Article Per Year (5 Year)
p-Index From 2021 - 2026
13.863
P-Index
This Author published in this journals
All Journal Progresiva : Jurnal Pemikiran dan Pendidikan Islam Jurnal Pendidikan Islam Jurnal Civicus DIRASAT Jurnal Manajemen & Pendidikan Islam JURNAL IQRA´ Al-Wijdan : Journal of Islamic Education Studies Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam qolamuna : Jurnal studi islam FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Jurnal Pendidikan Islam Jurnal Ilmiah Iqra' Pendas : Jurnah Ilmiah Pendidikan Dasar IQRO: Journal of Islamic Education Islamic Management: Jurnal Manajemen Pendidikan Islam At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Atthulab: Islamic Religion Teaching and Learning Journal Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) EduReligia : Jurnal Pendidikan Agama Islam Istighna : Jurnal Pendidikan dan Pemikiran Islam IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Kajian Peradaban Islam Murobbi: Jurnal Ilmu Pendidikan JURNAL MANAJEMEN PENDIDIKAN ISLAM AL-IDARAH JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Nizham Journal of Islamic Studies Alamtara: Jurnal Komunikasi dan Penyiaran Islam Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Al-MUNZIR Al-Hikmah: Jurnal Dakwah dan Ilmu Komunikasi Adaara: Jurnal Manajemen Pendidikan Islam Ulumuddin : Jurnal Ilmu-ilmu Keislaman Masyarakat Madani: Jurnal Kajian Islam dan Pengembangan Masyarakat Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan IJECA (International Journal of Education and Curriculum Application) Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Al-Fath Syaksia : Jurnal Hukum Perdata Islam Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Kafa’ah: Journal of Gender Studies Tafkir: Interdisciplinary Journal of Islamic Education TASAMUH: Jurnal Studi Islam Journal of Digital Learning and Education Thawalib: Jurnal Kependidikan Islam Indonesian Gender and Society Journal Jurnal Kajian Peradaban Islam Taklim : Jurnal Pendidikan Agama Islam Religio Education (RE) TARBAWY: Indonesian Journal of Islamic Education Bulletin of Pedagogical Research Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Al-Qiyam Jurnal Tana Mana International Journal of Humanities Education and Social Sciences INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Mazahib: Jurnal Pemikiran Hukum Islam Islam Realitas: Journal of Islamic and Social Studies MASALIQ: Jurnal Pendidikan dan Sains Journal of Innovation and Research in Primary Education PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Jurnal Pendidikan Islam Room of Civil Society Development Action Research Journal Indonesia (ARJI) Sosio Religi: Jurnal Kajian Pendidikan Umum Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Jurnal Pendidikan Islam Jurnal Pendidikan Islam Studi Multidisipliner: Jurnal Kajian Keislaman Tafaqquh : Jurnal Hukum Ekonomi Syariah dan Ahwal Syahsiyah Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Room of Civil Social Development Tapis : Jurnal Penelitian Ilmiah Sumbula : Jurnal Studi Keagamaan, Sosial dan Budaya Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Referensi Islamika: Jurnal Studi Islam Khazanah Pendidikan Islam Al-Tarbawi Al-Haditsah
Nurti Budiyanti
Universitas Pendidikan Indonesia
Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 114 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 114 Documents
Search

 8   9   10   11   12 
Peran Kompetensi Pedagogis Guru PAI dalam Implementasi Kurikulum Merdeka Syifa Fatihatul Mubarokah; Puput Rahmania; Nurti Budiyanti; Helmy Abdullah Helmy; Abu Warasy Batula
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.8770

