Budi Usodo
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

Published : 151 Documents
Articles

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Ahmad, Ahmad; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities  which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class.  The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities,  the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Azizah, Eka Nur; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI Adiningsih, Sri; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students,  campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN GUIDED NOTE TAKING (GNT) PADA MATERI BANGUN RUANG DITINJAU DARI AKTIVITAS BELAJAR SISWA KELAS VIII SMP NEGERI Se-KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Susilawati, Dyah; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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 Abstrac: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from learning activities of the students. The learning models compared were the Team Assisted Individualization (TAI) with Guided Note Taking (GNT) learning model, the Team Assisted Individualization (TAI) learning model, and conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of state Junior Secondery  School of the Klaten regency in Academic Year 2013/2014. Instruments used to collect data were mathematics achievement test and the learning activities questionnaire. The data were analyzed using unbalanced two ways ANOVA. The results of the research are as follows. 1) The cooperative learning model of TAI with GNT result in a better learning achievement in Mathematics than the  cooperative learning model of TAI and the conventional learning model, whereas cooperative learning model of TAI result in the same good learning achievement in Mathematics as the learning model conventional. 2) The students with the high learning activities have the same good learning achievement in Mathematics as  the moderate learning activities. The students with the high and moderate learning activitiy have a better learning achievement in Mathematics than those with low learning activities. 3) In the cooperative learning model of TAI with GNT and TAI, the students with the high learning activities have the same good learning achievement in Mathematics as those with the moderate activities and the students with high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. In the conventional learning model, the students with high learning activities have the same good learning achievement in Mathematics as those with the moderate learning activities, whereas the high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. 4) For the students with the high and moderate learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI and the conventional learning model. The student with the low learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI, whereas the cooperative learning model of TAI with GNT and TAI result a better learning achievement in Mathematics than those the conventional learning model.Keywords: Team Assisted Individualization (TAI), Guided Note Taking (GNT), conventional learning, Learning Activities, Learning Mathematics Achievement
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Shalikhah, Maratu; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN INKUIRI DAN PEMBELAJARAN BERBASIS MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN NGAWI Rizal, Ony Syaiful; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The purposes of this research were to find out: (1) which one providing better mathematics learning achievement, the students with inquiry learning, problem based learning model, or direct instruction; (2) which one having better mathematics learning achievement, the students with visual, auditory, or kinesthetic learning style; (3) at each learning model, are there any difference in mathematics learning achievement between the students with visual, auditory, or kinesthetic learning style; (4) at each type of learning style, are there any difference in mathematics learning achievement between students taught using inquiry learning model, problem based learning model, or direct instruction. This study was a quasi-experimental research with a 3x3 factorial design. The hypotheses testing used two ways ANOVA with unequal cell. From the research, it could be concluded as follows. (1) The students taught with problem based learning model had better learning achievement than those taught with both inquiry learning model and direct instruction. The students taught with inquiry learning model had better learning achievement than direct instruction. (2) The learning achievement of the students with auditory learning style was better than that of those with visual and kinesthetic learning style. The learning achievement of the students with visual learning style was better than that of those with kinesthetic learning style. (3) In inquiry learning model, problem based learning model and In the direct instruction, there was no difference in learning achievement in each learning style. (4) In the students with visual learning style, the use of problem based learning model provided the better mathematics learning achievement than the use of inquiry learning model and direct instruction. The use of inquiry learning model provided the mathematics learning achievement as good as the use of direct instruction. In the students with auditory and kinesthetic learning style, there was no difference in learning achievement in each learning model.Keywords: Problem Based Learning Model, Inquiry Learning, Mathematics Learning                         Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DAN PEMBELAJARAN BERBASIS MASALAH (PBM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SRAGEN Pramukti, Reka; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract : The aim of the research was to determine the effect of learning models on mathematics achievement viewed from mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples are the students of SMPN 2 Gemolong, SMPN 1 Kedawung, and SMPN 2 Masaran, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and mathematic communication ability test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBM learning model with scientific approach and PBM learning model had better learning achievement than those receiving direct learning model. The students receiving PBM learning model with scientific approach had equal learning achievement to those receiving PBM learning model. (2) The students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one. (3) In each groups of student mathematic communication ability PBM learning model with scientific approach and PBM learning model provided better learning achievement than direct learning model, PBM learning model with scientific approach provided equal learning achievement to PBM learning model. (4) In each learning model, the students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one.Keywords: Direct  learning  model,  PBM  learning  model with scientific approach, PBM learning model, Mathematic Communication Ability.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI SEGIEMPAT DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VII DI KABUPATEN BANYUMAS Fadlilah, Umi; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on mathematics achievement viewed from anxiety mathematics learning. The learning models compared were direct, PBL with scientific approach, and DL with scientific approach. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples are the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and anxiety mathematics learning. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBL with scientific approach to DL with scientific approach achievement than those receiving direct learning model. The students receiving PBL with scientific approach and DL with scientific approach had the same learning outcome. (2) Students with lower levels of mathematics anxiety learning had better learning outcome than students with medium and high anxiety level. Students’ learning anxiety level on math was better in their learning outcome than students with high levels of learning anxiety mathematics. (3) In each group, the anxiety level of students learning mathematics, learning model PBL with scientific approach and learning model DL with scientific approach provides better performance than direct learning model, learning model PBL with scientific approach produces the same learning outcome with learning model DL with scientific approach. (4) In each of the learning model, students with lower levels of anxiety level of mathematics learning outcome had better math outcome than students with medium and high math anxiety level learning, students learn math anxiety levels were to have better learning outcome than students with high levels of anxiety learn mathematics.Keywords: Direct learning model, PBL learning model with scientific approach, DL learning model with scientific approach, Math Anxiety Learning
EKSPERIMENTASI METODE PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN CTL PADA MATERI BANGUN DATAR DITINJAU DARI TINGKAT INTELEGENSI SISWA KELAS VII SMP NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2012/2013 Imswatama, Aritsya; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning methods on mathematics achievement viewed from the student intelligence level. The learning methods compared were problem posing with CTL approach, problem posing and conventional. The type of the research was quasi experimental research. The population was all of students in the seventh grade of Junior High School in Purworejo in the academic year of 2012/2013. The sample of this research was taken by using stratified cluster random sampling. The sample was consisted of 177 students with 90 students in the first experiment class, 95 students in the second experiment class, and 92 students in the control class. The data of  the research were gathered through documentation and test. The result of research showed that: (1) students’ learning achivement by using problem posing learning method with CTL approach was better than students’ learning achivement by using problem posing method and conventional learning, and students’ learning achivement by problem posing learning method was same as conventional learning method, (2) mathematics achievement of students with high intelligence level was better than that of students with medium and low intelligence level, and mathematics achievement of students with medium intelligence level was better than that of students with low intelligence level, (3) in learning by using problem posing learning method with CTL approach, the level of intelligence had the same effect in students’ learning achievement, in learning by using problem posing method, students with high intelligence level had performance as good as the students with medium intelligence level and were better than the students with low intelligence level, in learning by using conventional learning, students with high intelligence level had better learning achivement than students with medium intelligence level and low intelligence level, and learning achievement of students with medium intelligence level was the same as students with low intelligence level, (4) at the level of students’ intelligence with high, medium and low, problem posing learning method with CTL approach, problem posing learning method and conventional method produced the same effect in learning achievement. Keywords: problem posing with CTL aproach, problem posing, learning achievement, intelligence level.
ELEMENTARY SCHOOL TEACHER’S OBSTACLES IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN MATHEMATICS LEARNING Nurlaily, Vivi Astuti; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.10.2.5386.229-238

