayah, David Hilda Susanti Hilda Susanti Hilmiah, Anis Syatul Indah Rizki Aruma Nurjannah Intan, Mawar Dwy Irma Kristanti Jannah, Rofiatul Nur Khoiro, Nazidatul Kristanti, Irma Laila Sari Lamato, Husam Lamato, Husam Lestari, Cyntia Ayu M Marjono Maftuhin Maftuhin Maftuhin, Maftuhin Mahyudi, Fitri Marjono Marjono Marjono Marjono Marjono Marjono Marjono Mei Dian Sugiarto Moh Naim, Moh Mohamad Na'im Mohammad Imam Farisi Muhammad Muhklis Anshori Mujianti, Yunita Ika Murtinah Murtinah Murtinah, Murtinah na'im, mohamad Naim, Mohammad Naim, Mohammad Nazidatul Khoiro Nina Mardiana (F01108057) Ninik Anggraeini Nisa Amalia Agustin Nisa, Noviah Iffatun Nisa, Noviah Iffatun Novyantika Eka Putri Winarno Nur Hidayati Oktaviani, Anik Pajarwati, Unik Prasetyo, Bayu Tri Pratiwi, Feby Dewi Pratiwi, Sabtiya Puji Rizki Irani Putra Bayu, Andika Putra, Adam Sukarno Qoriah, Yaumil Qoriah, Yaumil Rahayu Fitrianingsih, Rahayu Rahmawati, Vini Rarasanti, Pramodia Dyah riski wahyu tantiyo Rismayanti, Fransisca Ayu Riza Afita Surya Riza Afita Surya Riza Umami Rizki Aruma Nurjannah, Indah Rofiatul Nur Jannah Rufaidah, Laili Nur Rully Putri Nirmala Puji S Sumardi S Sumarno Setyawati, Laily Shintya Elisva Shodiq, Pasang Budy All Shohib Furqon Farizi Sri Handayani Sri Handayani Srikantun Srikantun Sugiarto, Mei Dian Sumardi Sumardi . Sumardi Sumardi Sumardi Sumardi Sumardi Sumardi Sumardi Sumarjono Sumarjono Sumarjono Sumarjono Sumarno . Sumarno Sumarno surya, riza afita tantiyo, riski wahyu Vini Rahmawati Wachju Subchan Wasdiyanta Winarno, Novyantika Eka Putri Wulandari, Hestik Yunita Ika Mujianti Zulfikar, Fachri Zulfikar, Fahcri

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