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All Journal Jurnal Pendidikan Karakter Nadwa : Jurnal Pendidikan Islam Pedagogia: Jurnal Pendidikan J-PAI: Jurnal Pendidikan Agama Islam Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Journal of Islamic Studies and Humanities Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Transformasi : Jurnal Studi Agama Islam At-Turats As-Salam: Jurnal Studi Hukum Islam & Pendidikan FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Tarbawi : Jurnal Ilmu Pendidikan PEDAGOGIK : JURNAL PENDIDIKAN Journal EVALUASI Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan Tribakti: jurnal pemikiran keIslaman Islamic Review : Jurnal Riset dan Kajian Keislaman EduReligia : Jurnal Pendidikan Agama Islam DAYAH: Journal of Islamic Education Dialogia: Jurnal Studi Islam dan Sosial Faktor Jurnal Ilmiah Kependidikan as-sibyan : Jurnal Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Al-Fatih: Jurnal Pendidikan dan Keislaman Al-Ittihad: Jurnal Pemikiran dan Hukum Islam Fitrah: Jurnal Studi Pendidikan EDU RILIGIA: Journal of Islamic and Religious Education Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Bertuah : Jurnal Syariah dan Ekonomi Islam FiTUA : Jurnal Studi Islam Didaktika: Jurnal Kependidikan Rusydiah: Jurnal Pemikiran Islam International Journal of Social Learning (IJSL) Ar-Rasyid: Jurnal Pendidikan Agama Islam MAQASIDI Tanjak: Jurnal Sejarah dan Peradaban Islam at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam JASNA : Journal For Aswaja Studies Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Cendekia: Jurnal Kependidikan dan Kemasyarakatan Edumatica: Jurnal Pendidikan Matematika JURNAL MUARA PENDIDIKAN Edudeena : Journal of Islamic Religious Education Histeria: Jurnal Ilmiah Sosial dan Humaniora Tahqiqa: Jurnal Pemikiran Hukum Islam Wildan Indonesia Islamic Education Journal Tarbiyah: Jurnal Ilmu Pendidikan dan Pengajaran Ar-Rusyd: Jurnal Pendidikan Agama Islam Ta'dib at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Ihsanika : Jurnal Pendidikan Agama Islam Jurnal Pendidikan Islam Afkaruna: International Journal of Islamic Studies (AIJIS) Jurnal Kajian Islam dan Sosial Keagamaan Marpokat: Jurnal Pengabdian Kepada Masyarakat Jurnal Pustaka Indonesia Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam ARIMA : Jurnal Sosial Dan Humaniora Tribakti: Jurnal Pemikiran Keislaman Edukasia Islamika: Jurnal Pendidikan Islam PESHUM Eduprof Al-Thifl: Jurnal Pendidikan Anak Usia Dini Jurnal Hamka ilmu pendidikan islam Journal of Gender and Millennium Development Studies Jurnal Pendidikan Islam Journal of Islamic Education Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Muwazah: Jurnal Kajian Gender Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan EDUKASIA: Jurnal Penelitian Pendidikan Islam MUBTADI: Jurnal Pendidikan Ibtidaiyah
Nasikhin, Nasikhin
Univeritas Islam Negeri Walisongo Semarang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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Islamic Religious Education Learning Process Through the Utilization of ChatGPT Berlian Dwi Puji Mulya; Nasikhin Nasikhin; Fihris Fihris; Mahfud Junaedi
JIE (Journal of Islamic Education) Vol. 10 No. 1 (2025): JIE: (Journal of Islamic Education) January-June
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i1.554

