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All Journal Jurnal Visi Ilmu Pendidikan Teosofi: Jurnal Tasawuf dan Pemikiran Islam El Tarbawi Jurnal Dimensi Edukasia Islamika Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Dinamika Ilmu SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Southeast Asian Journal of Islamic Education Jurnal Studi Al-Qur'an Tarbawi : Jurnal Pendidikan Islam PEDAGOGIK : JURNAL PENDIDIKAN JMM (Jurnal Masyarakat Mandiri) Transformatif Ta'dibuna: Jurnal Pendidikan Islam Jurnal EDUTECH Undiksha Khazanah: Jurnal Studi Islam dan Humaniora Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah EduReligia : Jurnal Pendidikan Agama Islam Tarbawiyah Jurnal Ilmiah Pendidikan Jurnal Ilmu Dakwah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Pemerintahan dan Politik Jurnal Ilmiah Profesi Pendidikan IJECA (International Journal of Education and Curriculum Application) Ijtimaiya : Journal of Social Science and Teaching Jurnal Penelitian ADDIN KIDDO: Jurnal pendidikan Islam Anak Usia Dini International Journal of Social Learning (IJSL) Journal La Edusci Tarikhuna: Journal of History and History Education MUSHAF: Jurnal Tafsir Berwawasan Keindonesiaan Al Hikmah: Journal of Education Basica Journal of Education Research Jurnal Tarbiyah dan Ilmu Keguruan Borneo Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran INSANIA : Jurnal Pemikiran Alternatif Kependidikan DINAMIKA ILMU: Jurnal Pendidikan Jurnal Islam Nusantara Southeast Asian Journal of Islamic Education SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Akademika : Jurnal Pemikiran Islam FENOMENA: Jurnal Penelitian Publikasi Hasil Pengabdian Kepada Masyarakat. BOCAH: Borneo Early Childhood Education and Humanity Journal ARMADA : Jurnal Penelitian Multidisiplin Priviet Social Sciences Journal Indonesian Journal of Advanced Research (IJAR) Journal of Educational Management Research Bulletin of Educational Management and Innovation Social Science Academic Indonesian Journal of Learning and Educational Studies FENOMENA: Journal of Social Science Al'Adalah Journal of Islamic Studies Ghaitsa: Islamic Education Journal ISTIFHAM Educazione: Journal of Education and Learning Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JUMPA : Jurnal Manajemen Pendidikan Maharot : Journal of Islamic Education Jurnal Pendidikan Ilmu Sosial Al-Insyiroh: Jurnal Studi Keislaman Journal of Social Studies and Education Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Studi Islam dan Sosial Education and Sociedad Journal Madania: Jurnal Kajian Keislaman SIMAS JURNAL PENGABDIAN MASYARAKAT Indonesian Journal on Learning and Advanced Education (IJOLAE) Ludi Litterarri Journal of Gemilang At-Ta'lim : Media Informasi Pendidikan Islam Nidhomul Haq : Jurnal Manajemen Pendidikan Islam ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal EDUKASIA: Jurnal Penelitian Pendidikan Islam
taufikin, taufikin
Universitas Islam Negeri Sunan Kudus; Indonesia
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STUDENTS’ PERCEPTIONS OF INTERNSHIP AND EXCHANGE PROGRAMMES AT SEBELAS MARET UNIVERSITY AND IMPLICATIONS FOR NIGERIAN UNIVERSITIES Adeoye, Moses Adeleke; Shidiq, Ari Syahidul; Taufikin, T
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13989

Abstract

Universities in many developing countries face increasing pressure to improve graduate employability, global competence, and practical readiness for the workplace. Internship and exchange programmes have become important strategies for achieving these goals. This study investigates how teachertraining students at Sebelas Maret University in Indonesia perceive the educational, professional, and intercultural value of internships and exchange programmes, to generate insights that can inform improvements in Nigerian higher education. A quantitative descriptive survey design was adopted, and data were collected from 16 undergraduate students through a structured online questionnaire. The small sample size is justified by the exploratory and pilot nature of the study, which aimed to generate preliminary, context-specific insights rather than statistically generalisable findings. Descriptive statistics, including frequencies, percentages, and mean scores, were used to analyse students’ perceptions across 19 Likert-type items. The findings show that students hold very positive views regarding the ability of these programmes to bridge theory and practice, enhance communication and teamwork, develop intercultural competence, and improve employability. Although students reported challenges related to financial constraints, supervision, cultural adjustment, and administrative procedures, overall experiences remained strongly positive. The study concludes that well-structured experiential learning and mobility initiatives can produce substantial educational and professional benefits when supported by adequate funding, effective mentorship, and strong institutional coordination. The research provides practical guidance for policymakers aiming to improve the quality of internships and exchange programmes in Nigeria by illustrating how a successful Global South model can be adapted to enhance teacher education, foster global readiness, and advance national graduate employability goals.
Developing Microteaching Competence through Project-Based Learning for Primary Teacher Education Students Taufikin Taufikin
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/k2zzfk84

