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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Potensia Jurnal Edukasi Matematika dan Sains AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam JURNAL PENDIDIKAN TAMBUSAI International Journal of Language and Literature Journal on Education ISLAM TRANSFORMATIF : Journal of Islamic Studies Polingua : Scientific journal of Linguistics, Literature and Language Education ACITYA Journal of Teaching & Education Jurnal Pendidikan dan Konseling Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Kajian dan Pengembangan Umat ELP (Journal of English Language Pedagogy) Jurnal SAINTIKOM (Jurnal Sains Manajemen Informatika dan Komputer) Journal of English Language and Education An-Nahdlah: Jurnal Pendidikan Islam New Language Dimensions Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Edu Research : Jurnal Penelitian Pendidikan Islam Transformatif : Journal of Islamic Studies YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan MASALIQ: Jurnal Pendidikan dan Sains ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Pustaka: Jurnal Bahasa dan Pendidikan Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) ANTHOR: Education and Learning Journal AHKAM : Jurnal Hukum Islam dan Humaniora Dewantara: Jurnal Pendidikan Sosial Humaniora Open Community Service Journal KOLONI Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Indonesian Research Journal on Education Educativo: Jurnal Pendidikan Innovative: Journal Of Social Science Research Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Journal of Educational Management and Strategy Jurnal Bintang Pendidikan Indonesia Simpati: Jurnal Penelitian Pendidikan dan Bahasa Jurnal Pendidikan dan Ilmu Sosial Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Alfihris: Jurnal Inspirasi Pendidikan Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Ihsanika : Jurnal Pendidikan Agama Islam Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Tabsyir: Jurnal Dakwah Dan Sosial Humaniora Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam Jurnal Manajemen Pendidikan Islam Jurnal Budi Pekerti Agama Islam Jurnal Pendidikan, Bahasa dan Budaya Harmoni Pendidikan: Jurnal Ilmu Pendidikan Jurnal Ilmiah Al-Furqan : Al-qur'an Bahasa dan Seni Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Moral : Jurnal Kajian Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam Jurnal Faidatuna J-CEKI PESHUM ANTHOR: Education and Learning Journal Jurnal Pendidikan dan Sosial Humaniora

Arifmiboy, Arifmiboy

Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Author-ID : 1414350

Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Students’ Satisfaction On Using Whatsapp For Online Learning At The Fifth Semester Students Of English Education Program In IAIN Bukittinggi Saroh, Mai; Arifmiboy, Arifmiboy
Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): April 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1060.698 KB)

This research is motivated by differences in views regarding the satisfaction of using the WhatsApp for online learning in IAIN Bukittinggi. Some of the problems that exist in IAIN Bukittinggi include dissatisfaction with the purpose of learning to use WhatsApp, during the teaching and learning process the features of the WhatsApp application do not support due to disruption of the internet network. Thus, students in the English education program in Bukittinggi who initially studied directly in the classroom had to switch to the WhatsApp application which was used as a medium for online learning during the Covid-19 pandemic. This research was conducted to find out how the satisfaction level of classes A, B, C at the fifth-semester students in the English education program in IAIN Bukittinggi for online learning is. The design of this research was a survey, and the instrument used is a questionnaire. The subjects of this research were students of classes A, B, and C with a total of 90 students and students who will be used as research samples as many as 90 students. The instrument validity test was carried out by distributing instruments to four experts as instrument validators and analyzing the data using quantitative descriptive techniques with percentages. Based on the results of research conducted by the researcher, the title of this research is the students’ satisfaction with using WhatsApp for online learning in the English education program in IAIN Bukittinggi. The researcher conducted research to determine how the level of students' satisfaction in learning English with the objectives and utilization of the WhatsApp features. The result showed that the level of students' satisfaction with the learning objectives is 54%. It means that quite satisfied based on the data interpretation that has been determined. While the use of the WhatsApp feature is 66,5%. It means that satisfied. Thus, students had a positive attitude towards using WhatsApp for online learning. In light of the findings of the study, it is quite recommended that lecturers should use learning classes that use WhatsApp as a learning platform during the Covid-19 pandemic.