Abstract

This study aims to analyze the views of Islamic Education students on the use of ChatGPT in learning and review the Islamic perspective on the use of ChatGPT in the context of education. The approach used is qualitative with a case study method. Data were collected through a Google Forms survey, semi-structured interviews, and observations. Data validity with source triangulation techniques ensures information accuracy from various sources. Data analysis was carried out using the Miles and Huberman interactive approach, which includes data reduction, data presentation, and conclusion. The study results indicate that ChatGPT plays an essential role in supporting student learning, and it is used mainly to access information needed in every learning process of Islamic Education students, solve problems, and provide relevant answers to academic needs. From an Islamic perspective, students realize the importance of using ChatGPT wisely, referring to verses of the Qur'an such as QS. Al-Alaq verse 1 and QS. Az-Zumar verse 9 emphasizes good intentions in seeking knowledge and ensuring the truth of information. This finding strengthens the idea that the use of ChatGPT must pay attention to aspects of academic ethics taught by Islam. This research enriches the literature on technology integration in religious education, especially regarding using ChatGPT with an approach based on Islamic values.
Management of Islamic Boarding School Based Merdeka Belajar Curriculum Berliana Cahyani Putri; Wahyudi Wahyudi; Nasikhin Nasikhin
JIE (Journal of Islamic Education) Vol. 10 No. 1 (2025): JIE: (Journal of Islamic Education) January-June
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i1.555

Abstract

This study aimed to examine the implementation and integration process of the Merdeka Belajar Curriculum in Islamic boarding schools to suit their educational needs. This research method uses a qualitative case study approach. Information was collected through observation, interviews, and documentation. Data analysis followed three stages: data reduction, data presentation, and drawing conclusions or verification. The study results indicate that the management of the Islamic boarding school-based Merdeka Belajar Curriculum focuses on strengthening the morals of students while still using the basic structure of the government. Curriculum adjustments are made based on conditions in the field, such as enhancing character through religious routines, including reading Asmaul Husna and praying Dhuha. Implementing the Merdeka Belajar Curriculum allows students to determine their learning methods, designed to accommodate Islamic boarding schools' unique characteristics. The contribution of this study lies in a deep understanding of the implementation and management of the Islamic boarding school-based Merdeka Belajar curriculum, especially in the context of religious schools. These findings provide an essential contribution to the development of Islamic boarding schools that are adaptive, value-based, and relevant to the needs of students in the era of modern education.
Overcoming Gen Z’s FOMO through Kitab Kuning Learning at Islamic Boarding Schools Ramadhani Firmansyah Wahid; Fihris Fihris; Nasirudin Nasirudin; Aang Kunaepi; Nasikhin Nasikhin
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.688

Abstract

This study aims to analyse the negative impact of Fear of Missing Out (FOMO) on Generation Z's mental resilience and the role of the teachings of the Kitab Kuning in building psychological resilience in the digital age. Using a qualitative case study approach, the research was conducted through unstructured interviews, participant observation, and documents related to the Kitab Kuning, students, teachers, and administrators at the Ma’had of the State Islamic University Walisongo (UIN Walisongo). The data were analysed using the Miles and Huberman model, which involves data reduction, data presentation, drawing conclusions, and verification. The findings indicate that FOMO triggers anxiety, chronic stress, concentration difficulties, reduced self-esteem, and mild depressive symptoms due to social media pressure and unhealthy self-comparison. Additionally, values from the Kitab Kuning—such as contentment (qana’ah), tawakkal (religious commitment), zuhd (asceticism), and muraqabah (compassion)—play a role in supporting spiritual mechanisms to address FOMO, helping maintain inner peace and reduce reliance on external validation. This study makes a positive contribution and can serve as a reference for other Islamic boarding schools. The study is limited by its focus on a single boarding school, so the findings cannot be generalised to other boarding schools that may have different characteristics, backgrounds, or educational systems.
Religious Moderation Education Management: An Analysis of Inclusivity Values with A Behavioristic Approach in Islamic Boarding Schools Maulidiyya Najwa Balqis Azzahro; M Rikza Chamami; Nur Asiyah; Nasikhin Nasikhin
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 5, No 1, December 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v5i1.40759

