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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) JIPM (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Mathematics and Mathematics Education (JMME) Indonesian Journal of Science and Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Educational Research and Evaluation International Journal of Elementary Education Social, Humanities, and Educational Studies (SHEs): Conference Series DEDIKASI: Community Service Reports jurnal dikdas bantara Nusantara: Jurnal Pendidikan Indonesia Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi Mamangan Social Science Journal International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Proceeding International Conference on Mathematics and Learning Research Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education
Budi Usodo
Universitas Negeri Sebelas Maret, Surakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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The Development of the Educational Game “Fraction Bakery ”: An Analysis of Media Advantages for Elementary School Students Chrisnawati, Henny Ekana; Usodo, Budi; Nurhasanah, Farida; Sutopo, Sutopo; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v12i2.68112

Abstract

This study aims to develop an educational game as a learning media for mathematics at the elementary school level, particularly fractions.  Named Fraction Bakery, this game was developed as a response to complaints of students' and teachers' difficulty in learning and teaching fractions. This difficulty, if poorly addressed, may serve as an iceberg-like issue for their understanding of more advanced mathematic concepts. Number recognition, including fractions, is fundamental to learning mathematics. As a teacher, it is necessary to evaluate such learning difficulties and seek alternative interactive learning media their students can enjoy. For the purpose of the study, the research and development model proposed by Thiagarajan, consisting of Define, Design, Development, and Disseminate stages, was applied. This game was still in the development process by evaluating the media value using trial responses involving undergraduate students of mathematics education at Sebelas Maret University. Regarding the product's interface, 71% of respondents gave a high score, 57% gave a very high score to the game animation, 75% stated that the game would likely motivate users to learn (affective impact), and 57% stated that the materials delivered in the game are highly relevant to the competency
ANALISIS PROSES PEMBELAJARAN MATEMATIKA ABK HIPERAKTIF DI KELAS II INKLUSIF Marlina, Rosy; Budiyono, Budiyono; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 8, No 2 (2018): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v8i2.25850

Abstract

Abstract : Mathematical difficulties in children with special needs (ABK) hyperactivity become a challenge for mathematics teachers in learning. The existence of curriculum targets and demands must be adjusted to the conditions of hyperactive ABK who have difficulties in terms of concentration. The purpose of this study was to describe the strategies and constraints of teachers in teaching mathematics to hyperactive ABK in inclusive class II, as well as their suitability with the conditions and needs of hyperactive ABK. This research is a qualitative field research research with purposive sampling. Samples from this study are classroom teachers who teach mathematics, Special Guidance Teachers (GPK) shadow and hyperactive ABK. The instruments used are observation, documentation and interviews. The results showed that mathematics learning for hyperactive ABK was accompanied by GPK Shadow with the approach of Individual Learning Program (PPI) in inclusive classes allowing hyperactive ABK to focus more on learning and feel comfortable because they could be with their classmates. The curriculum model used is a modified regular curriculum, including modification of goals, materials, processes and evaluations.Keywords:Mathematics Learning, Hyperactive Abk, Inclusive Class.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN TAHUN PELAJARAN 2015/2016 Rahayu, Heni Septi; Budiyono, Budiyono; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10058

Abstract

Abstract: The purpose of this study was to determine the effect of the learning models TSI, TPS, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with  factorial design. The population were the eighth-grade students of junior high schools in Klaten Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis, it was concluded as follows. 1) The  mathematics learning achievement of TSI was better than TPS and direct learning model, the mathematics learning achievement of TPS was better than direct learning model. 2) The mathematics learning achievement of the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was better than the students with low logical mathematics. 3) The students with high logical mathematics who were treated by TSI, TPS, direct learning models had the same mathematics learning achievement, students with low logical mathematics treated with TPS and TSI has the same result for both models and was better direct learning model, the students who were treated by TPS learning model was better than direct learning model, the students with low logical mathematics who were treated by TSI was same as TPS and was better than direct learning model. 4) In TSI learning model, the mathematics learning achievement of students with high logical mathematic was better than the students with both average and low logical mathematics, the students with average logical mathematic was better than students with low logical mathematics, in TPS learning model, the students with high logical mathematics was same as the achievement of  students with average logical mathematics and was better than the students with low logical mathematic, in direct learning model, the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was same as the students with low logical mathematics.Keywords: Three Steps Interview, Think Pair Share Direct Learning Model, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) YANG DIMODIFIKASI DENGAN ASSESSMENT FOR LEARNING (AFL) PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMK TEKNIK DI KABUPATEN MADIUN Suryanto, Suryanto; Usodo, Budi; Mardiyana, Mardiyana
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20250

