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St. Budi Waluya

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Author-ID : 411810

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THE EFFECT OF THE COOPERATIVE LEARNING MODEL TYPE PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW (PQ4R) ON STUDENTS' CRITICAL THINKING SKILLS ON THE CIRCLE Waluya, Stevanus Budi; Diyanti, Nur; Novianti, Dwi Erna; Suriyah, Puput; Mariana, Dina; Puspitaningsih, Siska
Journal of Technology, Mathematics and Social Science Vol. 3 No. 1 (2023): Mei 2023
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/j'thoms.v3i1.3255

Abstract: The learning model used by the teacher affects the learning outcomes to be achieved. The PQ4R-type cooperative learning model was expected to improve students' critical thinking skills. This study aims to determine the effect of cooperative learning model type Preview, Question, Read, Reflect, Recite, Review (PQ4R) on students' critical thinking skills on the subject of the circle of class VIII even semester MTs Tarbiyatul Islam Soko in 2017/2018 academic year. The type of research used in this research is quasi-experimental design (pseudo-experimental). The population in the study were all students of grade VIII MTs Tarbiyatul Islam Soko in the 2017/2018 academic year. The samples used in the study were students of class VIII B as the control class and students of class VIII D as the experimental class. The research instruments in this study were observation sheets and test questions on students' critical thinking skills. The data analysis technique used was a statistical technique with t-test and prerequisite test analysis with Lilliefors test for normality test, Bartlett test for homogeneity test, and t-test for a balance test. The results showed that learning with a cooperative learning model type Preview, Question, Read, Recite, Reflect, Review (PQ4R) has a better influence on students' critical thinking skills. This can be seen from the magnitude of that is -6.134 > 2.2906. The average of the last test also showed that the experimental class had better critical thinking skills than the control class, which was 81 for the experimental class and 70 for the control class. Based on the observation results on the application of the PQ4R type cooperative learning model in the experimental class at MTs Tarbiyatul Islam Soko, the average student learning activity is in the good category in each indicator, namely 75.69%; 72.74%; 70.65%; 74.65%; 73.09%; and 74.39%. Keywords: PQ4R type Cooperative Learning Model; Students' Critical Thinking Ability

Analisis Kemampuan Literasi Matematik Melalui Think-Talk-Write (Ttw) Berbantuan Geogebra Ditinjau Dari Self Efficacy Peserta Didik Kelas VI Nur Azizah, Fitri; Waluya, Budi; Masduki, Lusi Rachmiazasi
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Kemampuan literasi matematik merupakan salah satu kemampuan dalam pembelajaran matematika yang sangat penting dimiliki oleh seorang peserta didik. Namun faktanya tingkat kemampuan literasi matematik peserta didik khsususnya dalam pembelajaran matematika masih tergolong rendah sehingga diperlukan suatu pembelajaran yang berkualitas. Tujuan penelitian ini adalah untuk menguji kualitas pembelajaran dan menganalisis kemampuan literasi matematik peserta didik ditinjau dari self efficacy pada kelas yang menggunakan model Think-Talk-Write (TTW) berbantuan Geogebra. Penelitian ini menggunakan metode campuran tipe sequential exploratory. Prosedur dalam penelitian ini terdiri dari perencanaan, pelaksanaan, dan penilaian. Sampel dalam penelitian ini siswa kelas IVA SDN Kemantran 01 sebagai kelas eksperimen dan siswa kelas IVB SDN Kemantran 01 sebagai kelas kontrol. Instrumen penelitian terdiri dari soal tes kemampuan literasi matematik, angket self efficacy, dan perangkat pembelajaran. Pengumpulan data kualitatif dilakukan dengan wawancara terhadap subjek penelitian, angket/observasi dan dokumentasi. Sedangkan data kuantitatif dikumpulkan dengan melakukan tes kemampuan literasi matematik. Hasil penelitian menunjukan rata-rata nilai validitas perangkat pembelajaran mencapai 89,50% (sangat baik), rata-rata nilai praktikalitas 92,71% (sangat baik) dan rata-rata keterlaksanaan pembelajaran mencapai 90,98% (sangat baik).

