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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Visi Ilmu Pendidikan Quagga Jurnal Pembelajaran Fisika Bioeksperimen: Jurnal Penelitian Biologi Scientiae Educatia: Jurnal Pendidikan Sains Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Jurnal Penelitian Pembelajaran Fisika E-Dimas: Jurnal Pengabdian kepada Masyarakat BIOMA Titian Ilmu: Jurnal Ilmiah Multi Sciences Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Jurnal Bioedukatika EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA PENDIPA Journal of Science Education BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Mangifera Edu Jurnal Ilmiah Cendekia Eksakta Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Variabel Eduproxima : Jurnal Ilmiah Pendidikan IPA Didaktika: Jurnal Kependidikan BIOGENESIS Jurnal Inovasi Pembelajaran di Sekolah Borneo Journal of Biology Education (BJBE) NUSRA: Jurnal Penelitian dan Ilmu Pendidikan PSEJ (Pancasakti Science Education Journal) Berkala Ilmiah Pendidikan Online Learning in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Biological Environment and Pollution Innovative: Journal Of Social Science Research Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Pelita: Jurnal Pengabdian kepada Masyarakat Jurnal Kualita Pendidikan Social Engagement: Jurnal Pengabdian Kepada Masyarakat Quagga: Jurnal Pendidikan dan Biologi Biodik: Jurnal Ilmiah Pendidikan Biologi Unnes Science Education Journal Action Research Journal Bioma : Jurnal Ilmiah Biologi PESHUM Jurnal Pendidikan Guru Profesional Scientiae Educatia: Jurnal Pendidikan Sains Open Access DRIVERset Formatif : Jurnal Ilmiah Pendidikan MIPA Jurnal Penelitian Pembelajaran Fisika

Muhammad Syaipul Hayat

Universitas Persatuan Guru Republik Indonesia Semarang

Author-ID : 780927

Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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PEMBELAJARAN BERBASIS PRAKTIKUM PADA KONSEP INVERTEBRATA UNTUK PENGEMBANGAN SIKAP ILMIAH SISWA Hayat, Muhammad Syaipul
BIOMA Vol 1, No 2, Oktober (2011): Bioma
Publisher : BIOMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

PEMBELAJARAN BERBASIS PRAKTIKUM PADA KONSEPINVERTEBRATA UNTUK PENGEMBANGAN SIKAP ILMIAH SISWA Muhammad Syaipul HayatProgram Studi Pendidikan Biologi IKIP PGRI Semarang Sri Anggraeni dan Sri RedjekiProgram studi Pendidikan IPA Sekolah Pascasarjana UPI e-mail: fullsmile_84@yahoo.com PRACTICUM BASED LEARNING ON INVERTEBRATE CONCEPT TO STUDENTS SCIENTIFIC ATTITUDE DEVELOPMENT ABSTRACT This study aims to develop students scientific attitude, and to identify responses ofteachers and students in practicum based learning on the concept of Invertebrates. Research using the method of quasi experiment with the static group pretest-posttestdesign involving 64 high school students the second semester of class X, whichconsists of 32 students grade class experiment, and 32 students on the control of onhigh school in the Cimahi city of Bandung. Practicum based learning is to orient andtrain students to formulate problems, conduct investigations, solve problems andreflect the results of the investigation. Research data captured by using a test instrumentshapedscientificattitudelikert scale, students questionnaire responses, observationsheets,andinterviews.The results showed that the scientific attitude of students who use practicum basedlearning differ significantly with students who learn in the conventional. These resultsare evidenced by the N-gain students scientific attitude control class of 0.13while the N-gain experimental class scientific attitude is better than the control class,which is 0.33. Based on questionnaire responses of students concluded that studentsliked the practicum based learning, because it can facilitateÂ in understanding thesubject matter, invites students to actively and build cooperation among students.The results of the observation sheet analysis showed activity and positive studentattitudes toward lab activities. Interviews with teachers also showed positive responsestopracticumbasedlearning.The conclusion is practicum based learning had a positive impact in developingscientific attitude students.Keywords:Â learning, practicum, scientific attitude, students, invertebrate ABSTRAK Salah satu masalah yang dihadapi dunia pendidikan kita adalah masih lemahnyaproses pembelajaran, siswa kurang didorong untuk mengembangkan kemampuanberpikir. Penelitian ini bertujuan untuk mengembangkan sikap ilmiah siswa, sertamengidentifikasi tanggapan guru dan siswa dalam pembelajaran berbasis praktikumpada konsep invertebrata.Penelitian menggunakan metode eksperimen dengan desain quasi eksperimen thestatic group pretest-posttest design yang melibatkan 64 siswa SMA kelas X semesterII, yang terdiri atas 32 siswa kelas eksperimen dan 32 siswa kelas kontrol pada salahsatu SMA swasta di kota Cimahi Bandung. Â Hasil penelitian menunjukkan bahwa sikap ilmiah siswa yang menggunakan pembelajaranberbasis praktikum berbeda secara signifikan dengan siswa yang belajarsecara konvensional. Hasil tersebut dibuktikan dengan N-gain sikap ilmiah siswakelas kontrol 0,13 sedangkan N-gain sikap ilmiah siswa kelas eksperimen lebih baikdaripada kelas kontrol, yaitu 0,33. Â Kesimpulannya ialah, pembelajaran berbasis praktikum berdampak positif dalammengembangkan sikap ilmiah siswa.Kata-kata kunci: pembelajaran, praktikum, sikap ilmiah, siswa, invertebrata