THE STUDENTSâ€™ PERCEPTION ON THE ADVANTAGES OF GROUP DISCUSSION TECHNIQUE IN TEACHING SPEAKING AT THE ELEVENTH GRADE IN SMAN 1 VII KOTO SUNGAI SARIK Fikrina, Aulia; Arifmiboy, Arifmiboy; Reflinda, Reflinda; Roza, Veni
International Journal of Language and Literature Vol 5, No 3 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i3.45767

This research was due to some problems that were found at 11th grade of SMAN 1 VII Koto. First, some students said that they think the group discussion was good for them to improve their speaking skill. However, there were still some students who do not like group discussion since it makes the classroom become noisy and lost their focus in learning. Then, tends to focus on the students who can ask and answer questions in English correctly. Meanwhile, the students who are shy and cannot speak English fluently do not get enough attention in the class. Second, the researcher found that some students do not really cooperate in the group discussion. The reseacher used descriptive quantitative reseach to describe the phenomena of studentsâ€™ perception on the advantages of group discussion technique in teaching speaking. The population of this research was all the students at eleventh grade in SMAN I VII KOTO SUNGAI SARIK. The sample of this research was 38 students that was chosen randomly. Then, 20 items questionnaire was used as the instrument of the research. This research used closed questionnaire in which the respondent has to choose/check one or more responses of the presented variants ofanswering. Based on the results of the study, students' perceptions on the advantages of group discussion techniques in teaching speaking in eleventh grade at SMAN 1 VII Koto Sungai Sarik found that 32.28% of respondents strongly agreed that the benefits of discussion could improve understanding, critical thinking, personal growth, communication skills, self-direction in learning. While 59.76% of respondents agreed, 6.73% of respondents were neutral, 1.13% of respondents did not agree, and 0% of respondents strongly disagreed.

Perbedaan Individu dan Perkembangan Kognitif Anak Serta Implikasinya Terhadap Pembelajaran Arifmiboy Arifmiboy
Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 3, No 2 (2014)
Publisher : Politeknik Negeri Padang

Every student is an individual as a unique person that has different intelligence, talent, learning style, personality, and temperament. It is important for teachers to recognize and understand individual differences of their fellows so that they can select the best way to carry out the learning activity well. There are five items of individual differences discussed in this paper, namely: (1)intelligence; (2)talent (3)learning style (4)personality and (5) temperament. Furthermore, each student commits different steps ofcognitive development for his own. Due to these phenomena, teachers need to consider and arrange learning strategy which is suitablewith students’ characteristics and cognitive development.

Tadaluring Microteaching: An Effective Learning Model to Develop Basic Teaching Skills Arifmiboy Arifmiboy
Jurnal Pendidikan Teknologi dan Kejuruan Vol 25, No 1 (2019): (May)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

This study explored the effect of using a Tadaluring microteaching learning model on mastering a number of basic teaching skills by prospective teachers. The Tadaluring microteaching learning model is a learning model which combines three forms of integrated training namely classroom practices, online practices, and offline practices. This study was classified as a quasi-experimental study with a non equivalent control group design. The sample was selected with a purpose-sampling technique. The data were analyzed using a t-test method. The results of the study were: (1) there is a significant effect of using a Tadaluring microteaching learning model on prospective teachers' basic teaching skills, (2) the average ability to master basic teaching skills of prospective teachers using the Tadaluring model was higher than 80 with a very effective interpretation used in microteaching learning.

THE STUDENTS’ VOCABULARY ACQUISITION ADDICTED TO PLAYING ONLINE GAMES Novia Alfitri; Arifmiboy Arifmiboy; Merry Prima Dewi
ELP (Journal of English Language Pedagogy) Vol 6 No 1 (2021): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v6i1.374

This research aims to know students’ vocabulary acquisition influenced by playing online games. It wants to see the comparison of students’ vocabulary acquisition and the causes of similarities or differences in students who are addicted to playing online games with students who are not addicted. This type of research was causal-comparative by using mix method. The data were obtained through questionnaires, test, and interview. The population of this research of 117 students. To determine the sample, researchers used non-probability sampling, namely quota sampling. 73 students are addicted and not addicted. To analyze the data collected, researchers used the U-test by Mann Whitney using the SPSS 20 application with a significance of α = 0.05. With the provision of significance values> 0.05, accepted and is rejected, in this case, the researcher finds sig. (0.607> 0.05), it can be concluded that there are similarities between students who are addicted to not addicted. The occurrence of this equation is quite reasonable. Researchers used a questionnaire to group students who were addicted to playing online games. Then, a test was given to find out the comparison of students' vocabulary acquisition. After that, the data were analyzed using a U-test by Mann-Whitney. From the findings, it showed that there were similarities in students’ vocabulary acquisition between students who are addicted to playing games with students not addicted to playing games.