Meningkatkan Kemampuan Menyusun Perangkat Pembelajaran Inovatif Berbasis PTK sebagai Pengembangan Profesi Pendidik Wijayanti, Kristina; Waluya, Stevanus Budi; Sukestiyarno, Sukestiyarno; Kartono, Kartono; Hendikawati, Putriaji
Publikasi Pendidikan Vol 14, No 1 (2024)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v14i1.58752

Peningkatan mutu pendidikan salah satunya dapat dilakukan dengan meningkatkan kompetensi pendidik. Upaya untuk meningkatkan kompetensi pendidik dapat dilakukan dengan meningkatkan pengetahuan dan pemahaman mengenai berbagai metode, pendekatan, serta strategi yang dapat diterapkan dalam pembelajaran di kelas terkait juga dengan mencari solusi dari berbagai masalah pembelajaran di kelas. Penelitian Tindakan Kelas (PTK) merupakan salah satu upaya yang dapat dilakukan untuk mengatasi masalah pendidikan dan pembelajaran. Permasalahan yang ditemui dalam pembelajaran di kelas dapat dikaji dan dituntaskan, melalui proses pembelajaran yang inovatif sehingga hasil belajar yang lebih baik dapat diwujudkan. Upaya PTK diharapkan dapat menciptakan sebuah budaya belajar (learning culture) di kalangan pendidik di sekolah. Untuk memfasilitasi hal tersebut maka dilaksanakan pelatihan dan pendampingan kepada para pendidik di Sekolah Dasar Kebon Dalem Semarang untuk dapat menyusun perangkat pembelajaran inovatif berbasis PTK sesuai dengan permasalahan yang dihadapi pendidik pada kelas yang diampunya. Target luaran kegiatan ini adalah meningkatnya pengetahuan mengenai PTK dan kemampuan mengembangkan perangkat pembelajaran yang inovatif para pendidik peserta pelatihan.

WORKING MEMORY DAN KREATIVITAS DALAM PENELITIAN PEMBELAJARAN MATEMATIKA: TINJAUAN LITERATUR SISTEMATIS Harisuddin, Muhammad Iqbal; Zaenuri, Zaenuri; Sukestiyarno, Yohanes Leonardus; Waluya, St. Budi; Pujiastuti, Emi
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.3461

Research on mathematics learning is increasing and developing. However, empirical research ideas on working memory (WM) and creativity are still very limited. Educators must train students' WM skills in addition to providing reinforcement for mathematics learning. A systematic literature review follows the 10-step approach by Gough et al. The research questions consist of: What are the ideas about the definition, components and abilities of working memory? The idea of Working Memory in mathematics learning related to reasoning, problem solving and creativity? The researcher determined the publication period of the relatively latest articles in 2015 - 2024. The researcher conducted a database search on PsycInfo, MathEduc, Harzing's Publish or Perish and Scopus. Meanwhile, to determine the quality of the journal, the researcher based it on the database on ScimagoJR. After sorting, the articles analyzed were 37 found in 18 different journals. There are six definitions of WM, four related to working memory components, 10 related to working memory abilities, two related to working memory descriptions of reasoning and problem solving, three related to descriptions of creativity and three ideas of WM in mathematics learning, namely arithmetic, geometry and algebra.

Systematic Literature Review: Educational Curriculum in Finland Faoziyah, Nina; Mulyono, Mulyono; Waluya, Budi
JUPE : Jurnal Pendidikan Mandala Vol 10, No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9782

This study examines the Finnish curriculum through a systematic literature review to explore its strengths, challenges, and implications for education. The Finnish curriculum emphasizes a holistic approach, supporting multilingualism, broad literacy, competence development, teacher autonomy, collaboration, interdisciplinary integration, and pedagogical continuity from early childhood to higher education. Multilingualism is recognized as an educational resource that promotes linguistic diversity and social equity, while literacy encompasses critical thinking, science, health, music, soft skills, and entrepreneurship. Teachers are granted significant flexibility to design multidisciplinary learning and collaborate with local communities, although variations in practice persist. Integration of subjects and experiential learning enhances holistic understanding and critical thinking skills. Despite challenges such as language hierarchies, uneven teacher implementation, and the need for additional pedagogical support, the Finnish curriculum represents an inclusive, progressive, and future-oriented model of education. The findings provide valuable insights for policymakers and educators aiming to implement effective curriculum reforms in diverse educational contexts.