Abstract

Abstract: The objective of this research was to investigate the effect of learning models on the learning achievement in Mathematics viewed from creativity of the student. The learning models compared were Teams Games Tournaments (TGT) The Modified By Assessment For Learning (AfL), Teams Games Tournaments (TGT) an direct model. This research is a quasi-experimental research with a 3x3 factorial design. The population of this research is all class 11th student of Vocational High School in Madiun. Sampling was done by stratified cluster random sampling of the sample totaled 266 students, with details of 87 students in the experimental class of 90 students in two experimental classes and 89 students in the control class. The instruments used to collect data were mathematics achievement test and test creativity in learning. The technique of analyzing the data was two-ways ANOVA with unequal cells. The results of research showed that: (1) The model of cooperative learning TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides mathematics learning achievement as well as direct learning model; (2) Students who have a high learning creativity gives better mathematics learning achievement than students who have studied creativity medium and low. Students who have studied creativity is giving mathematics learning achievement as well as students with low learning creativity; (3) For each learning model show that, the prestige mathematics students with high creativity learning are better than the student who have medium or low, and students who have the creativity learning is giving better mathematics learning achievement than students with low learning creativity. (4) For each students' level of creativity show that, cooperative learning model TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides better mathematics learning achievement than direct learning model.Keywords: cooperative learning, TGT modified AfL, TGT, creativity in learning, academic achievement.
PROSES BERPIKIR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMECAHAN MASALAH PEMBUKTIAN TAHUN AKADEMIK 2014/2015 Yohanie, Dian Devita; Sujadi, Imam; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i1.10048

Abstract

Abstract: This research aimed to describe the thinking process in proof problem solving using direct, contraposition, and contradiction methods in 2nd semester mathematic education students of Nusantara PGRI University of Kediri with (1) high, (2) moderate, and (3) low learning achievements. The research method employed was qualitative approach. Subject of research was selected using purposive sampling technique, consisting of 6 2nd-semester mathematic education students: 2 students with high, 2 with moderate, and 2 with low learning achievements. Data collection was carried out using interview based on proof problem solving assignment. Data validation was carried out using time triangulation, and the valid data was analyzed using data reduction, data display, and conclusion drawing.  The result of research showed that: (1) The thinking process of students with high learning achievement. The proof problem solving in direct contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly and completely, did algebraic operation to connect consequence to premise, in order to prove the consequence. In review phase, the subjects check their answer and were sure with their answer after seeing the process and proof result. (2) The thinking process of students with moderate learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly, did algebraic operation with summing procedure and distributive property to connect consequence to premise in order to prove the consequence. In review phase, the subjects did not check their answer and were sure with their answer when their  proved. (3) The thinking process of students with low learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase is the same, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise difficultly, did algebraic operation with summing procedure and distributive property to connect consequence to premise using number example, thereby could not prove the consequence. Then in review phase, the subjects did not check their answer and were sure with their answer after seeing their proof result.Keywords: Thinking Process, Problem Solving, Proof, Learning Achievement 
The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity Kurnianto, Iwan; Usodo, Budi; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 10, No 1 (2020): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v10i1.22642