THE STUDENTS’ PERCEPTION ON TEACHERS’ BASIC TEACHING SKILLS IN ENGLISH CLASSROOM Bestiara Bestiara; Arifmiboy Arifmiboy; Leli Lismay
ELP (Journal of English Language Pedagogy) Vol 6 No 2 (2021): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v6i2.392

The research was conducted due to difference students’ perceptions on teacher basic teaching skills in English classroom at SMKN 1 Tanjung Raya. The design of this research was a survey research. Data were obtained through questionnaire using the likert scale. The sample was collected from 96 students at SMKN 1 Tanjung by using simple random sampling. Additionally, the analyzing of the data was done by identifying the respondent’s responses, analyzing the data and making a conclusion. The finding remarked that the students viewed teacher ability in explaining lesson was good with score 77.38%. It indicates the teachers mostly applied all the indicators of explaining skill in teaching and learning in the classroom. Furthermore, teacher ability to guide discussion skill was good enough with mean score is 73,37%. It assumed that during teaching and learning process, the teacher did a good enough to guide the discussion in the class.

KAHOOT APPLICATION FOR GRAMMAR AND READING COMPREHENSION TESTING: DESIGNING, DEVELOPING, AND VALIDATING Dina Ayu Putri; Arifmiboy Arifmiboy
ELP (Journal of English Language Pedagogy) Vol 6 No 2 (2021): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v6i2.422

This study aims to develop Kahoot application for grammar and reading comprehension tests on the subject of simple past tense, recount text, and narrative text. The type of this research was Research and Development (R&D) by using Borg & Gall model. There were only applied three stages in this research: 1) research and information collection 2) product planning 3) development of a preliminary form of the product. At the stage of research and information data collection, the researcher conducted need analysis. To find out the need analysis, the researcher interviewed an English teacher and some students. The next stage was product planning. In this stage, the researcher determined the exam content outline as a reference to make a quiz and collecting the material. The next stage was to develop a preliminary form of the product. It involved designing, developing, and validating the product. The subjects were 28 students in class X network computer engineering at SMKS Pembina Bangsa Bukittinggi in the academic year 2020/2021. The data collection techniques were interview and validation sheets. Based on the results of the validation sheet from three experts by the means score of percentage was obtained 68,66%, It means that English quiz using Kahoot application for grammar and reading comprehension test was feasible to be used in learning English.

Challenges and Problems of Learning Islamic Religious Education in the Digital Era Yeri Nofrianti; Arifmiboy Arifmiboy
Islam Transformatif : Journal of Islamic Studies Vol 5, No 1 (2021): January - June 2021
Publisher : Institut Agama Islam Negeri (IAIN) Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/it.v5i1.4375

