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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
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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Profil Kreativitas Dan Kemampuan Dasar Bekerja Ilmiah (KDBI) Peserta Didik Dalam Pembelajaran IPAS Di SMK Bhakti Mulia Wonogiri Hindradi, Hindradi; Roshayanti, Fenny; Khoiri, Nur; Hayat, Muhammad Syaipul
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 2 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i2.251

Abstract

The potential of students that can be developed in facing 21st century learning includes creativity and basic scientific thinking abilities, but in reality the level of creativity and KDBI (Basic Scientific Working Ability) of students in science and science learning at Bhakti Mulia Wonogiri Vocational School is relatively low. This research aims to determine the extent of creativity and basic scientific work skills in class This research is quantitative descriptive research with non-test data collection techniques using questionnaires. The research was conducted with students filling out a 35-question questionnaire with details of 20 creativity questions and 15 KDBI questions. Each indicator consists of 5 questions on the questionnaire. The research results show that the indicator of fluency in creativity is 54.29% in the less creative category, the indicator of flexibility in creativity is 53.93% in the less creative category, the indicator of authenticity in creativity is 54.64% in the less creative category, the indicator detail in creativity was 54.82%, including the less creative category, and for the Process indicator in KDBI it was 55.71%, it was in the poor category, the knowledge indicator in KDBI was 59.11%, it was in the quite good category and the attitude indicator in KDBI was 54, 46% are in the poor category. It can be concluded that the average indicator of creativity of Bhakti Mulia Wonogiri Vocational School students is 54.42% so it is on average less creative, while the KDBI of 56.42% is in the fairly good average category. Based on this research, the Bhakti Mulia Vonogiri Vocational School needs to carry out learning using the Project based learning method which can increase students' creativity and KDBI.
A Analisis Kemampuan Literasi Sains dan Berpikir Kritis Siswa SMP pada Pembelajaran IPA: Analisis Kemampuan Literasi Sains dan Berpikir Kritis Siswa SMP pada Pembelajaran IPA Cahyani, Dwi Kurnia; Nugroho, Ary Susatyo; Nizaruddin; Hayat, Muhammad Syaipul
PendIPA Journal of Science Education Vol 8 No 3 (2024): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.3.593-600

Abstract

Students' scientific literacy and critical thinking skills are very important to meet the challenges of the 21st century, especially in science learning. This research aimed to determine the scientific literacy and critical thinking abilities of junior high school students. This research uses quantitative descriptive methods. Data collection techniques were done using instruments to test students' scientific literacy and critical thinking abilities. The research subjects were 29 class VIII students. The results of the research show that the students' scientific literacy abilities with an average score of (29.89) are very poor. Of the three indicators of scientific literacy based on PISA, evaluating and designing scientific research received a score of (41.38) poor, interpreting scientific data and evidence received a score of (20.69) very poor and explaining phenomena scientifically (27.59) very poor. Meanwhile, critical thinking skills received an average score of (37.93) which was very poor. Of the five indicators of critical thinking based on the Ennis framework, giving a simple explanation got a score of (79.31) good, building a basic classification got a score of (24.14) very poor, making an inference got a score of (31.03) very poor, making an explanation more continued to get a score of (13.79) which was very poor, managing strategies and tactics got a score of (37.93) which was very poor. The results of this research showed that the scientific literacy and critical thinking abilities of junior high school students in science learning were still low.
Analisis Aktivitas Membaca Cerita Berbantu Wayang Literasi dalam Pengembangan Kemampuan Baca Tulis Siswa SDN Karangrejo 02 Wibisono, Yudi Catur; Murniati, Ngurah Ayu Nyoman; Sumarmiyati, Sumarmiyati; Hayat, Muhammad Syaipul
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 5 No. 4 (2024): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, November 2024
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v5i4.3128

Abstract

Reading literacy is an important factor that is starting to be taught in elementary school education. With reading literacy activities, students will have the habit of reading and will automatically add information and insight for students. Reading literacy activities will foster students' interest in the talents they want to explore so that they will explore information about the talents they want to master more deeply. Most of the learning process will rely on the ability and awareness of learners of reading literacy. Reading literacy habits that are instilled early on to learners greatly affect the level of success and the ability of individual learners to capture the information they receive. In this 21st century, most students are more interested in playing cellphones than reading, this cannot be separated from parenting and the development of a digital age, this also happens with students at SD Negeri Karangrejo 02 Semarang. Therefore, concrete steps are needed in order to increase students' literacy interest in reading and writing. This study aims to analyze story reading activities with the help of puppet characters to develop reading literacy of grade 1 students of SDN Karangrejo 02 Semarang obtained from learning practices carried out by researchers and participant learning activities. In this research activity, researchers used a qualitative approach, then presented descriptively. The data collection method uses observation, interview, and documentation techniques. The data collected will then be analyzed, and the data analysis is descriptive. The results of data analysis show that students' reading activities are quite optimal, because when reading children's stories are assisted by literacy Puppets.
Pelatihan Penyusunan Perangkat Pembelajaran Berdiferensiasi dan Inovasi Model Pembelajaran bagi Guru SMA Kabupaten Kebumen Hayat, Muhammad Syaipul; Nugroho, Ary Susatyo; Dewi, Endah Rita Sulistya; Artharina, Filia Prima
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 1 (2025): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