Exploring the Gap: Creative Mathematical Reasoning of Pre-service Teachers in Solving Multiple Solution Analytical Geometry Tasks Harisuddin, Muhammad Iqbal; Wardono, Wardono; Cahyono, Adi Nur; Hidayat, Riyan; Zaenuri, Zaenuri; Sukestiyarno, Yohanes Leonardus; Waluya, Stevanus Budi
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp39-62

With the rapid changes in the times, the emphasis in education has also shifted, from equipping students with highly codified knowledge to developing routine skills to empower them to face and overcome complex and non-routine cognitive challenges. Students must be able to think flexibly and creatively when asked to solve problems for which they do not yet have strategies. The purpose of this study was to describe the creative mathematical reasoning (CMR) abilities of students in solving multiple solution tasks (MSTs) in analytical geometry problems. The CMR indicators in this study were novelty, plausibility, and mathematical foundation. The research used a qualitative descriptive design, describing how students' CMR abilities and their own abilities in solving MSTs questions. The subjects of this study were second-semester students in the mathematics education program at a university in Subang in the 2024/2025 academic year. The subjects were given MSTs questions, grouped into high, medium, and low groups based on their scores. Then, two participants were selected from each group. The criteria for selecting research subjects were: fulfilling the CMR ability aspect; being able to solve several MSTs questions to assess novelty, plausibility, and mathematical foundation, including the stages of initiating reasoning, developing reasoning (incubation, illumination), verifying reasoning, and justifying reasoning; and being able to communicate well. The research subjects were divided into three groups based on the MSTs' question scores: high, medium, and low. The results of the study illustrate that students' mathematical creative reasoning abilities in solving MSTs questions are not optimal, as reflected in the solutions they provide. Therefore, to optimize students' CMR abilities, assignments should combine question types and use interactive, practical, relevant, comfortable, and connected learning models. For example, project-based or technology-based learning models. Keywords: analytical geometry, creative reasoning, multiple solution tasks.

TRANSFORMASI KURIKULUM MATEMATIKA DI NEW SOUTH WALES (NSW) EDUCATION STANDARDS AUTHORITY (NESA): ANALISIS FILOSOFIS, STRUKTURAL, DAN PEDAGOGIS BERDASARKAN DOKUMEN NESA K–12 Saputra, Jusep; Mulyono; Waluya, Budi
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 2 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i2.36894

This study aims to analyze the transformation of the mathematics curriculum in New South Wales (NSW), Australia, developed by the New South Wales Education Standards Authority (NESA). A qualitative descriptive approach using document analysis was applied to examine the NESA K–12 mathematics syllabuses (2021–2024). The analysis covered four main dimensions: philosophical, structural, pedagogical, and evaluative. Findings reveal that the NESA mathematics curriculum reflects a humanistic-progressive philosophy, positioning mathematics as a means of logical and reflective reasoning through the Working Mathematically framework. The curriculum adopts a spiral and flexible structure, ensuring vertical continuity from Kindergarten to Stage 6 through differentiated pathways (Standard, Advanced, Life Skills, Extension 1–2, and Numeracy). Pedagogical implementation emphasizes inquiry-based, contextual, and technology-integrated learning, while the assessment system applies performance bands and evidence-based evaluation to ensure fairness and inclusivity. This model provides valuable insights for strengthening Indonesia’s Kurikulum Merdeka, fostering a reflective, inclusive, and competence-oriented mathematics education.

