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Budi Usodo

Universitas Negeri Sebelas Maret, Surakarta, Indonesia

Author-ID : 408357

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EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KEMANDIRAN BELAJAR Brilliyanti, Fanny; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of this research were to know: (1) which one gives better mathematics achievement, cooperative learning model Student Teams Achievement Division (STAD), model Problem Based Learning (PBL), or model classical with scientific approach;Â (2) which one has better mathematics achievement, students who have high, medium, or low of self regulated learning; (3) for each learning model, which one has betterÂ mathematics achievement, students who have high, medium, or lowof self regulated learning; (4) For each category of self regulated learning, which one gives better mathematics achievement, STAD, PBL, or classical with scientific approach. The populations were all students of Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling. The samples were students of SMP N 2 Surakarta, SMP N 15 Surakarta and SMP N 24 Surakarta. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data was analyzed using unbalanced two-ways anova. The conclusion were as follows. (1) PBL with scientific approach gives better mathematics achievement than STAD with scientific approach, and STAD with scientific approach and classical with scientific approach have the same mathematics achievement. (2) Mathematics achievement of students who have high self regulated learning was better than students who have medium and low self regulated learning and students who have medium self regulated learning was better than students who have low self regulated learning (3) For STAD and PBL with scientific approach, students who have high and medium self regulated learning have the same mathematics achievement. Mathematics achievement of students who have high self regulated learning was better than students who have low self regulated learning. Students who have medium and low self regulated learning have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self regulated learning have the same mathematics achievement. (4) For students who have high self regulated learning, STAD with scientific approach gives the same mathematics achievement with PBL and classical with scientific approach but PBL with scientific approach gives better mathematics achievement than classical with scientific approach. For students who have medium and low self regulated learning, all learning models give the same mathematics achievement.Keywords: Student Team Achievment Division (STAD), Problem Based Learning (PBL), classical, scientific approach, self regulated learning (SRL)

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN MAKE A MATCH (MM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2016 Safitri, Rini Dewi; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed form reasoning ability of the students. The learning models compared were learning model of the scientific Teams Games Tournament (TGT), scientific Make a Match (MM), and scientific classical. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Public Junior High Schools in Sragen Regency. Sample was collected by stratified cluster random sampling. Instruments used for data collection were mathematics achievement test and reasoning ability questionnaire. The data analysis technique used was the two-way ANOVAÂ with unequal cell. The conclusions of the study were as follows. (1) The mathematics learning achievement of students treated with TGT-PS learning model was better than that of those treated with MM-PS learning model and K-PS learning model.Â Â the mathematics learning achievement of students treated with learning model was as good as that of those treated with K-PS learning model. (2) The mathematics learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. The mathematics learning achievement of students with medium reasoning ability was better than that of those with low reasoning ability. (3) In TGT-PS learning model, the learning achievement of students with high reasoning ability was as good as that of those with medium reasoning ability, and that of those with high reasoning ability was better than that of those with low reasoning ability, and that of those with medium reasoning ability was as good as that of those with low reasoning ability. In MM-PS and K-PS learning models, the learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. And that of those with medium reasoning ability was as good as that of those with low reasoning ability. (4) In students with high reasoning ability and low reasoning ability, the students treated with TGT-PS model had the same learning achievement to those treated with MM-PS model, the students treated with TGT-PS model had the same learning achievement to those treated with K-PS model, the students treated with MM-PS model had the same learning achievement to those treated with K-PS model. In students with medium reasoning ability, the students treated with TGT-PS model had better learning achievement to those treated with K-PS model. The students treated MM-PS model had the same learning achievement to those treated with K-PS learning model.Keywords: Cooperative Learning, Teams Games Tournament, Make a Match, Classical Learning, Scientific Approach, Reasoning ability.

EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TSTS) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KECERDASAN LOGIS-MATEMATIS Andhika, Niken Dwi; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from studentâs logical-mathematical intelligence. The learning model compared were classical with scientific approach, TSTS with scientific approach, and TPS with scientific approach. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Pati. The samples are the students of SMPN 3 Pati, SMPN 8 Pati, and SMPN 2 Margorejo, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and matematical-logical intelligence test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) TSTS with scientific approach gives better mathematics achievement than TPS with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high logical-mathematical intelligence was better than students who have medium logical-mathematical intelligence, and both gives better mathematics achievement than students who have low logical-mathematical intelligence. (3) For classical with scientific approach, mathematics achievement of students who have high logical-mathematical intelligence was better than students who have medium logical-mathematical intelligence, and both gives better mathematics achievement than students who have low logical-mathematical intelligence. For TSTS with scientific approach and TPS with scientific approach, students who have high and medium logical-mathematical intelligence have the same mathematics achievement, and both have the better mathematics achievement than low logical-mathematical intelligence. (4) For students who have high and low logical-mathematical intelligence, all learning models gives the same mathematics achievement. For students who have medium logical-mathematical intelligence, TSTS with scientific approach gives the better mathematics achievement than classical with scientific approach. TSTS with scientific approach and TPS with scientific approach gives same mathematics achievement. TPS with scientific approach and classical with scientific approach gives the same mathematics achievement.Keywords: Classical, Two Stay Two Stray (TSTS), Think Pair Share (TPS), Scientific Approach, logical-mathematical intelligence

EKSPERIMENTASI MODEL PEMBELAJARAN PBL, MODEL PEMBELAJARAN KOOPERATIF TIPE TGT, DAN STAD DITINJAU DARI TINGKAT AKTIVITAS METAKOGNISI Wahartojo, Sri; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students category of metacognition activity. The learning models compared were PBL learning model, the cooperative learning model of TGT, and STAD. The type of research was a quasi-experimental research with a 3x3 factorial design. The population of the study was all first grade students of Vocational High Schools in Surakarta in academic year 2015/2016 by using Curriculum 2013. Instruments used for data collection techniques were mathematics achievement test and questionnaire from metacognition activity. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of TGT was better than PBL, the mathematics learning achievement of STAD was better than PBL. The mathematics learning achievement of TGT was equal STAD. 2) The mathematics learning achievement of the students with middle category in metacognition activity was better than the students with low category in metacognition activity. The mathematics learning achievement of the students with low category in metacognition activity was equal with the students who had high category in metacognition activity. The mathematics learning achievement of the students with middle category in metacognition activity was equal with the students who had high category in metacognition activity. 3) On all learning models, PBL learning model, TGT learning model, and STAD learning model, the mathematics learning achievement of the students with middle category in metacognition activity was better than students with low category, but the students with low category was equal with high category students then, middle category students was equal with high category students. 4) On all categories, the students with low, middle, and high category in metacognition activity who were treated by PBL, TGT, and STAD learning models, TGT was better than PBL, then, STAD was better than PBL, in addition TGT was equal with STAD.Key words: Achievement in Learning Mathematics, Metacognition Activity, PBL, STAD, TGT Learning Model.

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PROBLEM BASED LEARNING(PBL) DAN LEARNING CYCLE 5E DENGAN PENDEKATAN SAINTIFIK PADA MATERI DIMENSI TIGA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA NEGERI DI-KABUPATEN SUKOHARJO Paryatun, Suji; Usodo, Budi; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The research aims to know: 1) which learning model is better achievement LC 5E with scientific appraoach, PBL, or direct learning models : 2) the learning autonomy category giving a better achievement among the high, medium, and low level of learning autonomy; 3) the learning autonomy which yields a better achievement of each learning model ; and 4) learning model which yields a better achievement of each learning autonomy category. The type of the research is a quasi-experimental research. The research is carried out in Sukoharjo regency. The populations of research are all 10th students of in Sukoharjo regency in whichÂ school based curriculum applied in the academic year of 2014-2015. The sampling technique uses Stratified Cluster Random Sampling. The data collecting techniques use documents, questionnaires, and tests. The data analysis technique uses two-way variant analysis with unequal cells. The research concludes that; 1) the LC 5E learning model with scientific approach gives a better achievement in mathematics learning; 2) the students with high learning autonomy get better mathematics scores. The indicator is the averageÂ scores of students with high learning autonomy are better than those with low or medium level; 3) In each learning model, the students with high learning autonomy getÂ better achievements than thoseÂ with medium or low as wellÂ learning autonomy in general,whereas in high learning autonomy category, the LC 5E learning with scientific approach shows a better math achievement than PBL; and 4) For the classification of learning autonomy between the high level and the medium one,Â learning modelÂ LC 5E with scientific approach shows better achievement mathematics learning than the one with PBLÂ or direct learning, whereas, the low learning autonomy has no different achivement LC 5E with scientific approach, PBL or the direct one.Keywords: Mathematics Learning Achievement, Learning Autonomy, Learning Model