AbstractThis study explains the challenges and solutions to problems that arise related to the presence of a digital based technology world, one of which leads to the world of Islamic education. Islamic religious education must reform and innovate its system. Because if this is not done, then Islamic Religious Education will be left behind, especially in relation to the learning process in the classroom. Currently, the presence of a sophisticated technology based learning model will certainly be a challenge and a separate problem for Islamic Religious Education, especially in the learning process that will be carried out, is Islamic Religious Education able to compete and not be left behind in today's digital era. This issue is certainly quite complicated for all related elements, because situations like this have never happened before. The research method used is Library Research, where the data taken comes from writings and literature that support this research. Preliminary findings show that today PAI must be able to compete and leave conventional ways to reform in accordance with the current situation. PAI is considered necessary to find solutions to the challenges and problems of Islamic Religious Education because this is an important aspect in the world of Islamic education, especially in order to be able to give birth to civilized humans and future leaders in accordance with Islamic teachings.Keywords: Challenges and Problems, Learning Islamic Religious Education, Digital EraAbstrakPenelitian ini menjelaskan tentang tantangan dan solusi dari permasalahan yang muncul berkaitan dengan hadirnya dunia tekhnologi berbasis digital, dimana salah satunya mengarah kepada dunia Pendidikan Islam. Pendidikan Agama Islam harus melakukan pembaharuan dan inovasi terhadap systemnya. Karena jika ini tidak dilakukan, maka Pendidikan Agama Islam akan semakin tertinggal, terutama dalam hubungannya dengan proses belajar di kelas. Saat ini hadirnya model pembelajaran berbasis tekhnologi yang canggih tentu akan menjadi tantangan dan problematika tersendiri bagi Pendidikan Agama Islam khususnya dalam proses pembelajaran yang akan dilakukan, apakah Pendidikan Agama Islam mampu bersaing dan tidak tertinggal dalam era digital hari ini. Persoalan ini tentu cukup pelik dirasakan oleh semua unsur yang terkait, karena situasi dan keadaan seperti ini belum terjadi sebelumnya. Metode penelitian digunakan adalah Library Research, dimana data yang diambil berasal dari tulisan dan literatur yang mendukung penelitian ini. Hasil temuan awal menunjukkan bahwa hari ini PAI harus mampu bersaing dan meninggalkan cara-cara konvensional menuju pembaharuan yang sesuai dengan keadaan saat ini. PAI dianggap perlu mencarikan solusi atas tantangan dan problematika Pendidikan Agama Islam karena hal ini merupakan aspek penting dalam dunia Pendidikan Islam khususnya agar mampu melahirkan manusia beradab dan pemimpin masa depan yang sesuai dengan ajaran Islam.Kata Kunci: Tantangan dan Problematika, Pembelajaran Pendidikan Agama Islam, Era Digital

Efektifitas Penggunaan Microsoft Teams 365 Pada Pembelajaran PAI di Tengah Penyebaran Covid-19 Azmiarni Azir; Arifmiboy Arifmiboy
Jurnal Kajian dan Pengembangan Umat Vol 4, No 2 (2021): Vol. 4, No. 2 Desember 2021
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/jkpu.v4i2.2701

Pademi covid-19 menyebabkan perubahan tatanan kehidupan manusia pada semua sektor. termasuk pendidikan yang tidak memugkinkan terlaksananya pembelajaran secara tatap muka (konvensional) sebagaimana selama ini. Upaya mencerdaskan generasi tetap harus diteruskan. Ini merupakan sebuah tantangan bagi SMA Negeri 1 sebagai lembaga pendidikan yang dipercaya menyelenggarakan pendidikan yang berkualitas. Pada masa penyebaran virus Covid-19, pembelajaran secara dalam jaringan ( on-line ) adalah salah satu alternatif yang dapat mengatasi keterbatasan pembelajaran tatap muka. Agar pembelajaran dalam jaringan ( on-line ) dapat mencapai tujuan, perlu adanya kreatifitas pendidik dalam menggunakan platform pembelajaran yang banyak ditawarkan.Tujuan penelitian adalah untuk memperoleh gambaran efektifitas penggunaan platform pembelajaran PAI yang dilaksanakan dalam jaringan ( on-line ) di SMA Negeri 1 Bukittinggi, sebagai upaya memutus mata rantai penyebaran Covid-19 di sekolah. Subjek penelitian adalah Kepala Sekolah, Wakil Bidang Kurikulum dan Guru PAI. Data dikumpulkan melalui wawancara dan pemantauan langsung. Analisis data dilakukan dengan menggunakan model analisis Miles & Hiberman Hasil penelitian menunjukkan bahwa (1) Fasilitas yang dimiliki pendidik dan peserta didik sangat memadai untuk mendukung pembelajaran dalam jaringan ( on-line ) melalui Microsoft Teams 365. (2) Kompetensi pendidik PAI di bidang IT cukup tinggi sehingga memudahkan untuk beradaptasi dengan teknologi pendukung pembelajaran on-line pada platform Microsoft Teams 365. (3) Respon peserta didik mengikuti pembelajaran virtual sangat baik melalui kehadiran maksimal

