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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Jurnal Teknologi Informasi dan Ilmu Komputer Journal of Mathematics and Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Pembelajaran Matematika Indonesian Journal of Science and Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Bumigora Information Technology (BITe) Nusantara Science and Technology Proceedings Journal of Applied Data Sciences Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian kepada Masyarakat Prosiding Seminar Nasional Teknik Elektro, Sistem Informasi, dan Teknik Informatika (SNESTIK) Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Muslim Education Review Proceeding of International Conference on Humanity Education and Society Jurnal SUTASOMA Proceeding International Conference on Mathematics and Learning Research
Isnandar Slamet, Isnandar
Universitas Sebelas Maret Surakarta
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PROSES BERPIKIR SISWA KELAS VIII SMP NEGERI 25 SURAKARTA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT PADA MATERI PERSAMAAN GARIS LURUS Permatasari, Nisa; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to describethe 8th grade students’s thinking process of SMP Negeri 25 Surakarta. The subjects were students of 8th E who has an extrovert and introvert personality. The thinking process was the thought process of assimilation and accommodation in solving mathematical problems based on the type of Krulik and Rudnick on a straight-line equation. The technique of data collection that used was snowball-sampling which the subject stopped when data saturation. Obtained three extrovert students and three introvert students. The validation of data was carried out with time triangulation. The result of research showed that the thinking process of extrovert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was imperfect assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was imperfect assimilation; 5) In reflect and extend step, the used of thinking process was accommodation. The thinking process of introvert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows: 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was assimilation; 5) In reflect and extend step, the used of thinking process was a imperfect assimilation.Keywords: Assimilation and Accommodation, Extrovert and Introvert, Problem Solving. 
KESULITAN METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES – GALENUS KELAS XI MIA 1 SMA NEGERI I SOE Bulu, Vera Rosalina; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to describe difficulty, cause, and solution to the difficulties the 11th MIA 1 Grades of SMA Negeri I Soe faced in using their metacognitive of ability to solve mathematics problem in probability material using melancholic, sanguinic, phlegmatic and choleric personality types. This study was an exploratory qualitative research. The procedure used of selecting subject is snowball sampling, so that 12 subjects were obtained whose data could be analyzed. The data collection was conducted using think aloud method. The data validation was carried out using time triangulation. Techniques of analyzing data used were: (1) classifying data into 4 categories: (a) understanding problem, (b) thinking about plan, (c) implementing the plan, (d) rechecking the answer, (2) presenting the data in narrative text and (3) drawing a conclusion about difficulty, cause, and solution to metacognitive difficulty in each category. The results of research showed that the metacognitive difficulties in solving problem of probability material for melancholic and choleric students were as follows. (a) The students difficulty realized strategic deliberation and the advantage of strategy used, (b) Students experience metacognitive difficulty in realizing the strategic change when they were wrong, (c) Difficulty in realizing the evaluation on confusion, (d) Difficulty in realizing when a strategy is used, (e) Difficulty in realizing the different strategies, (f) Difficulty of other strategy in problem solving, (g) Difficulty in realizing their work product evaluation, and (h) Difficulty in realizing the consideration of all options in solving problem. The difficulty of sanguinic and phlegmatic students were as follows. (a)  Difficultly realized strategic deliberation and the advantage of strategy used, (b) Difficulty in realizing the advantage of strategy used (c) Difficulty realizing when a strategy was used (d) Difficulty in realizing when a strategy was used (d) Difficulty in realizing the reason of using different strategies in  various situation (e) Difficulty in realizing other strategy in solving problem and (f) Difficulty in realizing the deliberation of all options in solving problem.Keywords: Metacognitive Difficulty, Problem Solving, Hippocrates-Galenus Personality Type. 
