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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHER DITINJAU DARI KECERDASAN EMOSIONAL SISWA Margono, Agus; Budiyono, Budiyono; Sujadi, Imam
Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif Vol 21, No 2: November 2017
Publisher : LPPM UNY

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The purposes of this study were to determine: (1) which has better learning achievement in mathematics, the application of TGT type cooperative learning,NHT type cooperative learning, or direct learning, (2) which has better learningachievement, the students with high emotional intelligence, medium, or low,(3) which has better learning achievement at each level of high, medium, andlow emotional intelligence on cooperative learning model TGT, NHT, or directlearning, (4) which hasbetter learning achievement on students with high, mediumor low intelligence emotional at each learning of TGT, NHT, and direct learning.This research was a quasi experimental with 3 × 3 factorial design. The studypopulation were seventh grade student of Junior High School State of Yogyakarta. Sampling was done by stratified cluster random sampling with sample of the study were the students of SMPN 1, SMPN 12, and SMPN 14. Each of samples consists of three classes as TGT models class, NHT models class, and control class. The number of total members sample were 303 students. The instrument used to collect the data was mathematics achievement test instruments and students emotional intelligence questionnaire instrument. From the analysis it was concluded that: (1) TGT learning model has better achievement than NHT model and direct learning, NHT learning model has better achievement than direct learning, (2) the students with high emotional intelligence has better achievement than the students with medium and low emotional intelligence, while the students with medium emotional intelligence has better achievement than the students with low emotional intelligence, (3) the students with high emotional intelligence hasthe same achievement on TGT, NHT, or Direct Learning model; the students with medium intelligence, TGT model has better performance than NHT model, NHT model has the same achievement as direct learning model, TGT model has the same achievement as direct learning model; the students with low emotional intelligence hasthe same achievement on learning TGT model, NHT model, and direct learning, (4) the students with high, medium and low emotional intelligence has the same performance on TGT and NHT learning; on Direct Learning, the students with high emotional intelligence has better achievement than students with low emotional intelligence, the students with high emotional intelligence has the same achievement as medium emotional intelligence, the students with medium emotional intelligence has the same achievement as low emotional intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN Daeka, Dalud; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of research were to find out: (1) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model, (2) in the student creativity level, which one having better mathematics learning achievement, high or medium or low creativity, (3a) in each learning model (NHT, TPS and Conventional) which one providing better mathematics learning achievement, high or medium or low student learning creativity, (3b) in each student creativity level (high, medium, and low) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout Pacitan Regency in the school year of 2012/2013. Meanwhile the sample was taken using stratified random sampling. The sample consisted of 275 students: 92 students for experiment I class, 92 for experiment II class and 91 for control class. The instruments used to collect the data were learning creativity questionnaire and mathematics learning achievement test. From the result of research, it could be concluded that: (1) NHT learning model provided mathematics learning achievement as good as the TPS learning model did and better than the conventional learning model did, while TPS learning model provided mathematics learning achievement as good as the conventional learning model did. (2) The learning achievement of the students with high creativity was better than that of those with medium creativity, the learning achievement of the students with high creativity was better than that of those with low creativity, and the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3a) On each learning model, the learning achievement of the students with high creativity was better than that of those with medium and low creativity, while the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3b) On each creativity level whether high, medium or low, the mathematics learning achievement of the students taught with NHT learning model was as good as that of those taught with TPS learning model but was better than that of those taught with conventional model. And the learning achievement of the students taught with TPS learning model was as good as that of those taught with conventional model.Keywords: NHT, TPS, Conventional, Learning Creativity.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) YANG DIMODIFIKASI PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN PONOROGO Suharyanto, Suharyanto; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aimed to know: (1) which of the NHT modified model, the NHT model or the direct learning model promoted the students? better achievement on mathematics, (2) which one is better, the students with visual learning style, auditorial learning style, or kinesthetics learning style, and (3) in various learning style, which one having better achievement on mathematic, the NHT modified model, the NHT model or the direct learning model. This research was a quasi-experiments research with factorial design 3x3. The population of this research was the eight grade students of State Junior High Schools in Ponorogo. The sample was taken by the use of stratified cluster random sampling technique. The data collecting made use the documentation, questionnaire, and test methods. The documentation method was used to collect the data of the second-semester students? achievement on mathematics in the academic year 2011/2012 as found in their report books. This finding was further applied to check the balance of the students of the two exsperiment classrooms and one control classroom. The questionnaire was used to find the type of learning style mostly owned by the students. Whiles, the test was used to determine the students? achievement on mathematics in the straight line equation topic. Examination of hypothesis used an unbalanced two way analysis of variances at significance levels 5%. The results of the research was as follows: (1) the students? achievement on mathematics due to NHT modified model was equally due to NHT model, while the two models above was better than due to direct learning model, (2) there was no distinction among visual learning style, auditorial learning style, and kinesthetics learning style based on the students? achievement on mathematics, and (3) in various of learning style, the students? achievement on mathematics due to NHT?s modification model was equally due to NHT model, while the two models above was better than due to direct learning model.Keywords: the NHT Modified, the Direct Learning Model, the Learning Style
EKSPRIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN CTL PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA Zamroni, Zamroni; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, (2) which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style, (3) in each learning style, which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, and (4) in each learning model, which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style. The population of research was all VIII graders of Public Junior High schools in Bojonegoro Regency consisting of 55 schools. The sample was taken using cluster random sampling. The sample consisted of 304 students divided into experiment I, experiment II, and control groups. The conclusions of research were: (1) TPS CTL learning provided learning achievement better than STAD CTL and direct, but STAD CTL learning provided learning achievement as same as the direct learning did. (2) The students with kinesthetic learning style had learning achievement better than those with visual and auditory learning styles. But, the students with visual and those with auditory learning styles had equal learning achievement. (3) a. In kinesthetic learning style, all learning models provided the same learning achievement. b. In visual learning style, TPS CTL learning provided learning achievement better than STAD CTL. Meanwhile, direct learning provided the learning achievement as same as the TPS CTL and STAD CTL learning models did. c. In auditory learning style, all learning models provided the same learning achievement. (4) a. In TPS CTL learning model, the students with kinesthetic learning style had better achievement than those with auditory learning style. The students with visual learning style had learning achievement equal to those having kinesthetic and auditory learning styles, b. In STAD CTL learning model, the students with kinesthetic learning style had better achievement than those with visual and auditory learning styles. However, the students with visual learning style had learning achievement equal to those with auditory learning style, c. In direct learning, the three learning styles had the equal learning achievement.Keywords:TPS-CTL, STAD-CTL, Learning Style, learning achievement
Pengembangan Bahan Ajar Pengajaran Mikro Matematika Kelas SBI Sujadi, Imam; Sugaiarto, Bambang
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 1, No 1 (2010): 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.v1i1.217

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This research aims at producing printed teaching materials for micro teaching program which can be used as one of learning resources for students of international standard school  in  Math Department. The main activity in this research is developing teaching material which is designed to support the achievement of teaching curricular i.e the students are capable of teaching math in international program. This covers two stages- exploration and developing draft model. In the first stage, the researchers performed related literatures reviews and collected varied information related to the problems faced by the students/ teachers in conducting teaching activities in international program. Based on the data gathered, the draft model was developed. Results of the research show that the English competence of the students in math department needs to be enhanced. Courses related to micro teaching program for international school should be rigorously planned, syllabus and its implementation in teaching learning process needs to be revised. In the micro teaching program for international standard school, students have to practice activities dealing with planning classroom management, using media, and developing lesson plan in English. The provision of teaching and learning resources for micro teaching program of  international standard school in math department is far from sufficient level and needs improvement. Teaching materials developed cover how to start the lessons, structure the lesson, use learning aids/media, use textbooks, respond to students’ performance, and administer the exams. Developing varieties of teaching materials and their periodical revision are badly needed. Key words : English competence, micro teaching, teaching materials.
EKSPRIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN CTL PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA Zamroni, Zamroni; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, (2) which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style, (3) in each learning style, which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, and (4) in each learning model, which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style. The population of research was all VIII graders of Public Junior High schools in Bojonegoro Regency consisting of 55 schools. The sample was taken using cluster random sampling. The sample consisted of 304 students divided into experiment I, experiment II, and control groups. The conclusions of research were: (1) TPS CTL learning provided learning achievement better than STAD CTL and direct, but STAD CTL learning provided learning achievement as same as the direct learning did. (2) The students with kinesthetic learning style had learning achievement better than those with visual and auditory learning styles. But, the students with visual and those with auditory learning styles had equal learning achievement. (3) a. In kinesthetic learning style, all learning models provided the same learning achievement. b. In visual learning style, TPS CTL learning provided learning achievement better than STAD CTL. Meanwhile, direct learning provided the learning achievement as same as the TPS CTL and STAD CTL learning models did. c. In auditory learning style, all learning models provided the same learning achievement. (4) a. In TPS CTL learning model, the students with kinesthetic learning style had better achievement than those with auditory learning style. The students with visual learning style had learning achievement equal to those having kinesthetic and auditory learning styles, b. In STAD CTL learning model, the students with kinesthetic learning style had better achievement than those with visual and auditory learning styles. However, the students with visual learning style had learning achievement equal to those with auditory learning style, c. In direct learning, the three learning styles had the equal learning achievement.Keywords:TPS-CTL, STAD-CTL, Learning Style, learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI KPK DAN FPB DITINJAU DARI TINGKAT KECERDASAN LOGIKA MATEMATIKA SISWA KELAS V SD NEGERI SE-KECAMATAN PURWODADI TAHUN PELAJARAN 2 W, Kharisma Ardhy; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student logical-mathematical intelligence in the topic of Smallest Common Multiple (SCM) and Greatest Common Factor (GCF) at fifth grade students of elementary schools in Purwodadi District. The learning models compared Teams Games Tournament (TGT), Team Assisted Individualization (TAI), and direct instruction model. The type of the research was a quasi-experimental research. The population was the students at fifth grade of Elementary School in Purwodadi District on academic year 2013/2014. The size of the samples were 192 students consisted of 87 students in the first experimental group by using cooperative learning model Teams Games Tournament (TGT), 53 students in the second experimental group by using cooperative learning model Team Assisted Individualization (TAI), and 52 students in the control group by using direct instruction model. The instruments used mathematics achievement test and logical-mathematical intelligence test. The data was analyzed using two-way analysis of variance. The conclusions of the research were as follows. (1) TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (2) The high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students. (3) For all types of logical-mathematical intelligence students, TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (4) For all types of learning model, the high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students.Key words: Teams Games Tournament (TGT), Team Assisted Individualization (TAI), logical-mathematical intelligence, learning achievement.