Abstract

This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of grade VII SMP in Kudus Regency 2015/2016 academic year. The research sample was taken using stratified cluster random sampling technique. The samples of this study were students of class VII SMP Negeri 1 Mejobo, SMP Negeri 1 Bae, and SMP Negeri 3 Bae. The results obtained, TGT provides better mathematics learning achievement than TAI. students with high and moderate creativity have the same mathematics learning achievement. students with TGT have better mathematics learning achievement than TAI students. students with high and moderate creativity have the same mathematics learning achievement. 
PENGEMBANGAN MEDIA PEMBELAJARAN DESAIN TEMATIK: UPAYA MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN PENGELOLAAN KELAS BAGI GURU SD DALAM IMPLEMENTASI KURIKULUM 2013 Chrisnawati, Henny Ekana; Usodo, Budi; Pramesthi, Getut; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10050

Abstract

Abstract: Integrated thematic learning is learning approach that associates some positive aspects in the intra and inter-subject. The integration properties is based on the theme as a binding relationship between matters and there is no separation between the material and subjects, require management setting of learning from the teachers. For that purpose, the aims of this program is to develop a media learning of elementary school students in the implementation of the curriculum 2013 in improving student learning outcomes and assisting elementary school teachers’ in designing teaching and learning activities in the classroom. The software that used is macromedia flash mx, because macromedia flash mx is one of animation software that can be used as a fun media learning and easier software for student to interact with the learning experience.The method used this research is a RnD Thiagarajan model, ie, Define, Design and Develop. The result of the development of the media learning was tested on a limited basis in elementary school student grade IV SD II Al Abidin and SD Warga Surakarta. The results of this research are (1) Media learning have been developed with implementing the 4D Thiagarajan, (2) The results of the content validation, a media learning with Macromedia Flash application are fit can be used with the revision, and the results of the assessment, indicating the category of eligibility amounting as 80 .825% (3) The reliability of the observation of students' response and instructional media development results, showing good agreement category (75.5%), (4) Learning outcomes showed 88% of students have a score above KKM school.Keywords: Thematic design, RnD, Macromedia Flash
Character Education Values in Mathematics Story Problem Solving Activities in Elementary School Sunarni, Sunarni; Usodo, Budi; Chumdori, Chumdori
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 1 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i1.84322

Abstract

This study describes character values in mathematics learning. The purpose of the research is to describe the character values of independence, critical reasoning, and creativity. The type of research is descriptive qualitative. Data collection through: observation, questionnaires, and interviews. The result of the research is the activity of solving mathematical story problems raises character values, namely being able to: recognize and realize self-development needs; process, build links, analyze, evaluate, and conclude; and generate ideas and look for alternative solutions. The conclusion of the research is that learning mathematics on story problem solving material can build independent character values, critical reasoning, and creativity. 
The Effect of Mathematical Dakon Media on the Multiplication Operation Ability of Whole Numbers in Grade 4 Madrasah Ibtidaiyah Students Adwitiya, Salsabila; Usodo, Budi; Yamtinah, Sri
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109504

Abstract

The low understanding of Grade 4 students at Madrasah Ibtidaiyah regarding multiplication operations with whole numbers is one of the main obstacles in mathematics learning that must be addressed promptly. This study aims to determine the effect of using dakon mathematics media on multiplication operation ability and to enhance the effectiveness of mathematics learning among Grade 4 MI students. The method used is quantitative with a quasi-experimental approach and a pretest-posttest control group design. The research sample consisted of two classes: the experimental class used dakon media, while the control class used conventional methods, with 20 students in each class.The data collection technique in this study was carried out using pretests and posttests to measure students' multiplication ability before and after treatment. The data analysis technique used was quantitative statistical analysis with a t-test to examine the difference in average multiplication ability between the experimental and control classes.The results of the study showed a significant increase in multiplication operation skills in students who used dakon media compared to those who did not use the media . The dakon media proved effective in helping students understand the concept of multiplication through a concrete and enjoyable approach. Thus, the use of dakon mathematics media has a positive impact on improving multiplication skills in Grade 4 Madrasah Ibtidaiyah students. 
An Analysis of Numeracy Skills and Factors Affecting Learners in Phase C of Class V of Primary School Widayati, Tri; Usodo, Budi; Yamtinah, Sri
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.99020