Abstract

Microteaching is a crucial preparatory stage in teacher education designed to strengthen pre-service teachers’ fundamental instructional skills prior to full classroom practice. However, traditional microteaching practices often emphasize temporary performance rather than sustained professional learning. This study examines the effectiveness of Project-Based Learning (PjBL) in improving microteaching competence among Primary Teacher Education students through a systematic review of empirical findings published between 2017 and 2025. The results demonstrate that embedding PjBL transforms microteaching into an authentic instructional design process through cycles of lesson project development, implementation, reflection, and revision. PjBL effectively enhances core teaching competencies including instructional communication, lesson sequencing, media utilization, classroom management, and student engagement. Furthermore, it strengthens professional dispositions such as confidence, reflective thinking, digital literacy, collaboration, and pedagogical creativity—competencies required for the 21st-century teaching profession. Therefore, PjBL not only improves microteaching performance but also fosters long-term classroom readiness through integrated project experiences, peer collaboration, and technology-enhanced pedagogy. These findings highlight PjBL as a transformative pedagogical model for teacher education programs that aspire to develop competent, adaptive, and future-ready primary school teachers
STEM Learning in Early Childhood Education: Preparing a Smart Generation from an Early Age Taufikin Taufikin
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hmnpwc21

Abstract

STEM learning has become an essential foundation in early childhood education due to its capacity to strengthen scientific reasoning, computational thinking, collaboration, communication, and creativity from the earliest years of development. This study employs a systematic literature review of 38 empirical and conceptual publications within the last decade to examine how STEM learning prepares a smart generation from an early age. The results reveal that hands-on scientific inquiry, digital and robotics-enhanced learning, STEAM creativity integration, and culturally contextual STEM programs consistently promote analytical reasoning, motivation, resilience, and innovative thinking. Sustainability, however, requires teacher readiness, strong school leadership, active parental involvement, resource continuity, and time allocation that protects inquiry-based play. This study contributes by synthesizing a conceptual map of the pedagogical and institutional components necessary for STEM to successfully support future-ready development in early childhood
Transformative Supervision and Teacher Agency: How Integrated Supervision Reshapes Teachers’ Professional Identity and Performance Shofwani, Siti Aniqoh; Raharjo, Tri Joko; Fakruddin, Fakhruddin; Arief, Sandy; Taufikin, Taufikin
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.13669

Abstract

This study explores the meaning of integrated supervision for teachers as a form of control or empowerment, and its impact on their agency and professional identity. Using a mixed methods design with a predominantly qualitative approach, the study was conducted in secondary schools in Indonesia. In the first phase, a survey of 80 teachers mapped their perceptions of supervision and their levels of agency. The next phase, in-depth interviews with 10 teachers, explored their experiences in supervisory practice. Findings indicate that control-based supervision tends to suppress teacher agency, shape a defensive professional identity, and reduce pedagogical initiative. Conversely, dialogic and trust-based supervision strengthens teacher agency, shapes a reflective professional identity, and encourages pedagogical courage. This study contributes in three aspects: first, it proposes the Transformative Supervision–Agency Loop model to explain the interaction of supervision, agency, and professional identity; second, the model builds on teachers’ narrative experiences; and third, it demonstrates the value of a mixed methods approach in capturing the relational and emotional dimensions of supervision. By shifting the analytical focus from managerial effectiveness to teacher subjectivity, this study offers a humanistic framework for reimagining supervisory practice in secondary education.
TALENT-BASED EDUCATION IN INDONESIAN PRIMARY SCHOOLS: INTEGRATING KI HADJAR DEWANTARA"™S PHILOSOPHY FOR INCLUSIVE LEARNING Taufikin, Taufikin; Nurhayati, Sri
Jurnal Visi Ilmu Pendidikan Vol 18, No 1 (2026): Januari 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i1.91512

