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Budi Usodo

Universitas Negeri Sebelas Maret, Surakarta, Indonesia

Author-ID : 408357

Arts Humanities Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN ROUNDTABLE TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI AKTUALISASI DIRI SISWA SMP NEGERI DI KABUPATEN MAGELANG Mardiyana, Mardiyana; Usodo, Budi; Ingkansari, Agnes Reswari
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the studentsâ self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimentalÂ research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments usedÂ were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Studentsâ mathematics achievement using cooperative learning model with Roundtable type, have better studentsâ mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Studentsâ mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization orÂ students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the studentsâ mathematics achievement using RoundTable type of cooperative learning have better studentsâ mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement. Keywords: Self-actualization, Cooperative Learning, NHT, RoundTable.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno, Sutrisno; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Azizah, Eka Nur; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better studentsâ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better studentsâ mathematics learning achievement than the model of conventional; (2) studentsâ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, studentsâ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and studentsâ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better studentsâ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better studentsâ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), studentsâ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and studentsâ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and studentsâ mathematics learning achievement with the climbers type of learning results in a better achievement than studentsâ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematicâs learning achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN PENDEKATAN CTL PADA PEMBELAJARAN MATERI BANGUN DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VII MTs KABUPATEN KEDIRI TAHUN PELAJARAN 2012/2013 Arifin, Zainal; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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ABSTRACT: The objectives of this research were to find out: (1) which learning model of the TPS with CTL approach, TPS or conventional learning results in a better learning achievement in mathematics; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in mathematics; (3) in each learning style, which learning model of the TPS with CTL approach, the TPS, and the conventional learning results in a better learning achievement in mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade VII of Islamic Junior Secondary Schools in Kediri regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 269 students; 86 students belonged to experiment class one, 92 students belonged to experiment class two, and 91 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. 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 TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (2) the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics; (3) in each learning style, the TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (4) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. Â Keywords: learning model, TPS with CTL approach, TPS, conventional, learning style Â

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA A, Ilham Rais; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independentÂ and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement.

PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH-LANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT Widyastuti, Rany; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polyaâs rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climberâs type, a student with camperâs type, and a student with quitterâs type. The data collection in this research was conducted through questionnaires and task-based interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Hubermanâs concept, that was dataâs reduction, dataâs presentation, and conclusion. The result of this research showed that (1) climberâs student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camperâs student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitterâs student used imperfection assimilation and accomodation thinking process in understanding the problem, student didnât use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polyaâs rule, Adversity Quotient (AQ)

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PROBLEM BASED LEARNING (PBL) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MULTIPLE INTELLIGENCES SISWA SMP KABUPATEN LAMPUNG TIMUR TAHUN PELAJARAN 2012/2013 Hariyati, Endang; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from studentsâ multiple intelligences. The learning models compared were cooperative learning model Teams Assisted Individualization (TAI), Problem Based Learning (PBL) and conventional. This research was a quasi-experimental research using Â factorial design. The populations of the research were all students of Junior High School (SMP) on Lampung Timur Regency. The samples of the research were the eight grade students of SMP Negeri 1 Pekalongan, SMP Negeri 2 Pekalongan, and SMP Negeri 3 Batanghari containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the studentsâ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research are as follows Â (1) Cooperative learning model TAI provides better mathematics achievement thanÂ the conventional model of learning and PBL, PBL learning model produces better performance over the conventional learning. (2) Multiple intelligences with mathematics logic types provide better math achievement than other types of multiple intelligences linguistic and interpersonal, the type of multiple intelligences linguistic providing academic achievement as well as the type of multiple intelligences interpersonal. (3) The students with LI multiple intelligences type, cooperative learning model TAI has the same mathematics achievement with the PBL model, PBL model has better performance than conventional models, and cooperative learning model TAI has the same mathematics achievement with conventional learning models. The students with multiple intelligences mathematics logic type, TAI cooperative learning model provides a better learning achievement than learning model PBL, PBL learning model provides academic achievement as well as conventional learning models, cooperative learning model TAI provide significantly better learning achievement than with conventional learning models. The students with multiple intelligences type interpersonal, TAI cooperative learning model, PBL and conventional provide similar good performance. (4) The students use cooperative learning model TAI, the type of multiple intelligences linguistic provide better learning achievement than the interpersonal category of multiple intelligences, linguistic multiple intelligences category provides academic achievement as well as multiple intelligences mathematics logic category, the category of multiple intelligences significantly provide that mathematic logic achievement as well as multiple intelligences interpersonal category. The students use PBL and conventional learning models, the type of linguistic multiple intelligences, the mathematics logic type of multiple intelligences and type the interpersonal produces similar good performance. Keywords: TAI, PBL, multiple intelligences Â