Epistemologi dan Keterbatasan Teori Gravitasi Erwin, Erwin; Hayat, Muhammad Syaipul; Sutarno, Sutarno
Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 9 No 1 (2017)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jti.v9i1.79

Peristiwa tentang kecenderungan jatuhnya benda-benda menuju pusat bumi dan keteraturan peredaran planet dan benda-benda langit lainnya dalam tata surya dahulu dianggap dua fenomena yang berbeda. Mekanika benda langit dan mekanika bumi yang sebelumnya merupakan dua pengetahuan yang terpisah, dianggap satu kesatuan oleh Sir Isaac Newton. Newton mengemukakan hukum gravitasi umum yaitu gaya tarik menarik antara dua benda besarnya sebanding dengan massa masing-masing benda dan berbanding terbalik dengan kuadrat jarak antara kedua benda. Hukum gravitasi ini sukses menjalaskan bagaimana benda cendrung jatuh menuju pusat bumi dan peredaran planet dan benda-benda langit lain mengelilingi matahari dalam sistem tata surya. Namun hukum gravitasi Newton ternyata tidak sepenuhnya tepat, beberapa hal dapat dijelaskan dengan hukum relativitas Einstein, namun demikian hukum relativitas Einstein juga dicurigai masih perlu diamandemen agar dapat menjelaskan fenomena alam dengan tepat.

Lorong Waktu Revolusi Saintifik pada Era Eksponensial Hayat, Muhammad Syaipul; Sutarno, Sutarno; Erwin, Erwin
Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 9 No 1 (2017)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jti.v9i1.80

Sejak awal perkembangannya pada abad 17 perkembangan sains dari masa ke masa terus mengalami kemajuan yang pesat. Bahkan perkembangan yang terjadi merubah paradigma berpikir para filsuf sains secara fundamental, pada akhirnya terjadi revolusi saintifik. Perkembangan sains terus terjadi hingga saat ini, bahkan kemajuannya bergerak semakin cepat, sehingga era saat ini disebut sebagai era eksponensial. Indikator dari revolusi saintifik di era eksponensial adalah banyaknya teknologi yang ditemukan oleh para ilmuwan sains modern yang sangat mutakhir dalam berbagai sektor kehidupan masyarakat. Beberapa contoh diantaranya adalah kemampuan teknologi dalam menjelajahi dunia maya, yang memudahkan masyarakat dalam komunikasi jarak jauh, berinteraksi, memperoleh informasi, layanan kesehatan, artificial intelligent, dan sebagainya. Dampak yang paling dirasakan oleh masyarakat dunia akibat dari revolusi sains di era eksponensial adalah dalam bidang bioteknologi. Para ilmuwan telah banyak menghasilkan penemuan-penemuan yang mencengangkan, yaitu diciptakannya sistem biologis yang baru, baik pada tingkat molekul, sel, atau organisme baru melalui metode biologi sintesis (syinthetic biology). Teknologi ini akan menjadi salah satu alternatif untuk produksi pangan yang murah, energi terbarukan, perakitan varietas tanaman tahan cekaman biotik dan abiotik, dihasilkannya vaksin, organisme baru, dan lain-lain. Artikel ini akan membahas pandangan filsafat terhadap revolusi saintifik pada era eksponensial.