PERAN KOMPETENSI KEPRIBADIAN GURU PAI DALAM MENINGKATKAN RANAH AFEKTIF SISWA DI MIS PILADANG Yeri Nofrianti; Arifmiboy Arifmiboy
Jurnal Kajian dan Pengembangan Umat Vol 4, No 2 (2021): Vol. 4, No. 2 Desember 2021
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/jkpu.v4i2.2707

Seorang guru Pendidikan Agama Islam dikatakan berhasil dalam proses pembelajaran apabila terjadinya perubahan kearah yang lebih baik dalam diri siswanya. Arah yang dimaksud disini adalah pada tiga ranah penting indikator guru dikatakan berhasil yaitu tercapainya aspek kognitif, afektif dan psikomotor. Namun kenyataan hari ini dapat kita lihat guru hanya terfokus pada sisi kognitif dan psikomotor saja sementara ranah afektif sering terabaikan. Sehingga hari ini banyak kita lihat siswa yang cerdas secara intelektual dan dan memiliki keahlian, tetapi kurang baik dalam berprilaku. Penelitian ini dilakukan bertujuan untuk mengetahui peran kompetensi kepribadian guru Pendidikan Agama Islam dalam meningkatkan ranah afektif siswa di Madrasah Ibtidaiyah Swasta (MIS) Piladang. Dalam melaksanakan penelitian, penulis menggunakan metode penelitian kualitatif dengan pendekatan deskriptif dan jenis penelitian Field reseach atau studi lapangan dan mengumpulkan data menggunakan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa guru Pendidikan Agama Islam sudah melakukan usaha untuk meningkatkan ranah afektif siswa tetapi belum sepenuhnya maksimal seperti menjadi role model (contoh) bagi siswa, membina kerja sama dengan kepala sekolah, sesama guru, orang tua dan belum sepenuhnya melakukan berbagai perubahan dalam metode, strategi dan proses pembelajaran. Di sisi lain meningkatkan ranah afektif siswa masih sangat sulit dilakukan guru PAI disebabkan oleh berbagai faktor seperti keluarga, lingkungan, dan masyarakat yang belum mendukung dalam pengembangan ranah afektif siswa