Abstract

Implementasi Kurikulum Merdeka menuntut pembelajaran yang fleksibel, berdiferensiasi, dan berbasis asesmen autentik. Namun di lapangan masih terdapat kesenjangan antara tuntutan tersebut dengan kesiapan kompetensi pedagogis guru, termasuk guru Pendidikan Agama Islam (PAI), yang menghadapi kendala dalam memahami kebutuhan peserta didik, merancang alur tujuan pembelajaran, menerapkan model pembelajaran aktif, serta menyusun asesmen yang mencerminkan capaian belajar secara komprehensif. Kesenjangan ini menunjukkan perlunya analisis mendalam mengenai bagaimana kompetensi pedagogis guru berperan dalam implementasi kurikulum baru ini. Penelitian ini bertujuan untuk mendeskripsikan peran kompetensi pedagogis guru PAI dalam perencanaan, pelaksanaan, dan asesmen pembelajaran pada Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif studi kasus dengan subjek guru PAI; data dikumpulkan melalui wawancara semi-terstruktur kepada satu guru PAI yang dinilai memiliki kompetensi pedagogis yang baik, kemudian dianalisis menggunakan model reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi pedagogis guru tampak melalui kemampuan memahami karakteristik siswa, merancang perangkat ajar sesuai kebutuhan, mengelola pembelajaran aktif, serta menerapkan asesmen formatif dan sumatif secara berkelanjutan. Kesimpulannya, kompetensi pedagogis guru PAI memiliki peran signifikan dalam memastikan keberhasilan implementasi Kurikulum Merdeka dan perlu didukung melalui pengembangan profesional yang berkelanjutan.
Pendekatan Pedagogik Guru PAI dalam Menghadapi Tantangan Abad 21 di SDN 162 Warungjambu Sephia Musyaffa Nur Aulia; Muhammad Shendyka; Nurti Budiyanti
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4287

Abstract

This study aims to examine the challenges and strategies of Islamic Religious Education (PAI) teachers in facing the demands of 21st-century learning in elementary schools. The research focuses on digital literacy constraints, students' social backgrounds, and limited learning facilities that impact the teaching and learning process. The method used was descriptive qualitative with in-depth interviews. The results show that Islamic Religious Education (PAI) teachers employ various strategies, such as lectures, group discussions, and the use of digital media to encourage active student engagement. Furthermore, teachers strive to develop students' potential not only in cognitive aspects but also in character and motivation through their roles as facilitators, innovators, motivators, and character mentors, as well as lifelong learners. Assessments are used to understand individual needs, in accordance with the child's age-related development, which demands different approaches. Despite challenges related to age and limited resources, teachers continue to strive to improve 21st-century competencies through training, independent learning, and technology adaptation. This study emphasizes the importance of supporting facilities and strengthening technology-based training for Islamic Religious Education (PAI) teachers to enable them to deliver learning that is relevant to students' needs in the digital age.
The Use of the Course Review Horay Learning Model with Bingo Media to Improve Students' Understanding of Islamic Religious Education Learning Materials Indri Retno Wijayanti; Mokh. Iman Firmansyah; Nurti Budiyanti
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2862

Abstract

Islamic Religious Education learning plays an important role in shaping students' religious understanding, attitudes, and behavior. However, the PAI learning process in schools still tends to be teacher-centered, so students' understanding of the material has not developed optimally. This study aims to analyze the improvement of students' understanding and to determine students' responses to the application of the Course Review Horay (CRH) learning model with Bingo media in IRE learning. This study uses a quantitative approach with a pre-experimental one-group pretest-posttest design. The research subjects consisted of 41 ninth-grade students at one of the public junior high schools in Bandung Regency. Data collection techniques were carried out through understanding tests and student response questionnaires. Data were analyzed using descriptive and inferential statistics, including the Wilcoxon Signed Rank Test and N-Gain analysis. The results showed an increase in students' understanding after the application of the CRH learning model with Bingo media. The average pretest score of 76.83 increased to 87.80 in the posttest, and all students achieved learning mastery. The Wilcoxon test showed a significant difference between the pretest and posttest scores (Asymp. Sig. 0.000 < 0.05), while the N-Gain results were in the moderate category. In addition to improving understanding, this study also provided a positive response to the implementation of this learning model, although several obstacles were still encountered in the initial stages of implementation and student learning independence. Based on these findings, it can be concluded that the Course Review Horay learning model using Bingo media is effective in improving student understanding and is suitable for use in Islamic Religious Education (PAI) learning with improvements in the management of learning implementation.
The Character-Based Parenting Patterns in Ulul Ilmi's Girls' Dormitory: Improving Students' Mental Health and Achieving Quality Education Nurti Budiyanti; Kokom Siti Komariah; Indah Sari; Jenuri Jenuri
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1994