ANALISIS STRATEGI GURU MATEMATIKA DALAM MENGINTEGRASIKAN KURIKULUM NASIONAL DAN PEARSON EDEXCEL PADA SEKOLAH BERBASIS DUAL-CURRICULUM Rahmawati, Nuzul Putri; Mulyono, Mulyono; Waluya, Stevanus Budi
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 4 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i4.7668

Penerapan dual-curriculum yang mengintegrasikan Kurikulum Nasional Indonesia dan Pearson Edexcel semakin berkembang di sekolah-sekolah berbasis internasional di Indonesia, namun praktik pelaksanaannya menghadirkan tantangan pedagogis dan manajerial bagi guru, terutama dalam pembelajaran matematika. Penelitian ini bertujuan untuk menganalisis strategi guru matematika dalam menavigasi dan mengintegrasikan kedua kurikulum tersebut melalui perencanaan, desain pembelajaran, dan asesmen. Metode yang digunakan adalah mixed-methods dengan desain sequential explanatory, di mana data kuantitatif mengenai capaian belajar siswa dikumpulkan terlebih dahulu, kemudian diperkuat dengan data kualitatif melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Subjek penelitian adalah tiga sekolah berbasis dual-curriculum yang telah menerapkan Kurikulum Nasional dan Pearson Edexcel minimal dua tahun. Hasil penelitian menunjukkan bahwa guru mengintegrasikan kurikulum melalui curriculum mapping, diferensiasi tugas, dan penggunaan model spiral untuk penguatan konsep, serta menerapkan strategi asesmen ganda untuk menilai procedural fluency dan mathematical reasoning. Data capaian belajar memperlihatkan bahwa 72% siswa mencapai kategori tinggi pada asesmen nasional, sementara pada format Edexcel hanya 53% mencapai kategori tinggi, namun peningkatan signifikan terjadi pada siswa yang mengikuti program pengayaan rutin. Temuan ini menunjukkan bahwa dual-curriculum dapat meningkatkan kualitas pembelajaran matematika, tetapi keberhasilan sangat dipengaruhi oleh kesiapan guru, dukungan sumber daya, dan pengelolaan waktu. Penelitian ini menyimpulkan bahwa integrasi kurikulum nasional dan internasional memerlukan strategi sistematis dan dukungan kelembagaan agar pembelajaran matematika berjalan efektif, relevan, dan berkelanjutan.

ANALISIS PERBANDINGAN KURIKULUM SINGAPURA DAN INDONESIA: KURIKULUM NASIONAL DAN MATEMATIKA Satriani, Rineka Brylian Akbar; Waluya, Stevanus Budi; Mulyono, Mulyono
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 4 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i4.7731

Penelitian ini membandingkan kurikulum nasional dan kurikulum matematika Indonesia dan Singapura melalui analisis dokumen resmi, buku teks, serta literatur akademik. Hasil kajian menunjukkan bahwa kurikulum Singapura berorientasi pada kompetensi, menekankan kedalaman konsep, pemecahan masalah tingkat tinggi, serta struktur spiral yang sistematis. Buku teks matematika Singapura memuat soal non-rutin, representasi variatif, dan pendekatan Concrete–Pictorial–Abstract (CPA), sehingga mendukung kemampuan berpikir kritis dan pemahaman konseptual siswa. Sebaliknya, kurikulum Indonesia, meskipun melalui Kurikulum Merdeka telah memberi ruang fleksibilitas, masih menghadapi tantangan berupa implementasi yang tidak merata, kedalaman materi yang terbatas, dominasi soal prosedural, serta kesiapan guru yang belum optimal. Perbedaan kualitas buku teks dan pendekatan didaktik tampak berkontribusi pada kesenjangan capaian internasional kedua negara, di mana Singapura konsisten unggul dalam asesmen PISA sementara Indonesia masih berada di bawah rata-rata OECD. Temuan ini menegaskan perlunya penguatan desain kurikulum, peningkatan kualitas buku ajar, serta pengembangan kompetensi guru sebagai langkah strategis untuk memperkuat pembelajaran matematika dan meningkatkan daya saing pendidikan Indonesia.