Abstract

Talent-based education has gained increasing attention in modern educational systems due to its potential to develop student's skills and interests optimally. This study aims to analyze the implementation of talent-based education in elementary schools from the perspective of Ki Hadjar Dewantara and to identify challenges and strategies to enhance its effectiveness. A qualitative research method was employed with a case study approach involving three elementary schools that have implemented talent-based education programs. Data were collected through in-depth interviews with school principals, teachers, students, and parents, as well as observations and document analysis. Thematic analysis was used to identify patterns and key challenges in the implementation of talent-based education. The findings indicate that talent-based education positively impacts students' learning motivation, self-confidence, and social skills. However, several key challenges were identified, including limited facilities, insufficient teacher training, and suboptimal integration with the national curriculum. This study also reveals that Ki Hadjar Dewantara"™s philosophy offers a more inclusive approach than the selection-based talent education models applied in various countries. Therefore, strengthening educational policies, institutional support, and continuous professional development for educators are essential factors in improving the effectiveness of these programs. This research contributes to the literature on talent-based education by highlighting a more flexible and inclusive culturally rooted approach. The findings are expected to serve as a foundation for policymakers and educators in designing an education system that is more adaptive and focused on optimizing students' potential.Keywords: , , , , .
Parental Emotional Reinforcement-Demands, and the Intrinsic Motivation of Santri in Qur’anic Memorization: A Study in Indonesian Islamic Boarding Schools Taufikin, Taufikin; Nurhayati, Sri; Majeed, Jahangeer; Afzal, Muhammad; Al-Badawi, Habib; Chibani Mansouri, Mabrouk; Fatma, Gulnaz
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.11193

Abstract

In Indonesia, early Qur'anic memorization is a culturally and spiritually significant practice, particularly within Islamic boarding schools (pesantren). Despite its importance, limited research has examined how parent-child dynamics influence children's motivation in this context. This study investigates the motivational experiences of children aged 6 to 12 engaged in Qur’anic memorization, with particular attention to the role of parental emotional reinforcement, directive expectations, and intrinsic spiritual aspirations. A qualitative, psycho-hermeneutic approach was employed, involving interviews with one kiai, 20 ustaz-ustazah, and 23 santri who had memorized 30 Juz of the Qur’an, complemented by observations of 540 students and analysis of their monthly memorization progress reports. Findings reveal three distinct motivational trajectories: (1) extrinsic motivation through parental emotional reinforcement (e.g., praise, rewards), (2) passive compliance under parental demands, and (3) intrinsic motivation grounded in the child's spiritual calling. While extrinsic motivation often initiates engagement, intrinsic motivation is crucial for sustaining long-term memorization commitment and internalizing religious values.  This study enriches theoretical understanding of motivation in Islamic education by integrating Self-Determination Theory and hermeneutic analysis. It also offers practical implications for parents, educators, and policymakers seeking to foster supportive and autonomy-enhancing environments in pesantren settings. Further research is recommended to explore how sociocultural structures and pesantren pedagogies influence the development of religious motivation among young learners.
Transformative Care-Based Supervision and Sustainable Teacher Performance Shofwani, Siti Aniqoh; Raharjo, Tri Joko; Fakhruddin, Fakhruddin; Arief, Sandy; Taufikin, Taufikin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.8733

Abstract

This study aims to examine the effectiveness of Transformative Care-Based Supervision, which integrates academic, collaborative, and clinical supervision, in strengthening teacher competence, psychological well-being, and sustainable performance. Employing a quantitative explanatory research design, the study was conducted among the population of senior high school teachers in Rembang, Central Java, from which samples were selected using proportional stratified random sampling, resulting in 312 teachers as research participants. Data were collected through a structured questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that academic, collaborative, and clinical supervision have significant positive effects on teacher competence. Teacher competence, in turn, significantly enhances teacher well-being and performance, while well-being also directly contributes to improved performance. Furthermore, competence and well-being function as significant mediators, including a serial mediation pathway linking supervision to sustainable teacher performance. These findings demonstrate that the impact of supervision on performance is primarily indirect, operating through the development of professional capacity and psychological resources. This study contributes theoretically by advancing a care-based paradigm of supervision and provides practical implications for designing supervision policies that integrate pedagogical competence, emotional support, and teacher well-being as foundations for long-term performance.
Islamic Education Based on Sufi-Transformative Learning: A Philosophical Framework for Pedagogical Change in Pesantren Taufikin Taufikin; Fajar Syarif; Mowafg Abrahem Masuwd
At-Ta'lim : Media Informasi Pendidikan Islam Vol 24, No 1 (2025): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v24i1.8427