ANALISIS PEMBELAJARAN MATEMATIKA PADA SEKOLAH YANG MENERAPKAN PENDEKATAN PMRI DAN SEKOLAH YANG TIDAK MENERAPKAN PENDEKATAN PMRI DI KOTA YOGYAKARTA Negara, Hasan S; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this study were describing the process of mathematics learning and its problem solving for primary III students whom school was applying PMRI approach and non applying PMRI approach. This research was a qualitative case study type. The subject of this study divided into 2, which were: subject for searching information about learning process and subject for searching information about problem solving. Subject in this study were 2 primary teachers, 1 teacher from SD Kanisius Demangan Baru and 1 teacher from SD Muhammadiyah Demangan, another subject were 4 students, 2 students from SD Kanisius Demangan Baru and 2 students from SD Muhammadiyah Demangan. The data was divided into 2, which were learning process data that contain about teacher and student activities in learning and mathematical problem solving data that contain about information problem solving in mathematics. Learning process data was collected from recording transcription result of learning activities toward two observations, while mathematical problem solving data was collected by using the think aloud method. The result revealed that mathematical problem solving abilities in students with high ability type in school PMRI approach better than students in schools that do not implement PMRI approach, but problem solving abilities in students with low ability types in school PMRI approach is not better than students in schools that do not applying the PMRI approach.Key words: Learning process, problem solving, PMRI approac
ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI KELAS VIII AKSELERASI SMP NEGERI 1 BOYOLALI Nurmalitasari, Nurmalitasari; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to describe planning and implementation of the learning process performed by mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali. It was a qualitative research casestudy.The subject of this research were taken by using the purposive sampling. The subject of the research were mathematics teacher class VIII acceleration fisrt grade and second grade. The techniques of collecting the data in this research were documentation, interview and observation. The techniques of validating the data were source triangulation and time triangulation. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that planning of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali equal to the planning process of mathematics learning in the regular classroom, the difference lies in the allocation of time. The process of preparation of instructional time allocation in accelerated classes every basic competence with respect to the number of weeks was effective as seen from accelerated academic calendar, the number of basic competencies, depth, complexity, and level of interest of a basic competence. Implementation of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali, approaches, strategiesandmethods, is student-oriented activities. The approachused by teachersis the approach behaviour (behaviour therapy). Learning strategies are instructional strategies that emphasize learning out comes in intellectual abilities and learning strategies student-oriented activities. The method is applied teacher combines several methods such as lectures, question and answer, discussion and drill that emphasize student activity. Keywords: planning of the learning process, implementation of the learning process, syllabus, lesson plan, learning approaches, learning strategies,  learning methods, acceleration
EKSPERIMENTASI MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI STRATEGI PEMBERIAN BALIKAN DAN AfL MELALUI TEKNIK BERTANYA YANG EFEKTIF DITINJAU DARI KECERDASAN INTRAPERSONAL PADA SISWA SMP/MTs KELAS VII SE-KOTA SURAKARTA TAHUN PELAJARAN 2013/201 R, Tika Karlina; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model, (2) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low, (3) which has better learning achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model in each intrapersonal intelligence, (4) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low on each learning model. The research was a quasi-experimental research with 3x3 factorial designs. The populations were the students of SMP/MTs in Surakarta on academic year 2013/2014 which consisted of 79 SMP/MTs. The size of the sample was 224 students. The instruments used were mathematics achievement test and a questionnaire of student’s intrapersonal intelligence. The data was analyzed using two ways ANOVA. According to the research results, it can be concluded: (1) AfL model through providing feedback had better mathematics achievement than AfL through asking effective questions and direct learning model, whole AfL through asking effective questions had better mathematics achievement than direct learning model, (2) the high intrapersonal intelligence students had better mathematics achievement than the moderate and low intrapersonal intelligence students, while the moderate intrapersonal intelligence students had better mathematics achievement than the low intrapersonal intelligence students, (3) for high and moderate intrapersonal intelligence, the students’ mathematics achievement treated by AfL through providing feedback better than students treated by direct learning model; for low intrapersonal intelligence, all the three models had the same mathematics achievement, (4) for AfL model through providing feedback, the students’ mathematics achievement which have high intrapersonal intelligence better than low intrapersonal intelligence; for AfL model through asking effective questions, the students’ mathematics achievement which have high intrapersonal intelligence better than moderate intrapersonal intelligence, the students’ mathematics achievement which have moderate intrapersonal intelligence better than low intrapersonal intelligence; for direct learning model, students with intrapersonal intelligence of high, moderate and low had the same mathematics achievement.Keywords: Assessment for Learning (AfL), providing feedback, asking effective questions, intrapersonal intelligence, learning achievement.