Co-Authors Aceh, Milna Afriani Ade Safira Ade Safira Adriati, Irna Afrinaldi Afrinaldi Ahada Dzulqa Alif Rila Alimir Alimir Alvionita, Sella Amalia Ulfa Amelia Amelia Amelia Amelia Riskika Ananda, Arifan Anas, Al Baihaqi Anastasya, Windy Divaci Andika Saputra Andriani, Popi Andriati, Irna Andy Riski Pratama Angga Ramadhan Annisa Ulhusna Annisa Zahrahul Jannah Arif Aulia Rizki Arman Husni Assa Dullah Rouf Assadullah Arrauf Aulia Rahman Aulia, Ridho Ayu Azhari Azhari, Dea Azmiarni Azir Bestiara Bestiara Bobi Iskandar Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Cintia Rinjani Coil, Coil Dafirsam, Dafirsam Daniah Alfani Darul Ilmi Darul Ilmi Darul Ilmi Darul Ilmi Darul Ilmi Darul Ilmi Delfita Mutiara Deswalantri Deswalantri Deswalantri Deswalantri Deswalantri, Deswalantri Devi Novita Sari Dian Afriani Dina Ayu Putri Dinda, Wira Restia Dwi Gustina Affah Dwi Gustina Affah Dwi Putri, Nila Efendi, Muhammad Ridwan Efriyanti, Liza Elinda Safitri Elsa Sapitri Elvionita, Vanny EMELIA EMELIA Fadhdina, Irma Resti Fadhilah Muharrami Fanelawati Fanelawati Fany Anggia Febriani Fatria Hasnah fauzan Fauzan Febby Febby Febi Febrianda Febi Muliani Febriani, Dinda Ashari Fikrina, Aulia Firman Firman Fitri Yulianti Hamdi Abdul Karim Hamdi Abdul Karim, Hamdi Abdul Hamidah Ali Hasibuan, Pendi Hasnah, Fatria Hayati, Mufidah Hermida Hermida, Hermida Hidayat, Yasnita Nurul Hiya Anisa Ilfa Efani Ilmi , Darul Iltavia Iltavia Imliana Tantri Marbun Inayatul Azizah Indah Nurbaiti Indah Sri Ningrum Ira Wahyuni Irawati, Deni Irna Adriati Irna Andriati Isnaniah Isnaniah Isnaniah, Isnaniah Isnawati Rora Iswandi Iswandi Iswandi Iswandi Iswantir M Jahroida Jahroida Jamilatunnisa Jamilatunnisa Januar Januar Jasmienti Jasmienti Jasmienti Jasmienti Jelita, Mimi Junaidi Junaidi , Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Kasrianto Kasrianto Khairunnisa Khairunnisa Khomarudin, Agus Nur Khusnul Khotimah Laila Hidayatul Fitri Latifa, Maysa Leli Lismay Lidia Putri Lidya Oktaviani Liza Efriyanti M Afdhal Lizikri M. Imamuddin Maha, Nadia Maisyarah Mardhatillah Malta Malta Mardeti Mardeti Merry Prima Dewi Mimi Jelita Muhammad Adithya Muhammad Ali Hanafi Muhammad Hafizh Muhammad Qadafi Muhammad Ridwan Muhammad Ryan Lazuardi Muhammad Zikri Muhammad Zikri Muharrami , Fadhilah Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Murdiana Murdiana, Murdiana Mustafa Mustafa Mustafa Mustafa Mutia Nadilla Mutiara, Delfita Nella Agustina Nita Ervita Nora Nora Novena, Tasya Mutia Novi Avila Junianti Novia Alfitri Novia Eka Sari Novita, Devi Nur Azizah Nur Azizah Nurhasnah Nurhasnah Nurjanah, Nila Nurul Jannah Ramadhanty Oktavia, Adetiya Farah Oktaviani, Lidya Pendi Hasibuan Puspa, Putri Putra, Varizki Syaf Putri Nandini Putri, Bunga Pratama Rahma Dona, Rahma Rahmadani, Rezka Rahmadianti, Vira Rahmat Dani Rahmat Hidayat Hasan Rahmayanti Rahmayanti Rani Permata Sari Rani Permata Sari Ranjani Hendryan Ratma Deli Reflinda Reflinda Reflinda, Reflinda Reflinda, Reflinda Reni Nofriza Rezka Rahmadani Riadi, Ekta Ridha Aulia Nst Ridho Aulia Rima Melati Rinjani , Cintia Rizki, Arif Aulia Romy Aulia Rovi Annisa Roza, Veni Rusdi Rusdi Rusmani, Muhammad Afdal Safitri, Elinda Salmi Wati Salmi Wati Salmiwati , Salmiwati Salmiwati Salmiwati Salmiwati, Salmiwati Sania Maizasria Sapitri, Elsa Sari, Novia Eka Sariwal Afri Doni Saroh, Mai Septia Gingga Yolanda Siska Wahyuni Fitri Siska, Hafni Yulia Siti Nur Zana Suciani Seprita Sukrina, Alfi Supratman Supratman Supratman, Supratman Supriadi Supriadi Supriadi Supriadi Syafrin, Yulia Syafrudin Syafrudin Tamaulina Br Sembiring Tifani Gresilia Ulva Rahmi Ulva Rahmi Ummi Muti’ah Vanny Elvionita Varizki Syaf Putra Veni Roza Vivi Zanni Wahyuni, Dini Sri Wati, Salmi Wedra Aprison Widiy Wahyuni Wike Maidi Wita Windha WINDHA WINDHA Wita, Wike Maidi Wulantika Yuliani Yelfi Dewi Yelfi Dewi Yeri Nofrianti Yeri Nofrianti Yetriyanti Yetriyanti Yogi Pratama Yopita Yonanda Yuanda, Rival Yulia Rahman Yulmezi Yulmezi Yuyun Lestari, Yuyun Zahratil Aufa Zakir, Supratman Zanni, Vivi Zira Avelia Zulfani Sesmiarni Zulfani Sesmiarni Zumratul Aini

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