Abstract

ENGLISH: Islamic Education Based on Sufi-Transformative Learning: A Philosophical Framework for Pedagogical Change in Pesantren (Islamic Boarding Schools)Objective: This study proposes an integrative framework for Sufi-transformative learning in Islamic pesan-tren, combining transformative learning theory with the philosophy of neo-Sufi education to bridge the conceptual gap. Method: This study uses a qualitative multi-case study design, the research was conducted in two Islamic boarding schools in Central Java, recognized for their strong Sufi traditions. Data were collected through in-depth interviews, participant observation and document analysis. Results: The findings reveal significant transformations in pedagogical practices, including the use of digital tools to support moral learning, increased emphasis on spiritual reflection, and the repositioning of teachers as moral exemplars. Conclusion: Transformative Islamic education in pesantren emphasizes metaphysical awareness and ethical formation, and holds the potential to become an innovative model for holistic Islamic education that bridges tradition and modernity. Contribution: This study offers a new philosophical lens and opens avenues for curriculum development, teacher training, and future research in values-based Islamic pedagogy.INDONESIA: Pendidikan Islam berbasis Pembelajaran Sufistik-Transformatif: Kerangka Kerja Filosofis untuk Perubahan Pedagogis di PesantrenTujuan: Syudi ini mengusulkan kerangka kerja integratif untuk pembelajaran transformatif Sufi di pesantren Islam, dengan menggabungkan teori pembelajaran transformatif dengan filsafat pendidikan neo-Sufi untuk menjembatani kesenjangan konseptual. Metode: Desain penelitian menggunakan studi multi-kasus kualitatif, penelitian ini dilakukan di dua pesantren di Jawa Tengah, yang terkenal dengan tradisi sufistiknya yang kuat. Data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan analisis dokumen. Hasil: Temuan menunjukkan adanya transformasi signifikan dalam praktik pedagogis, yang meliputi penggunaan alat digital untuk meningkatkan pembelajaran moral, penekanan yang semakin kuat pada refleksi spiritual, dan reposisi guru sebagai teladan moral. Kesimpulan: Pendidikan Islam transformatif di pesantren menekankan kesadaran metafisik dan pembentukan etika, dan memiliki potensi untuk menjadi model inovatif dalam pendidikan Islam holistik yang menjembatani tradisi dan modernitas. Kontribusi: Studi ini memberikan kontribusi lensa filosofis baru dan membuka jalur baru untuk pengembangan kurikulum, pelatihan guru, dan penelitian di masa depan dalam pedagogi Islam berbasis nilai.
Systemic Failures in Educational Management and the Normalisation of Child Exploitation among Vulnerable Learners Farid Khoeroni; Faricha Andriani; Taufikin Taufikin
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1898

Abstract

This study aims to analyse the exploitation of street children as a manifestation of dysfunctional educational management and weak coordination among educational organisations, rather than merely as a poverty-related social issue. Employing a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and document analysis involving street children active around the Kriyan gas station area in Jepara. The data were analysed using an interactive model consisting of data reduction, data display, and conclusion verification. The findings reveal that child exploitation is sustained through normalised parental consent, institutional tolerance of child labour within schools, and community silence that morally legitimises these practices. Although children remain structurally enrolled in formal and non-formal education, they experience functional exclusion in the form of unequal learning time and persistent disruptions to the educational process. These conditions indicate a cycle of failure in educational management rooted in organisational complexity and weak ethical decision-making. This study contributes to educational management scholarship by introducing the concept of the educational complicity loop as an analytical framework, while offering practical implications for strengthening school leadership, improving cross-institutional coordination, and reinforcing ethical governance in education systems to better protect vulnerable learners.
Integrating Creative Digital Content in Pesantren: Improving Santri’s Digital Literacy And Islamic Learning Taufikin Taufikin; Sri Nurhayati; Habib Badawi; Ahmad Falah; Moh. Sholihuddin
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 1 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v10i1.10326