Radiasi Benda Hitam dan Efek Fotolistrik Sebagai Konsep Kunci Revolusi Saintifik dalam Perkembangan Teori Kuantum Cahaya Sutarno, Sutarno; Erwin, Erwin; Hayat, Muhammad Syaipul
Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 9 No 2 (2017)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jti.v9i2.92

Teori fisika klasik telah menghasilkan konsensus bahwa cahaya merupakan gelombang elektromagnetik yang terdistribusi secara malar dalam ruang tiga dimensi. Cahaya merambat transversal dengan laju energi sebanding dengan intensitasnya. Paradigma ini telah menuntun rangkaian aktivitas ilmiah pada sains normal yang menghasilkan berbagai perkembangan ilmu pengetahuan. Teori gelombang elektromagnetik terus berkembang hingga awal abad 19 sebelum akhirnya gagal menjelaskan fakta spektrum radiasi benda hitam dan efek fotolistrik. Teori fisika klasik mengalami krisis. Fase ini mendorong para ilmuwan melakukan berbagai spekulasi teori dan eksperimen guna memperoleh penyelesaian masalah. Muncul pemikiran revolusioner yang diilhami oleh gagasan Planck yang selanjutnya diartikan lebih fisis oleh Einstein membentuk teori kuantum cahaya. Fenomena radiasi benda hitam dan efek fotolistrik dapat dijelaskan secara memuaskan hanya dengan menganggap bahwa cahaya tidak terdistribusi secara malar, melainkan dalam bentuk paket-paket energi yang disebut kuanta (foton). Besar energi foton tidak ditentukan oleh intensitas, melainkan oleh frekuensi cahaya. Fenomena radiasi benda hitam dan efek fotolistrik telah membuka gerbang pergeseran paradigma, dari fisika klasik menuju fisika modern.

Strategi Evaluasi Program Perkuliahan Biologi Berbasis Blended Learning Hayat, Muhammad Syaipul; Erwin, Erwin; Permana, Irvan
JURNAL BIOEDUKATIKA Vol 5, No 2 (2017)
Publisher : Universitas Ahmad Dahlan

Paradigma pendidikan pada abad 21 telah mengalami pergeseran, salah satu komponen pentingnya adalah tolls for working dalam pembelajaran harus berorientasi pada information literacy dan ICT literacy. Atas dasar hal tersebut, dalam pembelajaran/ perkuliahan khususnya biologi diperlukan adanya integrasi penggunaan teknologi. Blended learning adalah salah satu program perkuliahan yang dapat diterapkan untuk mengadaptasikan kompetensi abad 21. Tujuan implementasi program perkuliahan biologi berbasis blended learning adalah untuk meningkatkan penguasaan konsep mahasiswa melalui kemudahan akses informasi; melatih higher order tinking skills mahasiswa (berpikir kritis, kreatif, pemecahan masalah, komunikasi dan argumentasi); melatih literasi mahasiswa, terutama literasi ICT yang digunakan dalam perkuliahan. Dalam implementasi program tersebut diperlukan strategi evaluasi yang tepat, agar pelaksanaannya dapat dimonitoring dan dievaluasi dengan baik. Model CIPP (contect, input, process dan product) merupakan strategi evaluasi yang relevan, karena memiliki relevansi karakteristik antara model CIPP dengan program yang dirancang. Program perkuliahan blended learning dievaluasi secara komprehensif dengan model evaluasi CIPP, mulai dari kesiapan pra pelaksanaan program, pelaksanaan, hingga diperoleh produk. Hasil evaluasi dari program ini dijadikan sebagai rekomendasi bagi pemangku kebijakan untuk mengambil keputusan terhadap keberlanjutan program yang dirancang.Â Evaluation Strategy of Biology Course Program Based on Blended Learning. The educational paradigm of the 21st century has been shifting, one of the important components is tools for working in learning must be oriented to information literacy and ICT literacy. On the basis of this, in the learning/ lectures, especially biology required the integration of the use of technology. Blended learning is one of the course programs that can be applied to adopt 21st-century competency. The purpose of the implementation of biology course program based on blended learning is to improve students mastery of the concept through ease of access to information; training higher order thinking skills of students (critical thinking, creative, problem solving, communication and argumentation); train student literacy, especially ICT literacy used in lectures. In the implementation of the program requires appropriate evaluation strategy, so that its implementation can be monitored and evaluated properly. The CIPP model (Context, Input, Process, and Product) is a relevant evaluation strategy because it has characteristic relevance between the CIPP model and the designed program. Blended learning lecture program is evaluated comprehensively with CIPP evaluation model, ranging from pre-program preparation, implementation, to the product. The results of the evaluation of this program serve as a recommendation for stakeholders to make decisions on the sustainability of the designed program.