Co-Authors Abdul Aziz Agus Darmawan Agus Margono Agus Setiawan Ahmad Husni Mubarok Ajeng Novalin Wija Pratiwi Aji Permana Putra Andriawan Nurcahyo, Andriawan Anita Dewi Utami, Anita Dewi Ariastutik, Endah Arisjanti, Nova Ayu Asih Miatun, Asih Asip Cakra Buana, Asip Cakra Asti, Hastin Ambar Awalia, Kurnia Azhar, Herofi Bambang Sugaiarto Budi Usodo Budiyono Budiyono Burhan Mustaqim Dalud Daeka Dewi Retno Sari S Dian Fitri Argarini, Dian Fitri Dona Dinda Pratiwi Donan Satria Yudha, Donan Satria Dwi Retnowati Dwiani Listya Kartika, Dwiani Listya Elywati Elywati Endah Asmarawati, Endah Etika, Erdyna Dwi Eva Tri Wahyuni Exacta, Annisa Prima Fauzi Mulyatna, Fauzi Fengky Adie Perdana, Fengky Adie Fitri Andika Nurussafa’at, Fitri Andika Fransiskus Xaverius Agus Siswanto, Fransiskus Xaverius Frasetyana, Anita Diah Fredi Ganda Putra, Fredi Ganda Habib Ratu Perwira Negara, Habib Ratu Habib Ratu Perwira Negara, Habib Ratu Perwira Habibi Ratu Perwira Negara Hanafiah, Anis Hartono Hartono Hasan S Negara Hidayah, Muhlishotul Hirtanto Hirtanto, Hirtanto Ikrar Pramudya, Ikrar Imam Pakhrurrozi, Imam Indra Kurniawan Juwita Rini, Juwita Kharisma Ardhy W Kintoko Kintoko Komarudin Komarudin Kuncara, Adi Wahyu Luthfiana Mirati, Luthfiana Mania Roswitha Mardiyana Mardiyana Mardodo Mardodo Markhamah, Siti Muh. Zuhair Zahid Muhammad Zuhair Zahid, Muhammad Zuhair Muhtarom Muhtarom, Muhtarom Nirawati, Lia Septy Nor Khoiriyah Nugraha, Yandika Nugroho Arif Sudibyo Nuraini Muhassanah Nurmalitasari Nurmalitasari Nurrahmawati Nurrahmawati Nurul Amalia K W Nurul Hidayati Shaliha, Nurul Hidayati Pangadi Pangadi PUJI LESTARI Puspitasari, Norma Rahmawati Masruroh, Rahmawati Retno Sari, Retno Ria Wahyu Wijayanti, Ria Wahyu Rima Aksen Cahdriyana Rina Agustina Rina Kurniawati Riyadi Riyadi Rury Eprilurahman Sarwanto Sarwanto Setiawan Wicaksono, Setiawan Siti Khoiriyah Siti Komsatun Siti Suprihatiningsih Soeyono Soeyono Sri Subanti SUHARYANTO SUHARYANTO Sukarmin Sukarmin Sukowiyono Sukowiyono Sulaiman Sulaiman Suprapto Suprapto Tarmo, Tarmo Tika Karlina R Tri Atmojo Kusmayadi Tri Yuliana Triana Harmini Tunggu Biyarti Ulfa Masamah, Ulfa Vera Dewi Susanti Wahyu Nofiansyah, Wahyu Wahyuni, Fina Tri Widodo Widodo Widodo, An Nur Ami Wisudhaningrum, Nurrochmah Yohanie, Dian Devita Yudi Darma Zainnur Wijayaanto Zainuddin Zainuddin Zamroni Zamroni