Abstract

Pesantren faces challenges in adapting traditional teaching methods to the development of digital technology. The digital literacy gap and limited infrastructure are the main obstacles to implementing the digitalization of learning. One solution is using creative digital content to improve learners' digital literacy and creativity. This study aims to analyze the implementation of creative digital content in learning in pesantren and assess its impact on digital literacy and creativity of students. In addition, this study also examines the main challenges of pesantren digitalization and proposes strategic solutions to ensure its effectiveness and sustainability. A qualitative approach with a case study at PPATQ Raudlatul Falah Bermi Gembong Pati Central Java was used as the research location, and the Observations were also made at four Islamic boarding schools in the Central Java region. Data were collected through interviews with Santri and Ustadz, joint observation and document analysis. The data were analyzed thematically to identify patterns in the pesantren education system. The results showed that digitization improved santri's understanding of learning materials and their memory. Santris, who actively participates in digital content creation, is more creative and has better digital skills than traditional methods. However, some challenges include inadequate teacher training and limited internet access. Therefore, strategies are needed to control and strengthen the infrastructure. This study contributes to developing digital learning models in Pesantren and provides policy recommendations for Pesantren leaders and stakeholders to support the transformation of Islamic education through technology
Co-Authors A'yuna Dzil Ma'unah Abadi, Muhammad Zidan Abdul Majid Adeoye, Moses Adeleke Adillah Shinta Al Azizati Adillah Shinta Al Azizati AFZAL, MUHAMMAD Ahmad Falah Ahmad Hariyadi Ahmad Muzakki Al-Badawi, Habib Amelya Rahmadani Anissa Tri Anita Rahmawaty Ari Syahidul Shidiq Azizah, Ariestya Wan A’yuna Dzil Ma’unah Badawi, Habib Bahrani Boriboon, Gumpanat Budi Supriyatno Chafid Wahyudi Chibani Mansouri, Mabrouk Devi Lusiana Putri Dwinarko Dwinarko Edi Sutrisno Eko Kurniawanto Erina Dwi Parawati Eva Vitariani Fajar Syarif Fakhruddin Fakhruddin Fakruddin, Fakhruddin Faricha Andriani Farid Khoeroni Fatima Zahra Lotfi Fatma, Gulnaz Fauzan Hakim, Muhammad Iqbal Fitria Noor Lailatur Rizqi Gulnaz Fatma Gulnaz Fatma Gulnaz Fatma Habib Badawi Habib Badawi Habib Badawi Hani Sholihah Harun, Makmur Imam Hanafie Indah, Anggit Juliani Irama, Cindia Irma Noviana Ita Rahmania Kusumawati Jacob, Udeme Samuel Joko Sutarto Khafidzotur Rofi’ah Khojir Khondziroh, kiki Luluk Latifah Dwi Maharani Leidy Barirothun Ni’mah Lift Anis Ma'shumah Loso Judijanto Majeed, Jahangeer Makmur Harun Makmur Harun Marhamah Maskanatul Fiqiyah Mayasari Widianingsih Ma’shumah, Lift Anis Moh Solihuddin Moh. In’ami Mohammad Moreb Mohammad Taqi Fakhlaei Mohd Syakir Mohd Rosdi Moses Adeleke Adeoye Moses Adeleke Adeoye Moses Adeleke Adeoye Mowafg Abrahem Masuwd Muhajarah, Kurnia Muhammad Hajirin Nur Muhammad Ihsan Dacholfany Muhammad Mujahwirul Ilma Muhammad Rikza Muqtada Muhammad Shobirin Muhammad Shobirin Muhammed Shamwil Munggarani, Febi Nabila Farihatus Sa’diyah Ni'matul Maula Noor, Agus Hasbi Noorthaibah Novyana Kurniasari Nurdiana Nurdiana Nurul Huda Nurun Nikmah Olugbade, Damola PUJI ASTUTIK Putri, Alda Permata Ranowijaya Rizky Maemunah Safuri Musa Sandy Arief Sanusi Sanusi Shafa Shafa Shofwani, Siti Aniqoh Sholihah, Hani Sholihuddin, Moh Silvi Ratnawulan Siska Susantrin Siti Chotimah Siti Chotimah Siti Zuhaidah Alfatonia Solikhul Hadi Sri Nurhayati Sri Nurhayati Sri Nurhayati Sri Nurhayati Supaat Supaat Supaat Supaat Supaat Supaat Susantrin, Siska Tri Cicik Wijayanti Tri Joko Raharjo Vega Faisal Amri Wasino Wasino Yusdani Yusdani Yusdani Zamroni Zamroni Zulfah, Lina Indana Zulkifli Bin Mamat Zurqoni