Perkembangan Keterampilan Komunikasi dan Kolaborasi Mahasiswa dalam Pembelajaran Inkuiri Berorientasi Entrepreneurship pada Mata Kuliah Keanekaragaman Tumbuhan Muhammad Syaipul Hayat; Nuryani Y Rustaman; Adi Rahmat; Sri Redjeki
Mangifera Edu Vol 4 No 1 (2019): Mangifera Edu
Publisher : Universitas Wiralodra

The paradigm of learning science, including biology continues to show a fundamental shift. Biology is taught not only through conventional inquiry, but also inquiry that envisions the debriefing of student lifelong learning. One strategy that can build this vision is through entrepreneurship oriented inquiry learning programs. In the mechanism, learning is designed into four stages based on conformity with indicators of entrepreneurship, i.e. stage I (basic), stage II (development), stage III (advance), and stage IV (professional). In the learning experience, students are provided with a variety of skills in a comprehensive manner in accordance with the standards of lifelong learning, among which those that will be studied in this paper are Communication and Collaboration Skills. These two standards become important things to study, because learning biology must not only be scientific but also students must be able to communicate their ideas and be able to build teamwork in solving problems. This research was conducted on the V semester students of the Biology Education Department in one teachers college in Central Java who took part in the course on Plant Diversity. The samples involved in the data collection were 31 people. Data was collected using observation sheets and questionnaires in the form of the Communication & Collaboration rubric adapted from Marzano's framework lifelong learning. There are six items in the rubric that represent data, three of which are about Communication Skills and three about Collaboration. The results of the study showed that on average the Communication Skills of students based on the results of observations had developed at each stage, i.e. stage I (2.45), stage II (2.83), stage III (3.17), and stage IV (3.54). In accordance with the Collaboration data students showed significant developments, i.e. stage I (2.47), stage II (2.89), stage III (3.32), and stage IV (3.60). Based on the results of the questionnaire collected before and after learning, the data showed a significant increase in both communication and collaboration skills. Thus it can be concluded that entrepreneurship-oriented inquiry learning programs applied to plant diversity course can improve student Communication and Collaboration Skills well

The Urgency of Life-Long Learning for Students in Biology Learning Intan Rizky Amalia; Muhammad Syaipul Hayat
Mangifera Edu Vol 6 No 1 (2021): Jurnal Mangifera Edu
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mangiferaedu.v6i1.127

Education is a need for every child to have insight and hope for goals because basics education is helpful until the end of life. The existence of life-long learning indicators is very relevant to be applied by students in learning biology. These indicators include complex thinking, information processing, effective communication, collaboration/cooperation, and thinking habits. This study aims to determine the urgency of providing life-long learning for students in biology learning. The research method uses qualitative methods, the research instrument used in this study is a questionnaire. The results showed that the student's response was in the high category with a percentage of 60%, which means that students already understand the concept of life-long learning but have not applied it in their daily lives. 60.9% of students responded that life-long learning had not been implemented in biology learning at school and agreed if it was applied in biology learning. Therefore, the provision of life-long learning for students in biology learning is considered very important to apply.