HOW IS THE DYNAMIC THINKING PROCESS OF PROFICIENT’ STUDENTS IN SOLVING TRANSFORMATION GEOMETRY PROBLEMS? Pamungkas, Megita Dwi; Waluya, Stevanus Budi; Mariani, Scolastika; Isnarto, Isnarto
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.36804

Dynamic thinking is a crucial cognitive skill that enables students to solve complex problems in geometry effectively. This study investigates the characteristics of dynamic thinking among prospective mathematics teachers, focusing on the four key aspects: technique, conceptualization, monitoring, and perception. While previous research has identified these aspects, the specific problem-solving characteristics of dynamic thinking in mathematical contexts remain unexplored. This qualitative study was conducted at Tidar University, involving 54 prospective mathematics teachers identified as dynamic thinkers. Data were collected through a two-stage problem-solving test, structured observations, and in-depth interviews. The research instruments underwent a validation process to ensure reliability. Data analysis followed a systematic approach involving reduction, presentation, and verification to extract patterns of dynamic thinking among proficient problem solvers. The results indicate that students who exhibit proficient dynamic thinking demonstrate completeness and consistency in all four aspects. They effectively integrate multiple strategies, adapt their approaches in response to challenges, and maintain a reflective understanding of their problem-solving processes. Additionally, proficient dynamic thinkers show a higher degree of flexibility and spatial reasoning in geometry problems. This study contributes to the existing body of knowledge by identifying and describing the specific characteristics of dynamic thinking in mathematical problem-solving. The findings provide valuable insights for teacher education programs, emphasizing the need to cultivate dynamic thinking skills among prospective math educators. Future research can explore dynamic thinking across different mathematical domains and cognitive frameworks.