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM BASED LEARNING, DAN THINK PAIR SHARE DENGAN PENDEKATAN SAINTIFIK TERHADAP KOMPETENSI PENGETAHUAN DAN SIKAP SOSIAL DITINJAU DARI GAYA BELAJAR SISWA Pinahayu, EK Ajeng Rahmi; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to find out the different effects of Discovery Learning (DL), Problem Based Learning (PBL), and Think Pair Share (TPS) models with scientific approach towards students knowledge and social attitude competency viewed from the students learning styles. This study was a quasi-experimental research. The population of research was all of the 8th grade of the State Junior High School in Puworejo Regency on the second semester of 2014/2015 academic year. The hypothesis testing of research were conducted using a two-ways multivariate analysis of variance with different cells. The conclusions of this research were as follows. (1) DL provided better knowledge competency than PBL and TPS, while PBL and TPS was same. (2) DL and TPS provided same social attitude competency, and both provided better social attitude competency than PBL. (3) The knowledge competency of visual students was better than auditory and kinesthetic, and the knowledge competency of students in those types was same. (4) The social attitude competency of visual and auditory students was same, the social attitude competency of visual students was better than kinesthetic, the social attitude competency of auditory and kinesthetic students was same. (5) In DL, the knowledge competency of visual students was better than auditory, the knowledge competency of visual students was better than kinesthetic, the knowledge competency of auditory and kinesthetic students was same. In PBL and TPS, the knowledge competency of visual, auditory, and kinesthetic students was same. (6) In DL and TPS, the social attitude competency of those three types was same. In PBL, the social attitude competency of visual students was better than auditory, the social attitude competency of visual and kinesthetic students was same, the social attitude competency of auditory and kinesthetic students was same. (7) In visual, DL provided better knowledge competency than PBL and TPS, PBL and TPS  provided same knowledge competency. In auditory and kinesthetic, DL, PBL, and TPS provided same knowledge competency. (8) In visual and kinesthetic, DL, PBL, and TPS provided same social attitude competency. In auditory, DL and PBL provided same social attitude competency, DL and TPS was same, and TPS provided better social attitude competency than PBL.Keywords: Discovery Learning, Problem Based Learning, Think Pair Share, Scientific Approach, Knowledge Competency, Social Attitude Competency, Learning Styles.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, GROUP INVESTIGATION, DAN THINK TALK WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP PRESTASI DAN KREATIVITAS BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA Nuraya, Naufalia; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aims to know the different effect among learning models used i.e, Discovery Learning (DL) with scientific approach, Group Investigation (GI) with scientific approach, and Think Talk Write (TTW) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Tegal year of 2014/2015. Sample was taken by stratified cluster random sampling technique. The hypothesis test used two way MANOVA with unbalanced cell. The results of the research were as follows: (1) a. Learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning achievement of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. Mathematics learning creativity of student treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and mathematics learning creativity of student treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (2) a. Learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. Mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability; (3) a. In the high, medium, and low reasoning ability, learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning creativity of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. In the high, medium, and low reasoning ability, mathematics learning creativity of students treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and learning creativity of students treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (4) a. In DL, GI, and TTW with scientific approach, learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. In DL, GI, and TTW with scientific approach, mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability.Keywords: DL, GI, TTW, Scientific Approach, Reasoning Ability, Learning Achievement, Mathematics Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING DENGAN PENDEKATAN PMR TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KREATIVITAS SISWA KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Hodiyanto, Hodiyanto; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of learning models with realistic mathematic education (RME) approach on learning achievement and mathematical communication ability viewed from student creativity. The learning models compared were Problem Posing (PP), Problem Solving (PS) and direct learning models. This research used a quasi-experimental research. The population were the seventh grade students of junior high school in Sukoharjo. The samples of this research were taken by using the stratified cluster random sampling technique. The proposed hypothesis of this research was analyzed by using the two way multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) model of PP learning and model of PS learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. Model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. (2) the students with the high creativity have better achievement and mathematical communication ability than those with the moderate or low creativity, but the students with the moderate and low creativity have the same achievement and mathematical communication ability. (3) in each creativities of students, model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. Model of PP learning and model of PP learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. (4) in each learning models, the students with high creativity have better achievement and mathematical communication ability than those with medium and low creativity, and the students with moderate and low creativity have the same achievement and mathematical communication ability.Keywords: PP Learning, PS Learning, RME Approach, Direct Learning, Mathematical Communication Ability, Achievement, and Creativity of students.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE CO-OP CO-OP, DISCOVERY LEARNING DAN PBL DENGAN PENDEKATAN SAINTIFIK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN NGAWI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA Kurniawan, Wahyu; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aims to know the effect among learning models used cooperative learning of Co-op Co-op type with scientific approach, discovery learning (DL) with scientific approach, and  the problem based learning (PBL) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Ngawi Year of 2014/2015. Sampling was taken by stratified cluster random sampling technique. The hypothesis test used two way analysis of variance with unbalanced cell. The results of the research were as follows. (1) The mathematics learning achievement of students treated with Co-op Co-op type of cooperative learning model with scientific approach was better than that of those treated with DL learning model with scientific approach and those treated with PBL learning model with scientific approach, while that of those treated with DL learning model with scientific approach was as good as that of those treated with PBL learning model with scientific