Abstract

This study aims to uncover, analyze, and reflect on the application of religious moderation education management based on a behavioristic approach at the Fathimah Al-Amin Progressive Islamic Boarding School, Semarang. Using qualitative case study methods and triangulation techniques (in-depth interviews, participatory observations, documentation), this study identifies three main forms of the application of behavioristic habituation approaches through structured daily routines, positive reinforcement in the form of symbolic and material appreciation of moderate behavior, and modeling by authoritative figures (coaches) who consistently show tolerant and inclusive attitudes. The value of inclusivity was found to be internalized through three dimensions: curricular (integration of diversity themes in the yellow book and contemporary discussions), social (non-discriminatory policies in daily interactions), and participatory (students' deliberations in internal decision-making). However, its implementation faces three main challenges: cultural resistance from students and families who view inclusivity as a threat to the purity of faith, limited capacity of teachers to integrate behavioristic principles reflexively without being trapped in repressive disciplines, as well as external ideological pressures and epistemological shifts of the student generation that demand rational justification for habituation. Theoretically, this research makes an important contribution by showing that behavioristic approaches that are often criticized as rigid or technocratic can actually be an effective instrument in instilling religious moderation when contextualized in the Islamic value of rahmatan lil 'alamin and combined with a reflective-dialogical approach. In practical terms, these findings offer an alternative model for salaf Islamic boarding schools to reform their education systems without sacrificing traditional roots, while enriching the religious education literature based on empirical and contextual evidence. 
RESPONSIVE EVALUATION OF INCLUSIVE ISLAMIC RELIGIOUS EDUCATION FOR CHILDREN WITH DISABILITIES IN SPECIAL SCHOOLS Karnadi Karnadi; Dwi Istiyani; Nasikhin Nasikhin; Waliyadin Waliyadin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.13906

Abstract

This study aims to analyze how religious education for children with disabilities is implemented in Islamic educational institutions to support students' spiritual development, using Stake's Responsive Evaluation Model. Despite the global expansion of inclusive education, religious learning for students with disabilities remains underdeveloped, particularly in terms of adaptive pedagogy and contextual learning approaches. Existing practices often rely on generic teaching models that do not adequately address diverse learning needs, thus limiting students' engagement and spiritual development. The study employed a qualitative case study approach utilizing in-depth interviews, participant observation, and document analysis. Data were analyzed using an interactive model and interpreted through a Responsive Evaluation framework that focuses on antecedents, transactions, and outcomes. Findings revealed that an integrative model of inclusive religious education emerged through the alignment of accessible learning environments and adaptive pedagogy. Adaptive pedagogical interactions served as a mediating mechanism, enhancing student engagement and understanding through simplified language, repetition, and multisensory strategies. Students' spiritual development was primarily fostered through experiential and contextual learning, which enabled the internalization of meaningful religious values. The research findings advance inclusive Islamic education by proposing a comprehensive framework that integrates environmental, pedagogical, and experiential dimensions
THE SYNTHESIS OF SUFISM AND SOCIAL-EMOTIONAL LEARNING (SEL): STRENGTHENING STUDENT LEADERSHIP RESILIENCE IN MARGINALIZED MADRASAHS Nur Khoiri; Mashudi Mashudi; Nasikhin Nasikhin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.11908

Abstract

This study aims to analyze the management of holistic Islamic education in the context of structural poverty by integrating Sufism, mindfulness, and Social Emotional Learning (SEL) to strengthen students’ mental leadership resilience. The research uses a qualitative approach with a case study design and data analysis based on the Miles and Huberman model. The findings reveal that economic inequality has a multidimensional impact, hindering not only economic and social access but also affecting the mental health and educational quality of madrasah students. Despite living in fertile, resource-rich areas, many farmers still live in structural poverty, affecting their younger generations. Madrasah responds to this situation by developing mental resilience-based learning that integrates the values of Sufism, mindfulness, positive psychology, and SEL. However, these efforts are limited by the lack of professionals, inadequate infrastructure, and negative stigma from the community towards mental health issues. The implications of this study provide a basis for developing more holistic and context-specific educational policies and psychosocial interventions, particularly in disadvantaged areas. Additionally, this study offers key recommendations for collaboration among the government, educational institutions, and the community to build support systems that enhance students’ emotional and mental resilience, breaking the cycle of poverty and inequality sustainably.
SEKOLAH ONLINE DI MASA PANDEMI COVID-19, BAGAIMANA TANGGAPAN GURU DAN SISWA SEKOLAH DASAR? Nasikhin Nasikhin; Ikhrom Ikhrom; Agus Sutiyono
Jurnal Muara Pendidikan Vol. 7 No. 1 (2022): Jurnal Muara Pendidikan Vol 7 No 1, Juni 2022
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v7i1.709