Abstract

This article examines the implementation of Ulul Ilmi character-based parenting in female dormitories as a strategy to enhance students’ mental health and educational attainment. The Ulul Ilmi concept, which integrates scientific knowledge with Islamic values, is designed to foster positive character development among students, thereby supporting both their psychological well-being and academic success. Employing a qualitative case study approach in the Universitas Pendidikan Indonesia (UPI) dormitory, data were collected through in-depth interviews, observations, and documentation analysis. The findings reveal that Ulul Ilmi character-based parenting creates a supportive environment that strengthens students’ emotional resilience, mental health, and learning motivation, ultimately improving academic achievement. Furthermore, the study highlights the role of spiritual and social reinforcement in shaping constructive peer interactions and promoting holistic self-development. This study contributes to the growing discourse on character education and mental health in higher education by offering an integrative model of parenting in dormitory settings. It demonstrates that embedding Ulul Ilmi values into parenting practices not only enhances students’ well-being but also provides a framework for fostering a healthier, value-driven academic environment. These insights can inform dormitory management policies and character-based education programs in both national and international contexts.
An Application of Al-Islah Method wa Tagyr in Islamic Education Learning to Achieve Mental Health Nurti Budiyanti; M Rindu Fajar Islamy; Muhammad Parhan
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1995

Abstract

This study investigates the implementation of the Al-Islah wa Tagyīr method in Islamic Religious Education (PAI) as a means to promote students’ mental health. The Al-Islah wa Tagyīr method, which emphasizes self-improvement and transformation through spiritual and moral approaches, is employed to enhance students’ psychological well-being. A qualitative approach was adopted using a case study method in universities that have applied this method in PAI learning. Data were collected through observation, in-depth interviews, and document analysis. The findings reveal that the application of the Al-Islah wa Tagyīr method strengthens students’ religious and psychological dimensions, positively influences emotional regulation, enhances self-confidence, and fosters healthier social interactions. Consequently, the method has been shown to be effective in supporting the attainment of improved mental health among students. This research contributes to the enrichment of Islamic Religious Education by integrating mental health perspectives into pedagogical practices. Specifically, it offers a holistic model of PAI learning that not only develops religious knowledge and moral character but also supports psychological resilience and well-being. The study provides theoretical insights into the synergy between spirituality and mental health and offers practical implications for educators, policymakers, and curriculum developers in creating more comprehensive educational strategies that address both cognitive and emotional aspects of student development.
The Implementation of Ulul Ilmi Values in Dormitory Parenting to Support Students’ Mental Health: Penerapan Nilai Ulul Ilmi dalam Pengasuhan Asrama untuk Mendukung Kesehatan Mental Mahasiswa Indah Sari; Nurti Budiyanti; Kokom st Komariah
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.786

Abstract

This community service program aims to develop and implement a boarding school parenting model based on ulul ilmi values to support university students’ mental health and contribute to quality education. The program was carried out using a Participatory Action Research (PAR) approach involving 150 students living in a university dormitory. The stages of implementation included needs assessment, participatory workshops, guided religious activities such as congregational prayer, dhikr, and Qur’an recitation, as well as reflective evaluation. The results of the program indicate positive changes in students’ mental well-being, reflected in improved emotional stability, discipline, self-confidence, and academic engagement. The integration of spiritual values functioned as an effective coping mechanism in helping students manage academic and social pressures. Overall, the ulul ilmi character-based parenting model, which synergizes spiritual, intellectual, and socio-moral dimensions, contributes to the creation of a supportive academic ecosystem for mentally resilient students. This program has practical implications for the development of a prototype of ulul ilmi character-based boarding school parenting modules.
EXPLORING HUMAN NATURE AND EDUCATION THROUGH PHILOSOPHICAL ANTHROPOLOGY: A HUMANIST PEDAGOGICAL APPROACH AT MADRASAH TSANAWIYAH NEGERI 2 CIANJUR Ahmad Dimyati Ridwan; Nursani Awal Artha Nugraha; Nurti Budiyanti; Pitra Gosha Patriasya; Sephia Musyaffa Nur Aulia
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6018