Co-Authors Abid, Jauhar Naufan Adi Nur Cahyono Akhmad Fauzi Alawiyah, Ana Amalliyah, Nor Amidi Amidi, Amidi Amin Suyitno Amin, Ihdi Andes Safarandes Asmara, Andes Safarandes Andi Saparuddin Nur Andi Saparuddin Nur Andi Saparuddin Nur Anditiasari, Nungki Andreas Priyono Budi Prasetyo Andrianingsih, Vivi Anggarkusuma, Rosdyaningsih Anggriati Ledu Ngaba Ani Rusilowati Annisa Salma Zakiyyah Anwar, Nevi Trianawaty Ardiani, Tika Eko Ardiansyah, Misfalla Roudlo Putri Ardiyanti, Yusi Arfika Riestyan Rachmantika Arie Purwa Kusuma Arie Wahyuni Arief Agoestanto Ary Woro Kurniasih Asih, Tri Sri Noor Astuti - Astuti Astuti Astuti Astuti Astuti, Dina Dwi Astutik, Desi Hijri Astuty, Eny Sri Wiji Asyabah, Zaidin Bambang Eko Susilo Bayu Surarso Dani Setiawan Danuri Danuri Destia Wahyu Hidayati, Destia Wahyu Dewi, Christiana Kusuma Dewi, Heni Lilia Dewi, Nuriana Rachmani Dina Mariana Dina Mariana Dina Pratiwi Dwi Santi Diyanti, Nur Diyarko, Diyarko Dolince Kudiai Dwi Erna Novianti Dwijanto Dwijanto Dwijanto Dwijanto, Dwijanto E Sohilait Edy Soedjoko Eliya Ijtihadiyatun Fisabila Emi Pudjiastuti Emi Pujiastuti Faoziyah, Nina Fikriya, Annisa Firdaus, Aulia Fitri Nur Oktiviani Ghazian Nurin Izzati Gunawan Gunawan Habibie, Zulqoidi R. Hadijah Hadijah Handayani , Lutfi Hanipah, Sri Hardi Suyitno Hardi Suyitno Hartono Hartono Hasyim, Moch. Syaefuddin Hendri Handoko Hening Windria Herdian, Herdian Himawan, Adhitya Huba Saadah Ihdi Amin Iman Subekti, Iman Imanuel, Imanuel Inandha Sukmawati Rafi Iqbal Kharisudin Irfiani, Virga Isnaini Rosyida Isnaini Rosyida, Isnaini Isnarto Isnarto Isnarto Isnarto Isnarto Isnarto, Isnarto Isti Hidayah Istiqomah, Novita Ayu Iwan Junaedi Iwan junaedi Jamhari Jamhari Jusep Saputra, Jusep Kadarsono, Mohamad Kartono , Khasmawati, Hanik Kholisoh, Siti Kintoko Kintoko Kristina Wijayanti Kurniana Bektiningsih Lieung, Karlina Wong Lusi Rachmiazasi Masduki, Lusi Lutfia Husna Khoirunnisa M Asikin Maharani, Hevy Risqi Maharani, Laila Amay Mahardika Prasetya Aji Mahuze, Paustina Ngali Marda’ Ulya Reksadini Marlinda, Sherly Mashuri Mashuri Mashuri Masnia, Masnia Masrukan Masrukan Maysaroh, Ais Megita Dwi Pamungkas Megita Dwi Pamungkas Millah, Najichatul Mohammad Asikin Muhammad Iqbal Harisuddin Muhammad Kharis Muhammad Khumaedi MUHAMMAD ULIN NUHA Mulyono Mulyono Mulyono Mulyono Mulyono Mulyono Mulyono Muti'ah, Umi Mutia Mutia, Mutia N. R. Dewi Nafila, Valda Nathan Hindarto Neneng Aminah Ngaba, Anggriati Ledu Ninik Rahayu Noviana Dini Rahmawati Nuhyal Ulia Nuhyal Ulia, Nuhyal Nuke Apriyanti Nur Azizah, Fitri Nur Diyanti Nur Mahsarah Rahadatul Aisy Nurhasanah, Rizki Ahid Nurhayati, Rini Nuriana Rachmani Dewi Nurina Kurniasari Rahmawati Nurina Kurniasari Rahmawati Nursiwi Nugraheni Nursiwi Nugraheni, Nursiwi Onwardono Rit Riyanto Pamungkas, Megita Dwi Panuntun Hsm, Salahuddin Akbar Agus Pramesti, Santika Lya Diah Pramesti Prasetiawan, Aditya Hendra Priambada, Miko Puji Nurhayati Puput Suriyah Puspitaningsih, Siska Putri, Syifa Aulia Putriaji Hendikawati Rahayu Budhiati Veronika Rahayu, Dwi Purnaning Rahmawati, Nuzul Putri Ramadhani, Istika Reni Roikhatul Jannah Retno Utami, Retno Rianisa Scientisa A Rinawati, Sulis Rini Utami Riyan Hidayat Rizki Ramadhan, Mustiko Rochmad - Rochmad Rochmad Rochmad Rochmad Rochmad Rochmad Rochmad Rochmad Rohmatunnisa, Haya Rosa Ary Ardhini Safaatullah, Muhammad Fajar Safitri, Vidiya Saiful Marom Sari, Ane Armitha Permata Sari, Rahastri Pundhi Satriani, Rineka Brylian Akbar Scolastika Mariani Sebastianus Fedi Setiani, Nurokhmi Wahyu Setianingsih, Yane Irna Setiyani Setiyani Setiyani Setiyani Shafira, Nabilah Aulia Siska Puspitaningsih Siti Kholifah Siti Rofiah, Siti SRI WARDANI Sufah Iliya Manazila Sugianto - Sugianto Sugianto Sugiman Sugiman Sukamto Sukamto Sukestiyarno Sukestiyarno Sukmaning, Sandra Sunarmi Sunarmi Supiatun, Ari Supriyadi Supriyadi Supriyono Supriyono Sutopo, Lintang Agmahira Syahdania, Ana Zakia T Indriastuti . Teti Trisnawati Thana, Paskha Marini Trimurtini, Trimurtini Tyas, Virga Rosa Arumning Ulfa Nur Afifah Umi Muti’ah Utami, Wahyu Nur Veronica, Rahayu Budhiati Veronica, Rahayu Budhiati Wahyudi Wahyuningsih, Purwanti Walid Walid, Walid Wardono Wardono Wardono Wibowo, Harris Adi Widowati, Widowati Widyaningrum, Ismi Wuryanto Wuryanto Y L Sukestiyarno Y.L. Sukestiyarno YL Sukestiyarno YL. Sukestiyarno Yohanes Leonardus Sukestiyarno Yonarlianto Tembang Yoni Sunaryo Yunianto, Wahid Yusuf Arkham Prihandika Zaenuri Zaenuri Mastur Zamzami, Ahmad Julul

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