Abstract

Pendidikan memiliki peran penting dalam membangun karakter dan kemampuan generasi muda, namun kemampuan numerasi siswa di Indonesia masih rendah, dengan sekitar 71% siswa tidak mencapai tingkat kompetensi minimum matematika menurut data OECD. Tujuan dari penelitian ini 1) mendiskripsikan tingkat kemampuan numerasi, 2) mengeksplorasi faktor-faktor penyebab kemampuan numerasi rendah, 3) mendiskripsikan cara-cara yang dilakukan oleh sekolah dalam meningkatkan kemampuan numerasi.  Metode dari penelitian ini menggunakan kualitatif deskripsi. Hasil penelitian ini yaitu masih banyak peserta didik yang kurang memahami konsep metematik sehingga mempengaruhi kemampuan numerasi peserta didik di fase C. Hal ini dapat dilihat dari hasil tes hanya 16% peserta didik yang mendapatkan nilai diatas batas minumum. Rendahnya kemampuan numerasi peserta didik di pengaruhi oleh faktor internal dan eksternal. Faktor internal terdiri dari aspel fisikologis dan psikologis. Fisiologis berkaitan dengan kebugaran tubuh dan Kesehatan panca indra. Pikologis berkaitan dengan motivasi, minat dan semangat belajar dari peserta didik. Sedangkan faktor ekternal dari lingkungan sekitar, dan lingkungan keluarga yakni peran orang tua dalam mendukung belajar peserta didik. Dari hasil wawancara beberapa cara yang sudah dilakukan guru dalam meningkatkan kemampuan numerasi  dengan menyediakan media pembelajaran, dan pemilihan model pembelajaran yang tepat. Namun masih terkendala dari modul pembelajaran yang terbatas karena materi kurang lengkap dan penyajian kurang menarik. Sehingga dibutuhkan modul pembelajaran yang lebih bervariatif yang mampu menarik rasa ingin tau peserta didik, dengan harapan peserta didik memiliki motivasi untuk mempelajarai. Guna mencapai hasil kemampuan numerasi yang baik dibutuhkan kerjasama antara orang tua dan guru serta dukungan lingkungan dalam penguatan konsep matematis dalam kehidupan sehari-hari. 
Co-Authors A.A. Ketut Agung Cahyawan W Adi Nurcahyo Adwitiya Sarwahita, Salsabila Adwitiya, 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 Asy’ari Asy’ari Asy’ari, Asy’ari Auliya, Anisa Rima Binti Anisaul Khasanah Brilliyanti, Fanny Brilliyanti, Fanny Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Cahyani, Apri Winar Chairunnisa, Amarylis Chrisnawati, Henny Ekana Chrisnawati, Henny Ekana Chumdari Chumdari, Chumdari Chumdori, Chumdori 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 Fida Rahmantika Hadi Fitriana, Laila Fuany, Anggun Getut Pramesti 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 Kristiani, Theresia Kurnianto, Iwan 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 Marlina, Rosy Maullina, Eka Siti Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Murdoko, Yustinus Nada, Yusrina Qotrun Nahdiya, Nikmah Alfi 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 Pramesthi, Getut Pramudya, Ikrar Puput Suriyah Purnama, Agung Eka Purwaningsih, Tri Purwaningsih, Tri Qurrotu’aini, Zuhrotusy-Syarifah Rachmawati, Intan Rahayu, Eni Puji Rahayu, Heni Septi 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 Salsabila, Nais Qonita 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 Sunarni Sunarni Suryanto Suryanto Suryanto, Suryanto Susilawati, Dyah Sutopo Sutopo Sutopo, Sutopo Sutrisno Sutrisno Syarifah Novieyana, Syarifah Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Widayati 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