Abstract

This article analyses the nature of humans and education from a philosophical anthropological perspective to develop a humanist pedagogical paradigm, using a case study at MTsN 2 Cianjur. This study is motivated by the view that humans are multidimensional beings who require holistic development of their potential. At the same time, education that is solely cognitive in nature produces a crippled generation and loses the meaning of humanity. Humanist pedagogy presents an alternative, positioning students as dialogical subjects and integrating moral and spiritual dimensions. This research uses a descriptive qualitative approach, drawing on literature, observations, interviews, and documentation. Data are analysed by integrating the frameworks of philosophical anthropology, humanist pedagogy, and Islamic educational practices. The results of the study at MTsN 2 Cianjur indicate that human nature is understood comprehensively. Students are not only seen as recipients of knowledge, but as potential beings who must be developed intellectually, morally, socially, and religiously. This paradigm is realised through participatory learning, dialogical teacher-student communication, and religious habits (such as congregational prayer and tadarus), which enrich universal humanism with a transcendental Islamic dimension. This article concludes that this integration strengthens Islamic education, making it more humanistic, transformative, and relevant to the challenges of the times.
The Implementation of Affective Assessment in Islamic Religious Education at Elementary Schools: Between Concept, Practice, and Challenges Ananda Indriani; Saepul Anwar; Nurti Budiyanti
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 12 No. 3 (2025): TARBIYAH WA TA'LIM November 2025
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v12i3.11904

Abstract

Abstrak Evaluasi pembelajaran pada ranah afektif memiliki peran penting dalam mendukung pembentukan karakter siswa sekolah dasar. Penelitian ini bertujuan mengeksplorasi implementasi asesmen afektif dalam pembelajaran Pendidikan Agama Islam (PAI) di salah satu SDN di Kota Bandung. Metode penelitian yang digunakan adalah kualitatif dengan desain studi kasus melalui wawancara, observasi, dan analisis dokumen. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru memahami asesmen afektif sebagai penilaian terhadap sikap, keterlibatan, dan perilaku siswa, namun praktik dokumentasi masih terbatas dan lebih banyak dilakukan secara lisan. Perencanaan dan strategi asesmen bervariasi dengan menggabungkan teknik tradisional, keteladanan, serta rutinitas religius, tetapi penggunaan instrumen formal belum konsisten. Oleh karena itu, penelitian ini menawarkan rancangan sederhana instrumen asesmen afektif yang adaptif untuk sekolah dasar. Temuan ini menegaskan perlunya penguatan kapasitas guru, konsistensi penggunaan instrumen, serta dukungan kebijakan agar asesmen afektif dapat berfungsi optimal dalam pembinaan karakter siswa. Kata kunci: Asesmen, Afektif, PAI, Evaluasi. Abstract The evaluation of learning in the affective domain plays a crucial role in supporting the character formation of elementary school students. This study aims to explore the implementation of affective assessment in Islamic Religious Education (IRE) learning at a public elementary school in Bandung. The research employed a qualitative approach with a case study design through interviews, observations, and document analysis. Data were analyzed through the stages of reduction, presentation, and conclusion drawing. The findings indicate that teachers understand affective assessment as an evaluation of students’ attitudes, engagement, and behavior; however, documentation practices remain limited and are predominantly conducted orally. Planning and assessment strategies vary, combining traditional techniques, role modeling, and religious routines, yet the use of formal instruments has not been consistent. Therefore, this study proposes a simple and adaptive affective assessment instrument for elementary schools. These findings underscore the need to strengthen teacher capacity, ensure consistent use of instruments, and provide policy support so that affective assessment can function optimally in fostering students’ character development. Keywords: Assessment, Affective, Islamic Religious Education (IRE), Evaluation.
Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung Helmy Abdullah Helmy; Intan Wardatul Karimah; Nurti Budiyanti
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 13 No. 1 (2026): TARBIYAH WA TA'LIM March 2026
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v13i1.12349