Abstract

This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.
Co-Authors Achir, Yaumil Sitta Agnes Reswari Ingkansari Ahmad Ahmad Ardiyanto, David Arianti Puspita Dewi Aritsya Imswatama Asy’ari Asy’ari Binti Anisaul Khasanah Brilliyanti, Fanny Budiyono Budiyono Cahyani, Apri Winar Desty Ratna Permatasari, Desty Ratna Dewi Retno Sari Saputro, Dewi Retno Dian Dwi Astutik, Dian Dwi Dian N Safitri Dian Panji Wicaksono Dian Ratna Puspananda Dwi A, Yuridis Madyarsa E.P.U, Moertiningsih Edwin Latif Hardiyanto Eka Nur Azizah Endang Hariyati Ersam Mahendrawan Fahimah Andini Farah Heniati Santosa, Farah Heniati Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Henny Ekana C, Henny Ekana Henny Ekana Chrisnawati Heribertus Soegiyanto, Heribertus Hidayat Bahktiar, Hidayat Hidayatulloh Hidayatulloh Ilham Rais A Imam Sujadi Ira Kurniawati Irene Endah Tri Winihati Isnaeni Umi Machromah, Isnaeni Umi Karina Pramitasari, Karina Labiba Zahra, Labiba Lingga Nico Pradana Maghfiroh Yanuarti Maratu Shalikhah, Maratu Mardiyana Mardiyana Marlina, Rosy Merisa Kartikasari, Merisa Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Murdoko, Yustinus Nelly Indriastuti P Nindia Elisie Anggraini Nok Yeni Heryaningsih, Nok Yeni Novia Dwi Rahmawati, Novia Dwi Novia Fajar Utami Nunung Juwariah, Nunung Nur Anida Laila Nurcahyo, Adi Nurlaily, Vivi Astuti Nurlaily, Vivi Astuti Nuryani Destiningsih, Nuryani Nyoto Nyoto, Nyoto Ony Syaiful Rizal, Ony Syaiful Paryatun, Suji Permataari, Desty Ratna Pramesthi, Getut Puput Suriyah, Puput Purwaningsih, Tri Qurrotul ‘Ain, Qurrotul Rahayu, Heni Septi Rahayu, Nastiti Rahmat Winata Rany Widyastuti Ratnasari Ratnasari Reka Pramukti, Reka Retiawan, Rubono Rivia J, Hefin Dwi Riyadi Riyadi Rizqona Maharani, Rizqona Robia Astuti Safitri, Rini Dewi Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Sholeh Muntasyir Sigit Pamungkas Sri Adiningsih Sri Indayani, Sri Sri Subanti Suryanjani, Samsi Suryanto Suryanto Susilawati, Dyah Sutopo Sutopo Sutrisno sutrisno Syarifah, Triana Jamilatus Tien Syarifah Hafidhah, Tien Syarifah Tri Atmojo Kusmayadi Ubayu Wahyuning Awi Gangga Umi Fadlilah, Umi Vivi Fenty Anggraeny Wahyu Kusumaningtyas Wicaksana, Hafid Yemi Kuswardi, Yemi Yohanie, Dian Devita Yolan Kusumaningtyas, Yolan Zainal Arifin