approach. (2) The mathematics learning achievement of students with high learning creativity was better than that of those with medium and low ones, while that of those with medium was better than that of those with low one. (3) In Co-op Co-op type of cooperative learning model with scientific approach, the learning achievements of the students with high, medium and low learning creativities were the same. In DL learning model with scientific approach, the students with high learning creativity had mathematics learning achievement as good as those with those with medium one, while those with high and medium learning creativities had better learning achievement than those with low on. In PBL learning model with scientific approach, the students with high and low creativities had mathematics learning achievement as good as that of those with medium one, while the students with high learning creativity had better learning achievement than those with low one. (4) The students with high and medium learning creativities treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement as good as those treated with DL with scientific approach and those treated with PBL with scientific approach. The students with low learning creativity treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement better than those treated with DL with scientific approach, while those treated with Co-op Co-op type of cooperative learning model with scientific approach had mathematics learning achievement with scientific approach and those treated with DL with scientific approach had learning achievement as good as that of those treated with PBL with scientific approach.Keywords: Co-op Co-op, DL, PBL, scientific approach, student learning creativity
EKSPERIMENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING, THINK ALOUD PAIR PROBLEM SOLVING DAN STUDENT TEAM ACHIEVEMENT DIVISION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIS MATEMATIS Dwiningsih, Pitra; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to find out the effect of learning model, (high, medium and low) logical mathematic intelligence, and interaction between learning model and logical mathematic intelligence on mathematic learning achievement. The learning models compared were CPS with scientific approach, Tapps with scientific approach, and STAD with scientific approach. This research was quasi-experimental research with a 3 x 3 factorial design. The population of research was all of the 7th graders of Junior High Schools in Karanganyar Regency in academic year of 2014/2015. Technique of analyzing data used in this research was a two-way variance analysis with different cell. Considering the hypothesis testing, the following conclusions could be drawn. (1) The students subjected with the CPS learning model with scientific approach had a better learning achievement than students subjected by Tapps with scientific approach and STAD model with scientific approach, students subjected with the Tapps with scientific approach had better learning achievement than students subjected by STAD model with scientific approach; (2) In students with high logical mathematical intelligence gave the same learning the students with medium logical mathematical intelligence, students who had high and medium logical mathematical intelligence had a better learning achievement than students who had low logical mathematical intelligence; (3) The STAD and CPS learning models, students with high logical mathematical intelligence had a better learning achievement than students with medium and low logical mathematical intelligence, students with medium logical mathematical intelligence had the same learning achievement of students with low logical mathematical intelligence. The Tapps learning model, students with high and medium logical mathematical intelligence to had the same learning achievement, students with high and medium logical mathematical intelligence had a better learning achievement than students with low mathematical logical intelligence; (4) The students with high, medium and low logical mathematical intelligence subjected to CPS, Tapps and STAD learning models had the same learning achievement, but on the students with lower intelligence logical mathematical learning had subjected to model CPS had a better learning achievement than students who had subjected to STAD model.Keywords: Creative Problem Solving (CPS), Think Aloud Pair Problem Solving (Tapps), Division Achievement Student Team (STAD), Scientific Approach and Logical Mathematic Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS), GROUP INVESTIGATION (GI), DAN PROBLEM BASED LEARNING (PBL) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Putra P, Heldy Ramadhan; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of research were to find out: (1) which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models, (2) which one have better learning achievement, the students with high, those with medium or those with low spatial ability, (3) in each learning model, which one have better learning achievement, the students with high, those with medium or those with low spatial ability, and (4) in each spatial ability, which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models. This study was a quasi-experimental research with a 3 x 3 factorial design. The population of research was all of the 8th graders of Public Junior High School throughout Surakarta City. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement and spatial ability tests. Before used for data collection, the instruments of achievement and spatial ability tests were tried out first. Technique of analyzing data used was a two-way analysis of variance test with unbalanced  cells. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) PBL type of cooperative learning have better learning achievement than the GI and TPS types did, GI type have learning achievement as good as the TPS type did. (2) The students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (3) In various learning models, the students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (4) In each category of spatial ability, the students receiving PBL type of cooperative learning have better learning achievement than those receiving GI and TPS types did, those receiving GI type have learning achievement as good as those receiving TPS type did.Keywords: TPS, GI, PBL, Learning Achievement, Spatial Ability
MAKE A MATCH MODEL, HIGH ORDER THINKING SKILLS QUESTIONS, AND THE STUDENTS’ CURIOSITY Sari, Putri Permata; Budiyono, Budiyono; Slamet, Isnandar
Journal on Mathematics Education Online First
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.5405.%p

Abstract

Geometry has an important role in mathematics study. Make A Match high order thinking skills questions aims to improve the students curiosity and students HOTS for understanding the material. This research aims to find out the effect of learning model and emotional intelligence toward students mathematics achievement.This research is quasi-experimental research with a 2x3factorial design. Population on this research was State Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia. The data collection were collected by using questionnaire and test. Furthermore, data were analyzed by two-way ANOVA. According to the research findings, shows that: students taught by MAM HOTS questions have better mathematics learning achievement than those taught by using direct learning model. Students having high emotional intelligence category have better mathematics learning achievement than those having medium and low emotional intelligence category, and they who have medium emotional intelligence category have mathematics learning achievement as good as those with low emotional intelligence category.Therefore, MAM HOTS questions can improve students learning achievement.