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI KECEMASAN MATEMATIKA SISWA KELAS X SMA NEGERI SE-KABUPATEN PONOROGO Haniah, Wahyu Nur; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 9 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this study was determine the effect of the learning models TGT, NHT, and direct learning model on mathematics learning achievement viewed from the students mathematics anxiety. This research was quasi experimental research with a 3x3 factorial design. The study population was all tenth grade students of Senior High Schools in Ponorogo district. The data analysis technique used was the two-way ANAVA with unbalanced cell. The results could be concluded as follows. 1) Students who were treated with the cooperative model of TGT and NHT have equal mathematics achievement, students who were treated with the cooperative model of TGT got better achievement than students treated by direct learning, in addition students who were treated with the cooperative models of NHT and direct learning have equal mathematics achievement, 2) Students with low and average mathematics anxiety got mathematics achievement better than students with high mathematics anxiety, then students with low mathematics anxiety got mathematics achievement better than students with average mathematics anxiety, 3) In each mathematics anxiety category, students who were treated with the cooperative model of TGT and NHT have equal mathematics achievement, students who were treated with the cooperative model of TGT got better achievement than students treated by direct learning, in addition students who were treated with the cooperative model of NHT and direct learning have equal mathematics achievement, 4) In each learning models, students with low and average mathematics anxiety got mathematics achievement better than students with high mathematics anxiety, then students with low mathematics anxiety got mathematics achievement better than students with average mathematics anxiety.Key words: Team Games TournamentÂ (TGT), Numbered Head Together (NHT), Direct Learning, Mathematics Anxiety.

PELATIHAN PENERAPAN BEBERAPA APLIKASI DARI MICROSOFT: OFFICE MIX, ONENOTE, SWAY DALAM PEMBELAJARAN BAGI GURU-GURU MATEMATIKA SMA DI KABUPATEN SRAGEN Usodo, Budi; Sutopo, Sutopo; Chrisnawati, Henny Ekana; Kurniawati, Ira; Kuswardi, Yemi
Jurnal Pembelajaran Matematika Vol 4, No 9 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: Community service program aims to improve the quality of education in Sragen to broaden the horizon of teachers of mathematics senior high school in Sragen on information and communication technology in the form of applications from Microsoft and is able to use it in the learning of mathematics in senior high school. The design of these training activities began with a presentation from guest speaker activity to 60 senior high school math teacher who joined the senior high school math MGMPs Sragen. Exposure training material is divided into two stages. The first exposure of the material associated with the explanation office mix, OneNote and Sway application program. The second stage of material related exposure how to use these three applications to make draft lesson of mathematics with microsoft applications in senior high school. After the exposure of the activities activities continued with a training resource persons assisting the preparation of the learning device oriented material that has been presented. Devices that have been compiled implemented at SMAN 2 Sragen. In the implementation of activities carried out observations of the ability of teachers in implementing the learning, student activities and student response to learning. The results of the observations are learning simulation activities, the ability of teachers to manage learning in the simulation activities achieve good category. Microsoft office applications make use of student activity is better and the results of students responses, suggests that Microsoft application deployments in learning can build learning environment for the better, more interactive and can enhance students interest in participating in the learning of mathematics. Once implemented in the classroom reflection to be improved and further implemented in school trainees.Key words: Microsoft, office mix, OneNote, Sway, training activities.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN TWO STAY-TWO STRAY (TS-TS) PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR PADA SISWA SMA NEGERI KELAS X DI KABUPATEN PONOROGO Fuany, Anggun; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract. The objectives of this research were to determine: (1) which students had the better mathematics learning achievement, instructed with TPS, TS-TS, or direct learning; (2) which students had the better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style; (3) in each learning style, whichÂ students had better mathematics learning achievement, instructed with TPS, TS-TS, or direct learning; (4) in each learning model, which students had a better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style. This study wasÂ aquasi-experimental study with 3 x 4 factorial designs. The study population was a tenth grade student of State SMA in Ponorogo in academic year of 2015/2016. Sampling was done by stratified cluster random sampling technique. The study sample consisted of students in 3 schools namely SMA Negeri 1 Badegan, SMA Negeri 1 Kauman, and SMA Negeri 1 Bungkal with a sample size of 226 students. Data analysis used unbalanced two-way ANAVA with a significance level of 5%. The results of the research are as follows. (1) The students instructed with TPS had learning achievement as good as TS-TS, those with TPS had learning achievement better than those with direct learning, while those TS-TS had learning achievement as good as those with direct learning. (2)The students with the converger learning style had learning achievement better than those with the diverger and assimilator learning style, the students with the converger learning style had learning achievement as good as those with the accommodator learning style, the students with the diverger, assimilator, and accommodator learning style had a same learning achievement. (3) In each learning style, the students mathematics learning achievement was in consistency with the result (1); (4) In each learning model, the students mathematics learning achievement was in consistency with the result (2).Keywords: TPS, TS-TS, Direct Learning, learning styles, and learningÂ achievement