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF PEER TUTORING DAN MANDIRI DENGAN E-LEARNING PADA POKOK BAHASAN ALJABAR DITINJAU DARI KECERDASAN MAJEMUK Safitri, Dian N; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to know: (1) which one is providing bettermathematics learning achievement, students taught using cooperative learning peer tutoring, selfdirectedlearning by e-learning or direct learning, (2) which one is having better mathematicslearning achievement, students with interpersonal intelligence, students with intrapersonalintelligence or students with linguistic intelligence, (3) at each learning model, are there anydifference mathematics learning achievement between students with interpersonal intelligence,students with intrapersonal intelligence or students with linguistic intelligence, (4) at each type ofintelligence, are there any difference mathematics learning achievement between students taughtusing cooperative learning peer tutoring, self-directed learning by e-learning or direct learning.This was a quasi experimental research using 3x3 factorial designs. The hypotheses testing usedtwo ways ANOVA with unbalance cell. This research concludes that: (1) students who weretaught using cooperative learning peer tutoring have better mathematics learning achievementthan the students who were taught using self-directed learning by e-learning and students who aretaught using direct instruction, as well as students who were taught using self-directed learningby e-learning have better mathematics learning achievement than the group of students who weretaught using direct instruction, (2) students achievement with the type of interpersonalintelligence are better than the students with the type of intrapersonal intelligence and linguisticintelligence type while the students with the type of linguistic intelligence have bettermathematics learning achievement than the students with the type of intrapersonal intelligence,(3) in the cooperative learning peer tutoring, students with interpersonal intelligence have bettermathematic learning achievement than students with interpersonal and linguistik intelligence,students with linguistic intelligence have better learning achievement than student withintrapersonal intelligence, in the self-directed learning by e-learning, there was no difference inlearning achievement in each type of intelligence, in the direct instruction, students withinterpersonal and linguistic intelligence have better mathematic learning achievement thanstudents with intrapersonal intelligence, (4) for the students who have interpersonal intelligence,cooperative learning peer tutoring produce better mathematics achievement than self-directedlearning by e-learning and direct instruction, for the students who have intrapersonal intelligence,self-directed learning by e-learning produce better mathematics achievement than directinstruction, for the students who have linguistic intelligence, there was no difference in learningachievement in each learning models.Keywords: E-Learning, Peer Tutoring, Intelligence, mathematics learning achievement

EKSPERIMENTASI METODE PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN CTL PADA MATERI BANGUN DATAR DITINJAU DARI TINGKAT INTELEGENSI SISWA KELAS VII SMP NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2012/2013 Imswatama, Aritsya; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning methods on mathematics achievement viewed from the student intelligence level. The learning methods compared were problem posing with CTL approach, problem posing and conventional. The type of the research was quasi experimental research. The population was all of students in the seventh grade of Junior High School in Purworejo in the academic year of 2012/2013. The sample of this research was taken by using stratified cluster random sampling. The sample was consisted of 177 students with 90 students in the first experiment class, 95 students in the second experiment class, and 92 students in the control class. The data ofÂ the research were gathered through documentation and test. The result of research showed that: (1) studentsâ learning achivement by using problem posing learning method with CTL approach was better than studentsâ learning achivement by using problem posing method and conventional learning, and studentsâ learning achivement by problem posing learning method was same as conventional learning method, (2) mathematics achievement of students with high intelligence level was better than that of students with medium and low intelligence level, and mathematics achievement of students with medium intelligence level was better than that of students with low intelligence level, (3) in learning by using problem posing learning method with CTL approach, the level of intelligence had the same effect in studentsâ learning achievement, in learning by using problem posing method, students with high intelligence level had performance as good as the students with medium intelligence level and were better than the students with low intelligence level, in learning by using conventional learning, students with high intelligence level had better learning achivement than students with medium intelligence level and low intelligence level, and learning achievement of students with medium intelligence level was the same as students with low intelligence level, (4) at the level of studentsâ intelligence with high, medium and low, problem posing learning method with CTL approach, problem posing learning method and conventional method produced the same effect in learning achievement. Keywords: problem posing with CTL aproach, problem posing, learning achievement, intelligence level.

PROSES BERPIKIR KREATIF SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN SISWA Hidayatulloh, Hidayatulloh; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research is aimed at describing the creative thinking process of students with rational personality type, idealist personality type, guardian personality type, andÂ artisan personality type in solving mathematics problems. It was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subject of this research were 4 of the eighth grade students at SMP Negeri 2 Jenar, Sragen Regency, consisting of 1 student with rational personality type, 1 student with idealist personality type, 1 student with guardian personality type, and 1 student with artisan personality type. The techniques of collecting the data in this research were questionnaire, written test, and interview on plane geometri subject. The techniques of validating the data were time triangulation and sufficient references. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that (1) the student with rational personality type has creative thinking process level 1 (less creative); (2) the student with idealist personality type has creative thinking process level 3 (creative); (3) the student with guardian personality type has creative thinking process level 3 (creative); (4) the student with artisan personality type has creative thinking process level 0 (not creative). Keywords: Creative Thinking Process, Mathematics Problem Solving, Personality Type