Abstract

Abstract Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools. Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration
Religious Character-Based Inclusive Education in General Course for Difabel Students at University Hilman Taufiq Abdillah; Endis Firdaus; Makhmud Syafe&#039;i; Nurti Budiyanti; Yusuf Ali Tantowi
Jurnal Pendidikan Islam Vol 11 No 1 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i1.44011

Abstract

This study addresses the need for a character-based inclusive education model that accommodates students with disabilities in higher education, particularly within the Indonesian context. The objective is to design a values-oriented educational framework that integrates moral and religious principles into inclusive teaching practices. Employing a Research and Development (R&D) approach, the study involved general course students at an Indonesian university, with data gathered through interviews, observations, and a review of relevant literature. The findings reveal a hierarchical structure of character values comprising basic values (tolerance, sympathy, empathy), instrumental values (self-awareness and cooperation), and ultimate values centered on sincere service (lillahi Ta’ala). Additionally, the implementation of character education in Islamic and Civic Education courses must be responsive to the unique challenges faced by students with disabilities, requiring curriculum adjustments in terms of learning media, instructional materials, and assessment strategies. The study contributes to the field by emphasizing ta’awun (mutual assistance) as a core religious value that underpins inclusive relationships among faculty, students with disabilities, their peers, and families, thereby promoting a more compassionate and supportive academic environment.
Co-Authors AA Sudharmawan, AA Aam Abdussalam Aam Abdussalam Aam Abdussalam, Aam Aan Hasanah Abdul Aziz, Asep Abu Warasy Batula Abu Warasy Batula Aceng Kosasih, Aceng Adilah, Nadiyah Nur Aeldi Despriyadi Agisty, Nesha Agus Fakhruddin Agus Salim Mansyur Ahmad Dimyati Ridwan Ahmad Fuaddin Ahmad Syamsu Rizal Ahmad Syamsu Rizal Ahmad Syamsu Rizal, Ahmad Syamsu Ahmad, Nurwadjah Aisy, Salwa Rihadatul Ajat S Hidayatullah Alfini, Fifien Alya Sasmi Lukmana Amal, Muhammad Hanif Ikhlashul Amanda, Restu Rizki amira nurifkah m Ananda Indriani Andewi Suhartini Andewi Suhartini Andewi Suhartini Andewi Suhartini Andewi Suhartini, Andewi Anggraeni, Nia Annisa Bunga Aulia Anton Maulana Antsary, Muhamad Faishal Anugrah, Eri Ari Kartiko, Ari Ari Prayoga Ari Prayoga Prayoga Arifin, Bambang Samsul Ariq Muammar Asep A Aziz Asep Abdul Aziz Asep Abdul Aziz Asep Abdul Aziz Asep Abdul Aziz Asep Abdul Aziz Asep Bahria Assyifa, Marsa Asyiri Abghiya R Aulia Tegar Wicaksono Aulia, Sephia Musyaffa Nur Auliya Fitria Azahra, Thifa Aziz, Asep Abdul Azka Budi Robbani Azzahra, Aura Aulia Baharudin Akbar Bahy Rynar Murfid Batula, Abu Hafash Bildan Muhammad Sya'ban Cucu Surahman Dikdik Sunandar Dina Siti Logayah Direza, Bayu Batara Elan Sumarna Endis Firdaus Fadhilah, Silmi