Experimentation of Interactive Setting Cooperative Learning Model (PSIK) and Course Review Horey (CRH) on The Material Geometry Flat Side Reviewed from Student Intelligence in The SMP N in Districk of Demak Nugroho, Muhamad Asif Cahya Aji; Budiyono, Budiyono; Slamet, Isnandar
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 10, No 2 (2019): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v10i2.16831

Abstract

The purpose of this study is to find out from each model of learning mathematics, which provides better mathematics learning achievement, students who have the type of logical intelligence mathematics, visual, kinesthetic or interpersonal. This research method of this study is quasi experimental research or pre-experimental research with research design using 3 x 4 factorial designs. The population in this study is the entire students VIII grade SMP N in districk of Demak. Sampling was done by stratified cluster random sampling technique. Instruments used to collect data are a questionnaire of multiple intelligences and mathematics learning achievement test. The prerequisite test includes the population normality test using the Lilliefors method and the homogeneity test of population variance using the Bartlett method.With α = 0, 05. Hypothesis testing of the study are analysis of variance with unequal cell. Based on the results of hypothesis testing, obtained the conclusion that. There is interaction of learning model on mathematics learning achievement in each category of students’ multiple intelligence.
Co-Authors Abda Abda Adi Wicaksono, Nanda Anggraini, Putri Nurika Aprilia, Nabila Churin Aulia Ar Rakhman Awaludin Ayuningrum, Retna Azhar, Zenitha Amalia B Budiyono Budiyono Budiyono Budiyono, Budiyono Ek Ajeng Rahmi Pinahayu Fachry Abda El Rahman Fhadilla, Nahdatul Fitriana, Laila Fitriana, Laila Nur Getut Pramesti Hadi Prayitno, Hadi Handajani, Sri Sulistijowati Heldy Ramadhan Putra P Hendriyanto, Agus Heritin, Anisak Hermawati, Evi Hodiyanto, Hodiyanto Husna Afanyn Khoirunissa Ikrar Pramudya, Ikrar Imam Sujadi Imam Suryadi, Imam Indra Raditya , Dionisius Indra Setyawan Irwan Susanto Isnaini, Bayutama Janah, Rahmawati Fatkhul Kadar, Jimmy Abdel Kayyisa, Alfien Diva Lintang Fitra Utami Mardiyana Mardiyana Meilasari, Venty Muhammad Riza Naufalia Nuraya, Naufalia Neyun, Ignasia N.G. Ningrum, Sri Adiningsih Utami Nugraha, Titis Jati Nugroho, Muhamad Asif Cahya Aji Nur Hasanah Nurfauziyyah, Nuha Pardede, Hilman Ferdinandus Permatasari, Nisa Permatasari, Nisa Pitra Dwiningsih, Pitra Pratama, Yulian Surya PUJI LESTARI Raditya, Dionisius Indra Ratri, Aninda Puspa Respatiwulan, Respatiwulan Sari, Putri Permata Shanti Indah Lestari, Shanti Indah Sri Subanti Suci Irawati Sugianto Sugianto Sugiyanto - Sugiyanto, Sugiyanto Sulandari, Winita Susanti, Sarah Wahyu Susilotomoa, Dhestahendra Citra Tajuddin, Annas Tasyah Tririnika, Yuliana Valentino, Yohanes Felix Vera Rosalina Bulu Wahyu Kurniawan Winita Sulandari Wulandari, Setyati Puji Yudi Pramono Pawiro, Yudi Pramono Yuliana Susanti, Yuliana Zukhronah, Etik