Co-Authors A.A. Ketut Agung Cahyawan W Adi Nurcahyo Adwitiya Sarwahita, Salsabila Agnes Reswari Ingkansari Ahmad, Ahmad Ahmad, Ahmad Al Firdaus, Nabila Uristu Andhika, Niken Dwi Ardelia, Nadia Rizki Ardiyanto, David Ardiyanto, David Arianti Puspita Dewi Aritsya Imswatama Asrowi Asrowi Astri Wahyuni AsyÃ¢Â€Â™ari AsyÃ¢Â€Â™ari Asyâ€™ari, Asyâ€™ari Auliya, Anisa Rima Binti Anisaul Khasanah Brilliyanti, Fanny Brilliyanti, Fanny Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Cahyani, Apri Winar Chrisnawati, Henny Ekana Chrisnawati, Henny Ekana Chumdari Chumdari, Chumdari Dewi Retno Sari Saputro, Dewi Retno Dian Devita Yohanie Yohanie Dian Dwi Astutik, Dian Dwi Dian N Safitri Dian Panji Wicaksono Dian Ratna Puspananda Dwi A, Yuridis Madyarsa Dwi A, Yuridis Madyarsa E.P.U, Moertiningsih Edwin Latif Hardiyanto Eka Nur Azizah Endang Hariyati Ersam Mahendrawan Fahimah Andini Farah Heniati Santosa, Farah Heniati Farida Nurhasanah Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Fitriana, Laila Fuany, Anggun Gunarhadi Gunarhadi, Gunarhadi Haniah, Wahyu Nur Harjati, Juliana Kristin Hendriyanto, Agus Henny Ekana Chrisnawati Heribertus Soegiyanto, Heribertus Hidayat Bahktiar, Hidayat Hidayatulloh Hidayatulloh Iffah, Rona Dhiya Layli Ilham Rais A Imam Sujadi Ira Kurniawati Irene Endah Tri Winihati Isnaeni Umi Machromah Isnandar Iswanti, Partia Juniarto, Suci Juniati Juniati Karina Pramitasari, Karina Kartikaningtyas, Nafiqoh Elsa Kristiani, Theresia Kurniawati, Ira Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kuswardi, Yemi Kuswardi, Yemi Labiba Zahra, Labiba Lingga Nico Pradana Maghfiroh Yanuarti Manora, Yupi Ayu Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana, Mardiyana Maullina, Eka Siti Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Munzayanah, Nurul Murdoko, Yustinus Nada, Yusrina Qotrun Nahdiya, Nikmah Alfi Nansiana, Millenia Nadhea Nelly Indriastuti P Nindia Elisie Anggraini Nok Yeni Heryaningsih, Nok Yeni Novia Dwi Rahmawati Novia Fajar Utami Nugrohorini, Parwo Nunung Juwariah, Nunung Nur Anida Laila Nurlaily, Vivi Astuti Nurlaily, Vivi Astuti NURUL AZIZAH Nuryani Destiningsih, Nuryani Nyoto Nyoto, Nyoto Ony Syaiful Rizal, Ony Syaiful Paryatun, Suji Paryatun, Suji Permataari, Desty Ratna Pinilih, Anggoro Canggih Pramesthi, Getut Pramesti, Getut Pramudya, Ikrar Puput Suriyah Purnama, Agung Eka Purwaningsih, Tri Purwaningsih, Tri Rachmawati, Intan Rahayu, Heni Septi Rahayu, Nastiti Rahmat Winata Rahmawati, Retno Dwi Putri Rany Widyastuti Ratna Herawati Ratnasari Ratnasari Reka Pramukti, Reka Retnowati, Evi Riswandha, Septian Henry Rivia J, Hefin Dwi Riyadi . Riyadi Riyadi Rizqona Maharani, Rizqona Robia Astuti S Siswanto Sa'idah, Ulya Safitri, Rini Dewi Saki, Saki Salistiyani, Salistiyani Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Santosa, Eka Budhi Sarnoko Sarnoko, Sarnoko Sasongko, Anggi Setiaputra, Felix Indra Sholeh Muntasyir Sigit Pamungkas Siswanto Sri Adiningsih Sri Indayani, Sri Sri Subanti Sri Yamtinah Sudiyanto Sujadi, Imam Suryanto, Suryanto Susilawati, Dyah Sutopo Sutopo Sutopo, Sutopo Sutrisno Sutrisno Syarifah, Triana Jamilatus Tien Syarifah Hafidhah, Tien Syarifah Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Triyanto, Triyanto Tuti, Dewi Setyas Umi Fadlilah, Umi Veva, Ervina Yulias Vivi Fenty Anggraeny Wahartojo, Sri Wahyu Kusumaningtyas Wicaksana, Hafid Wicaksana, Hafid Wulandari, Lina Yemi Kuswardi, Yemi Yolan Kusumaningtyas, Yolan

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