Nur Fadhillah, Gita Amelia Nur Fadhlan Yuda Pratama Fahriza, Firdha Fajar Islamy, M. Rindu Fajar Islamy, Mohammad Rindu Fatimah Az Zahra . Febrianty, Rizka Amelia Fiki Dwi Alfaiga Firmansyah, Reinata Luciana Ganjar Eka Subakti Ghassani, Dini Aghniya Hafidz Noor Haikal, Muhammad Fajrin Hanifah, Ajeng Mulla Hayatin Nufus Helmy Abdullah Helmy Helmy Abdullah Helmy Heryani, Irsa Nur Azizah Hilman Taufiq Abdillah Hyangsewu, Pandu Indah Sari Indah Sari Indri Retno Wijayanti Intan Wardatul Karimah jaelani, Muhammad Rifki Jenuri Khoirunnisa, Yasmin Kiki Rizki Fauzi Kokom Siti Komariah Kokom st Komariah Kokom St Komariah Komariah, Kokom Siti Komariah, Kokom Siti Komariah, Kokom St Laila Nur Sampurna Layla Novitasari Lutfi Amalia M Rindu Fajar Islamy M. Abdul Somad Makhmud Syafe&#039;i Marwal Blantara Susetyo Maulidya Nisa Maulidya Nisa Mhd. Aksaril Huda Ritonga Moch Alief ‘Izzulhaq Moch Hakim Ibnu Ramadhan Mohamad Erihadiana, Mohamad Mohammad 'Ulyan Mohammad Rindu Fajar Islamy Mokh. Iman Firmansyah Mubarokah, Syifa Fatihatul Muhamad Ma’sum Muhamad Parhan Muhammad Ahyar Muhammad Aldam Shaka Pradipta Muhammad Fahmi Fathurrahman Muhammad Fajryan Muhammad Galih Muhammad Habib Mubarok Muhammad Ikhsan Ag Muhammad Parhan Muhammad Shendyka Muhammadun Muhammadun Muhibbin Syah Muhibbin Syah Mukjizati, Silvania Munawar Rahmat Nabil Ibrahim Baria Nabila Azzahra Nabila Putri Sholahudin Nabila, Disah Alya Nadhira Saffa Aulia Nadzifah Nadzifah Nasalia, Indah Putri Nasrudin, Ega Nasrulloh, Muhammad Fauzan Naufal Taufikul Hakim Azhar Neng Mulyanti Noor Azmi Noor, Hafidz Nufus, Jihaadun Nugrah, Mochamad Nura, Tiara Siti Aulia Nurdianti, Ranti Nurfarida, Rida Nurmani, Balqis Nursani Awal Artha Nugraha Nurwadjah Ahmad Nurwadjah Ahmad Nurwadjah Ahmad Nuryawandhana, Jannetha Firdani Palah Palah Pandu Hyangsewu Permadi, Riris Juanita Kania Pitaloka, Berliana Indah Pitra Gosha Patriasya Puput Rahmania Puteri, Aura Dina Amalia PUTRI WULANDARI Qiqi Yuliati Zakiah Rahayu, Risma Putri Reviana, Alma Shafira Rifa’ Alifah Gunawan Riki Ardian Riris Almutiroh Risris Hari Nugraha Rossi Damayanti Rosyada, Noer Amrina Ruswandi, Uus Saepul Anwar Salsabiila Zhafirah Nathania Salsabila, Mutiara Salsabilla Sayyidina Salsabillah Wardah R Sari Rahmawati Sasqia Faradila Selviana Oktaviani Oeva Sephia Musyaffa Nur Aulia Sephia Musyaffa Nur Aulia Setiawan, Achmad Ghiyats Setiawan, Anton Shafa Aulia Az-Zahra Shendyka, Muhammad Shepta Adi Nugraha Shidik, Fahmi Siti Komariah, Kokom Siti Nurhaliza , Rifa Solihatunnisa, Ismi Sriyani, Cucu Suci Fadillah, Zahra Suhada, Arie Noviana Suhartini, Andewi Sukma Rahayu, Anisa Sumarisah, Sumarisah Supiana Supiana Suprima Syafari, Feri Nurjamil Syahidin Syahidin, Syahidin Syifa Fatihatul Mubarokah Syifa Samrotul Fauziah Thariqsa, Resvi Udin Supriadi Usup Romli Uus Ruswandi Wawan Hermawan Wawan Hermawan Wayan Gastiadirrijal Wa’dalloh, Kholish Roja Wirasasmita, Muhammad Aditya Wisnuwardani, Vanesa Patricia Yasmin Aulia Yasmin Kurniawan Yuriko Indriani Putri Yusranti, Muthia Yusuf Ali Tantowi Zaenab Octaviany Zakiah, Qiqi Yuliati