The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry Muhammad Syaipul Hayat; Nuryani Rustaman; Adi Rahmat; Sri Redjeki
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7476

Not a few students who have difficulty interpreting the material being studied in terms of life encourage the need for a paradigm shift in science learning, which is directed at lifelong learning. In this paper, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, which is also often called 5E+e. This research investigates the improvement of lifelong learning for the prospective teachers during the 5E+e inquiry in the plant diversity course. The quasi-experimental method with a one-group pretest-postest design was used. The research subjects were taken by purposive sampling, namely the fifth-semester students of the Biology Education Study Program at one of the Teachers Institution in Central Java with 31 participants. Data were gathered using a questionnaire filled out by students before (pre) and after (post) the treatment of the 5E+e inquiry learning and observation. The data analysis was carried out in both quantitative and qualitative-descriptive manners to make a comprehensive conclusion. The results revealed that the average lifelong learning score of prospective teachers compiled with rubrics had increased between before (2.68) and after being given the program (3.26) with a maximum score of 4.00. Thus, it can be concluded that the entrepreneurship-oriented inquiry learning program applied to the plant diversity course can increase the lifelong learning of prospective teachers.

Strategi Evaluasi Program Praktikum Fisika Dasar Erwin Erwin; I Permana; Muhammad Syaipul Hayat
Jurnal Penelitian Pembelajaran Fisika Vol 9, No 1 (2018): APRIL 2018
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v9i1.2308

Lab work is one of the ways taken not only to clarify the subject that have been taught but also to coached students to apply scientific methods in solving problems. In order to ensure the quality of practical implementation requires accurate data-based information support, a gradual evaluation system is needed to help make the right decisions in every action throughout the program. The evaluation approach used is the CIPP (context, input, process, and product). Data collection is through interviews, questionnaires and direct observation, The data collected at each stage of the evaluation were analyzed qualitatively with the descriptions

PENDIDIKAN KESEHATAN KELUARGA DI KELURAHAN PODOREIO KECAMATAN NGALIYAN KOTA SEMARANG Fenny Roshayanti; Muhammad Syaipul Hayat; Lussana Rosita Dewi
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 4, No 2 (2013): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v4i2.1569