Abstract

This study aims to determine the learning experiences experienced by elementary school students and the efforts of teachers in tackling online learning problems during the Covid-19 pandemic. The sample in this study were eleven resource persons consisting of teachers and students. By using a qualitative approach and an exploratory case study conducted at SD N Sangubanyu 02, it was obtained research data that students' experiences in participating in online learning can lead to boredom, decreased seriousness and learning participation, low learning motivation, and not achieving intellectual satisfaction. Meanwhile, the handling efforts made by the teacher in tackling this problem are by maximizing the use of learning technology tools, modifying certain learning methods such as Project Based Learning, Integrated Curriculum, and Blended Learning. This study contributes to research on pedagogy and online learning by clarifying what the teacher's role is in finding problem solving for students' problems. Keywords : Learning Innovation, Online Learning, Digital Learning
Teacher–Parent Collaboration in Addressing Smartphone Dependency among Madrasah Ibtidaiyah Students: Academic and Socio-Emotional Implications Mohammad Rofiq; A. Umar; Muhammad Dimas Ardini; Muhammad Habib Husen; Nasikhin Nasikhin; Ahmad Ta'rifin
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2012

Abstract

This study aims to analyze how the synergy between teachers and parents in ‎instilling digital media discipline helps prevent smartphone addiction among ‎elementary school students in Semarang. The study employs a qualitative ‎approach using a case study design, in which data were collected through in-‎depth interviews with teachers and parents, as well as observations of ‎classroom learning activities. The results indicate that smartphone ‎dependency significantly impacts students' academic, social, and emotional ‎development, characterized by reduced focus on learning, weak self-control, ‎and diminished social interaction and empathy. To address this, three primary ‎forms of synergy between teachers and parents emerged: intensive ‎communication, the establishment of shared rules, and alternative ‎educational activities. Continuous communication fosters shared perceptions ‎and strategies for managing children's device usage. Meanwhile, consistent ‎rules at school and home, as well as engagement in positive activities, have ‎proven effective in fostering students' digital discipline. Theoretically, the ‎findings of this study align with Albert Bandura's Social Cognitive Theory, ‎particularly the concepts of self-regulation and reciprocal determinism, which ‎explain that children's behavior is influenced by the interaction between ‎individual, environmental, and behavioral factors. This suggests that a shift ‎from passive supervision toward active collaboration is necessary to make ‎smartphones a purposeful and valuable learning tool. The contribution of this ‎study lies in the development of a practical collaboration model between ‎teachers and parents based on digital literacy to prevent smartphone ‎dependency among students starting from elementary school age‎.
Reconstruction of Moderate Religious Education Based on Inclusivity Values at Salafi Pesantren Fihris, Fihris; Nasikhin, Nasikhin; Nuzula, Firda Rahmatun; Waeduereh, Mustafakamal; Ta'rifin, Ahmad
Edukasia : Jurnal Penelitian Pendidikan Islam Vol 20, No 2 (2025): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v20i2.34049