RESPON SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI GEOMETRI BERDASARKAN TAKSONOMI SOLO DITINJAU DARI TINGKAT METAKOGNISI SISWA KELAS X SMA NEGERI 1 CEPU Salistiyani, Salistiyani; Usodo, Budi; Pramudya, Ikrar
Jurnal Pembelajaran Matematika Vol 4, No 9 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aimed to describe the response of the 10th graders of SMA 1 Cepu to solve the mathematic problem in geometric material based on SOLO taxonomy in the students with high, medium and low metacognitive ability. This study was a qualitative research with nine students in the 10th graders of SMA Negeri 1 Cepu: three students with high, three with medium and three with low metacognition abilities. The subject of research was selected using purposive sampling technique. Techniques of collecting data used were written test and interview. Data validation was carried out using time triangulation. Technique of analyzing data used included data collection, data reduction, data display and verification. The result of research showed that the studentsâ response to solve mathematic problem based on SOLO taxonomy (1) The response of students with high metacognitive level, students could solve the unistructural, multistructural, and relational problem but they couldnât solve the extended abstract problem, from the response given, it could be concluded that the students with high metacognition occupied the relational level (2) The response of students with medium metacognition, the students could solve the unistructural problem but they couldnât solve the multistructural, relational and extended abstract problem. Based on the response given, it could be concluded that the students with medium metacognition still occupied unistructural level. (3) The response of students with low metacognition, students could solve unistructural but there was exist the students who couldnât answer unistructural problem because they did not have any aspect to solve the problem, in addition students coldnât also to solve multistructural, relational, and extended abstract problem. Based on the response given, it could be concluded that the students in low metacognition category occupied prestructural and unistructural level.Key words: studentsâ response, SOLO taxonomy, metacognitive ability

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING, TEAM ASSISTED INDIVIDUALIZATION DAN STUDENT TEAMS ACHIVEMENT DIVISIONS DENGAN PENDEKATAN SAINTIFIK TERHADAP PEMAHAMAN KONSEP DAN KETRAMPILAN KOMPUTASI MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT Ardiyanto, David; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to know the effect of the Problem Based Learning (PBL), Teams Assisted Individualization (TAI), and Students Teams Achievement Divisions (STAD) with the scientific approachÂ viewed from students Adversity Quotient (AQ). The results of the research were as follows. (1) Students who were subjected to the PBL have a better understanding of concepts than students with the TAI while students were subjected to TAI have the same understanding of concepts as students who with STAD (2) Students who were subjected to the PBL have the same computing skills as students with the TAI, and TAI have the same computing skills as students with STAD, but students who were subjected to the PBL have better computing skills than students with STAD. (3) Students with high AQ have better conceptual understanding than students with medium and low AQ, and the students with medium AQ were better than low AQ. (4) Students with high AQ has better computing skills than students with medium and low AQ, and students with medium AQ have the same computing skills as low AQ. (5) In each of the learning model, students with high AQ have a better understanding of concepts than students with medium and low AQ, and students with medium AQ have a better understanding of concepts than low AQ. (6) In each of the learning model, students who have high AQ have better computing skills than students who have medium and low AQ, and students with medium AQ have the same computing skills equally as students who have low AQ. (7) In each AQ, students were subjected to the PBL have better understanding of concepts than students who were subjected to the TAI while students who were subjected to TAI have the same understanding of concept as with students who were subjected to the STAD. (8) In each AQ, students with the PBL have the same computing skills as students with TAI, students with TAI have the same computation skills as students ofÂ STAD, but students who were subjected to the PBL has the computing skills has better than students with STAD.Keywords : Learning model of PBL, TAI, STAD, scientific approach, Adversity Quotient (AQ), conceptual understanding, computation skill.

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 Fida Rahmantika Hadi, Fida Rahmantika 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 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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