PENDIDIKAN KESEHATAN KELUARGA DI KELURAHAN PODOREIO KECAMATAN NGALIYAN KOTA SEMARANG

Co-Authors Adhitya Chandra Permana Adhitya Chandra Permana Agus Purnomo Agustini, Ferina Ahmad Soleh Ajibudiarta, Riska Aminingsih, Amilia Aninda Nadya Tasya Arifah Nur Aini Arifah Nur Aini Ary Susastyo Nugroho Ary Susatyo Nugroho Ary Susatyo Nugroho Ary Susatyo Nugroho Ary Susatyo Nugroho Ary Susatyo Nugroho Asna Nofiyanti Astuti, Yustina Tri Atip Nurwahyunaini Atip Nurwahyunani, Atip Azizul Ghofar Candra Wicaksono Azizul Ghofar Candra Wicaksono, Azizul Ghofar Candra Baehaqi, Ibnu Baehaqi Betty Diah Kusumaningrum Budiati, Idha Cahyani, Dwi Kurnia Chabibah, Chabibah Christin Eni Wati Citra Khoerun Nikmah Desi Sri Lestari Dewi Arum Budianti Dewi Arum Budianti Diah Sapitri Dido Sujaya Perwinda Dido Sujaya Perwinda Dina Alfiyana Dina Alfiyana Duwi Nuvitalia Efriana Arga Trian Efriana Arga Trian Eka Nurafina Eko Retno Mulyaningrum Ema Auliatzahra Endah Rita Sulistya Dewi Endah Rita Sulistya Dewi Endah Rita Sulistya Dewi Endah Rita Sulistya Dewi Endah Rita Sulistya Dewi Endang Sularni Eny Hartadiyati Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin Erwin, Erwin Fahmi Dwi Septiani Fahrun Nisa Umi Fatimah Faizsyahrani, Lilla Panca Febrina Rachmawati Febrina Rachmawati Fenny Roshayanti FENNY ROSHAYANTI Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Roshayanti Fenny Rosyayanti Fenti Kumala Sari Fibria Kaswinarni Filia Prima Artharina Grisselda Vania Putri Hartini Hartini Harto Nuroso Harto Nuroso Hindradi, Hindradi I Permana Idha Budiati Indah Budi Handayani Indah Permata Intan Rizky Amalia Ipah Budi Minarti Ivonne Susana Berlin Joko Siswanto Joko Siswanto Joko Siswanto Joko Siswanto Joko Siswanto Joko Siswanto Joko Siswanto Juwahir Juwahir Kenya Luthfia Nur Shabrina Klarisa Aulia Rahma Kurniawati, Septiana Kus Winarno Lindang Agus Siyamuningsih Lussana Rosita Dewi Lyra Halimatun Sa’diyah Lyra Halimatun Sa’diyah M Ikhwan Dwi Putra M. Anaz Dzakiya Mahmud Yunus Maria Ulfah Maria Ulfah . Mefi Andriani Mega Novita Mega Novita Mega Novita Mega Novita Mellisa Putri Adeliana Moch. Ansori Muhamad Bariq Atsila Muhamad Bariq Atsila Muhammad Azmi Syafiq Muhammad Syaipul Hayat Muhtarom Mulyono Mulyono Mulyono Mulyono Muntamah Muntamah Muntamah Muntamah, Muntamah Musyafiatun Musyafiatun Nafila Amalia Syahida Nafila Amalia Syahida Ngurah Ayu Nyoman Murniati Nizaruddin Nizaruddin Nizaruddin Nizaruddin Nizaruddin Noora Qotrun Nada, Noora Qotrun Nugroho, Unggung Eri Nur Hidayah Nur Hidayati Puspita Sari Nur Hidayati Puspita Sari Nur Khoiri Nur Khoiri Nur Latifah Nur Latifah, Nur Nur Lena Nurul Qomariyah Nuryani Rustaman Nuryani Rustaman Nuryani Y. Rustaman Octavia Devi Puspita Sari Praptining Rahayu Prasetyo Anggun Pribadi Prasetyo Anggun Pribadi Prasetyo Prasetyo Prasetyowati, Endriani Tulus Purwanti Purwanti Putri Ayu Lestari Putri Ramadhanti Aisyah Fitri Putri Ramadhanti Aisyah Fitri RACHMAWATI, FEBRINA Rahayu, Rizki Kusumaning Rahma, Klarisa Aulia Ratna Julyanti Reni Rakhmawati Reni Rakhmawati Riski Febrianti Rivanna Citraning Rachmawati Rivanna Citraning Rachmawati, Rivanna Citraning Rizqi Ramayanti Rosady Putri, Belinda Chintya Rukmi, Pramastuti Adiar Sifah, Layyinatus Sigit Ristanto Siskawati, Dyah Siti Fatonah Siti Fatonah Siti Patonah Siti Patonah Sri Redjeki Sri Redjeki Sri Redjeki Sri Wahyuni Sri Wahyuni Sumarmiyati, Sumarmiyati Sumarno . Sumarno Sumarno Sumarno Sumarno Suminarsih Suminarsih Sutarno Sutarno Sutarno Sutarno Sutrisno Sutrisno Taufiq Fathurrozi Teguh Prakoso Teguh Prakoso Topik Hidayat Tri Mulyani Unggung Eri Nugroho Waewdao Dathong Wakhidah Noor Agustina Wartoyo Wartoyo Wibisono, Yudi Catur Wilem Rilexen S P Mulder Wilem Rilexen S P Mulder Wiyaka Wiyaka Yanuar Hery Murtianto Yunita Lema

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