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

Abstract

Quality education is an important foundation for the progress of a society. However, the main challenge in the education system is to provide learning that is in accordance with the needs, interests, and potential of individual students. To overcome this, an inclusive learning approach is implemented, known as "Differentiated Learning". This learning emphasizes the recognition of diversity among students and efforts to adjust teaching methods to suit their needs. In addition, innovation in the use of learning models by teachers is important to create a pleasant learning climate and stimulate students to be more successful. The Community Partnership Program (PKM) aims to increase awareness of the Education community, especially teachers, of the importance of Differentiated Learning in improving the quality of education. Through a series of activities such as workshops on the preparation of tools and the implementation of Differentiated Learning in several schools as a method applied in this PKM to achieve significant results. The outcomes obtained include an increase in teacher understanding of the concept of Differentiated Learning, an increase in teacher competence in designing learning that suits student needs, and an increase in academic achievement and student welfare. With increasing teacher competence in preparing innovative and student-centered learning, it can have a positive and sustainable impact in creating an inclusive and diversity-oriented educational environment.
Analysis Of Potential And Challenges Of Ethnoscience-Based Chemistry Learning In Madrasah Aliyah Sri Wahyuni; Mega Novita; Muhammad Syaipul Hayat; Fenny Roshayanti
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1583

Abstract

This study aims to analyze the potential and challenges of ethnoscience-based chemistry learning in Madrasah Aliyah. The approach used is a quantitative survey type with participants being Madrasah Aliyah chemistry teachers in Surakarta Residency who were taken randomly. The method used is descriptive-quantitative. The data collection tool used is a questionnaire containing statements related to chemistry learning and the ethnoscience approach. Based on the data analysis carried out, both survey results and interviews, that although there is high enthusiasm from chemistry teachers, namely 92.3%, to implement ethnoscience-based learning, their knowledge of ethnoscience is still limited. As many as 50% of teachers admitted to having difficulty integrating ethnoscience with chemistry material, and 57.7% of teachers had never implemented it. The main obstacles in the implementation of ethnoscience include lack of teacher understanding and limited supporting infrastructure. Nevertheless, the ethnoscience approach offers great potential to improve scientific literacy, understanding of local culture, and student learning outcomes. Policy and infrastructure support in madrasahs, including Madrasah Aliyah Negeri Wonogiri, is ready to facilitate further development of ethnoscience-based learning. With increased training and resources, ethnoscience can be effectively integrated to enhance student engagement and understanding in chemistry learning
Potential of STEAM-SDGs Integration in Physics Learning Ajibudiarta, Riska; Khoiri, Nur; Patonah, Siti; Hayat, Muhammad Syaipul
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.19326

Abstract

This study analyzes the potential of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) with the Sustainable Development Goals (SDGs) in physics learning within Grobogan District, Indonesia, aligning with the National Long-Term Development Plan (RPJPN) 2025-2045’s focus on quality education. This descriptive qualitative research surveyed 23 physics teachers from the local MGMP (Subject Teacher Forum) using a questionnaire about STEAM-SDGs integration. Results revealed positive attitudes towards both STEAM (68% positive: 22% strongly agree, 46% agree) and SDGs (57% agree). However, understanding and application levels were low. 42% of teachers were undecided about STEAM, and 32% about SDGs. Regarding practical application, 37% were hesitant about STEAM implementation, and 29% about SDG integration. These findings highlight the need for comprehensive training to enhance teachers’ understanding and preparedness for integrating STEAM and SDGs into physics instruction. This is crucial for improving physics education quality and equipping students to address 21st century global challenges through innovative and sustainable learning.
4Cs Skills in Ecology and Biodiversity Learning: A Study of Junior High School Students’ Profiles in the Digital Era Rukmi, Pramastuti Adiar; Hayat, Muhammad Syaipul; Novita, Mega
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.19574

Abstract

Post-pandemic, gadgets have become an inseparable part of student life. This gives rise to brainrot which affects students’ critical thinking and creative thinking skills. Gadgets also create an individualistic attitude, causing students to have difficulty communicating and collaborating. Seeing this challenge, students need to be equipped with Critical Thinking, Communication, Collaboration and Creativity (4Cs) skills. This research aims to determine the 4Cs profile of Pelita Nusantara Kasih Surakarta Christian Junior High School students in studying Ecology and Biodiversity. The research method used in this research is descriptive quantitative with multiple choice questions for critical thinking skills, a questionnaire for communication and collaboration skills, and essay questions for creative thinking skills. The research sample was class VII, VIII, and IX students with a total of 150 students as respondents. The sampling technique is cluster random sampling. Data collection techniques using questionnaires and tests. The results show that the critical thinking skills score is 74, the creative thinking skills score is 56, the collaboration skills score is 73, and the communication skills score is 66. The average 4Cs skills score for Pelita Nusantara Kasih Surakarta Christian Junior High School students is 67. The results of this research show that The 4Cs skills of Pelita Nusantara Kasih Surakarta Christian Junior High School students are in the medium category, but for the creative thinking skills need to be improved because they have the lowest score compared to other skills.
Bridging Sustainability and Pedagogy: A Narrative Review of Education for Sustainable Development (ESD) Implementation in Indonesian Science Education Nugroho, Unggung Eri; Nugroho, Ary Susatyo; Hayat, Muhammad Syaipul; Patonah, Siti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15116

Abstract

This narrative review explores the integration of Education for Sustainable Development (ESD) within Indonesian science education, focusing on elementary to upper secondary levels between 2020 and 2024. The study aims to analyze how ESD has been operationalized across science subjects—particularly in physics, biology, and interdisciplinary IPAS—through various instructional models. It further evaluates curriculum alignment, identifies implementation challenges, and highlights pedagogical innovations that support sustainable learning outcomes. Using a narrative synthesis approach, ten empirical studies were examined based on inclusion criteria emphasizing Indonesian science contexts, ESD orientation, and modular or project-based designs. Data were organized into six thematic categories: STEAM integration, differentiated instruction, project-based learning, ecoliteracy, digital media, and curriculum-policy gaps. Tabled analyses captured subject focus, instructional tools, ESD competencies addressed, and reported outcomes. The review finds that while teachers frequently initiate ESD-based practices through creative instructional strategies—such as ProBLES, PJBL, and ecoliteracy modules—systemic curriculum integration remains limited. Notably, the absence of formal ESD indicators in core topics like rotational dynamics constrains scalability. Nonetheless, significant cognitive and affective gains were observed, including increases in critical thinking, creativity, environmental care, and systems awareness. Community partnerships and digital media tools also show potential to amplify ESD awareness among young learners. These findings suggest a pressing need for structured curriculum reform and professional development to institutionalize ESD in science education. The review contributes a nuanced understanding of localized ESD practice and offers a roadmap for aligning policy, pedagogy, and sustainability competencies.
Integrating the Certainty of Response Index (CRI) with Environmental Literacy and Creative Thinking Indicators to Analyze Misconceptions in Renewable Energy Learning among Vocational High School Students Budiati, Idha; Patonah, Siti; Hayat, Muhammad Syaipul
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.27008

Abstract

This study investigates vocational high school students’ misconceptions about renewable energy concepts using the Certainty of Response Index (CRI) and examines their relationship with environmental literacy and creative thinking skills. A descriptive quantitative design with a diagnostic approach was employed. The instruments consisted of a three-tier multiple-choice test for environmental literacy and a two-tier essay test for creative thinking, both validated through Aiken’s V (V = 0.75–1.00; valid–highly valid) and piloted prior to implementation. CRI analysis revealed substantial misconceptions, particularly in energy transition (67%) and marine energy utilization (50%). Students demonstrated stronger understanding of concrete topics (e.g., fossil energy impact, IoT integration) but struggled with abstract or unfamiliar content. Creative thinking performance was weakest in originality and elaboration, with errors linked to limited contextual exposure and insufficient inquiry-based learning opportunities. Notably, high confidence often accompanied incorrect reasoning, indicating entrenched misconceptions. Statistical analysis indicated a moderate positive correlation between environmental literacy and creative thinking (r = 0.56, p < 0.05). These findings highlight the potential of integrating CRI-based diagnostics with STEAM–SDGs-oriented, project-based, and contextual learning to address misconceptions, enhance environmental literacy, and develop students’ creative capacity. Such strategies are critical to bridging the knowledge–action gap and preparing students to tackle sustainable energy challenges in the era of the green economy.
VALIDITY AND EFFECTIVENESS OF ETHNOSCIENCE-BASED CHEMISTRY LEARNING MATERIALS ON REDOX AND CHEMICAL NOMENCLATURE TO ENHANCE STUDENTS"™ SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS Wahyuni, Sri; Novita, Mega; Hayat, Muhammad Syaipul
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.92464

Abstract

This study aims to develop and test the validity and effectiveness of ethnoscience-based chemistry learning devices on redox material and chemical compound nomenclature to improve science literacy and critical thinking skills of students. This research uses the 4D development model (Define, Design, Develop, Disseminate). The learning devices developed include teaching modules, learning materials, and student worksheets. The research subjects were 34 class XII students at MAN Wonogiri. The findings show that: (1) The learning devices were declared very valid by expert validators with scores of 91.15% for teaching modules, 91.82% for LKPD, 93.20% for teaching materials, and 22.5 (scale 25) for question instruments, (2) Practitioner validators also declared the devices very valid with scores of 90.72% for teaching modules, 92.73% for LKPD, 94.00% for teaching materials, and 23.5 (scale 25) for question instruments, (3) The reliability and validity tests showed Cronbach Alpha values of 0.749 and 0.921 for science literacy and critical thinking instruments respectively, (4) The learning devices are effective with N-gain values of 0.6103 for science literacy and 0.6501 for critical thinking skills, both in moderate category. The ethnoscience-based learning tools developed are valid and effective to improve students' science literacy and critical thinking skills.
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 Restianingsih Restianingsih 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