Abstract

This study aims to analyze efforts to reconstruct religious moderation education based on inclusive values at Salaf Islamic School, focusing on strategies, student responses, and challenges faced in its implementation. Using a qualitative approach with a case study design, data were collected through in-depth interviews with religious scholars, teachers, and students, as well as participant observation. Data analysis was conducted thematically based on the Miles and Huberman model—including data reduction, data presentation, and conclusion drawing. The results revealed that the implementation of three main strategies—(1) curriculum integration that combines religious teachings with national values, human rights, and tolerance; (2) dialogic learning methods that foster critical thinking and active participation; and (3) the creation of an inclusive environment through cross-community social activities and the acceptance of students from diverse backgrounds—had a significant impact on fostering moderate and open attitudes among students. The majority of students demonstrated increased empathy, openness to differences, and commitment to a harmonious national life, although a small number still resisted due to the influence of exclusive ideologies. Despite facing challenges such as limited resources, cultural resistance, and pressure from conservative groups, the Islamic boarding school managed to maintain this transformation through teacher training, internal dialogue, and external partnerships. These findings not only demonstrate that traditional religious education can be revitalized into an effective vehicle for contextual and inclusive religious moderation, but also offer a concrete model that can be replicated by other Salafi Islamic boarding schools in an effort to counter radicalism and strengthen social cohesion amidst the fragmentation of contemporary society.
Naquib al-Attas’s Philosophy in Pesantren Learning: Implications for Gen X Motivation to Provide Higher Education for Their Children Ridwan Ridwan; Nasikhin Nasikhin; Zainudin Hasan
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 12 No. 1 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v12i1.601

Abstract

This study aims to reconstruct the concept of Islamic educational philosophy from the perspective of Syed Muhammad Naquib al-Attas and to analyze its implications for the motivation of Generation X parents to continue their children’s education through higher education. This study employs a qualitative approach with a phenomenological design, utilizing in-depth interviews and participatory observation within a Muslim community rooted in the pesantren tradition in the mountainous region of Batang Regency, Central Java. Research findings indicate that educational and religious practices in Islamic boarding schools reflect the concept of ta’dīb (religious guidance), the integration of knowledge and faith, and an awareness of the Islamic worldview as developed by Syed Muhammad Naquib al-Attas. Collective traditions such as the study of Iḥyā’ ‘Ulūm al-Dīn (Islamic teachings), bahtsul masail (religious discourses), manaqiban (religious recitation), and khataman (religious recitation) shape the spiritual orientation of underprivileged communities, allowing religion to be understood not merely as a ritual but as a source of serenity, social solidarity, and resilience. The attitude of nrimo (respect for God), accompanied by effort, gratitude, and mutual support, demonstrates the internalization of adab (good manners) in daily life, particularly in respect for knowledge, scholars, and education. This awareness is also evident in the motivation of parents who continue to strive to send their children to Islamic universities despite facing economic constraints. They understand education as a continuous charity, a path of worship, and a means of developing civilized individuals with a future orientation and moral responsibility. The choice of sharia, da‘wah, and Islamic education demonstrates the belief that knowledge must bring blessings and social benefits. This finding challenges the habits of modern society which views happiness through material accumulation, but through inner peace, strengthening of faith, and the pursuit of knowledge as a spiritual path to God’s pleasure.
Co-Authors A. Umar Aang Kunaepi Aang Kunaepi Aang Kunaepi Aang Kunaepi Aang Kunaepi Abdul Ghofur Abdul Razak Abdul Razak Abdulraya Abdullah Penaemale Abdulraya Panaemalae Adila Puspitasari Adila, Isti Nusrotal Agus Khunaifi Agus Nurhadi, Agus Agus Sutiyono Agus Sutiyono Agus Sutiyono Agus Sutiyono Ahmad Ismail Ahmad Maghfurin Ahmad Maghfurin Ahmad Maghfurin Ahmad Muthohar Ahmad Muthohar Ahmad Saefudin Ahmad Ta'rifin Aida Husnia, Masna Binta Aini, Tuti Qurrotul Ainuttaqiyyah, Ghisna Akhmad Yusuf Isnan Setiawan Akhmad Yusuf Isnan Setiawan Albet, Muhammad Sakin Alfaizi, Faldin Fahza alfiana, rizka Alfina Habibatur Rahmah Ali Imron Ali Murtadho Alya Diva Juniardi Amalia Dwi Fitriani Anbiya, Bakti Fatwa Anggara, Rendy Anggun Afri Listiana Anika Musayadah Anis Malik Thoha Anissa Alvi Anjani Ayatus Sharifah Anjar Maulana Muhamad Apriliyana Apriliyana ardini, muhammad dimas Arsan Shanie Shanie Astuti, Nita Yuli Aula Dwi Zahrani Azna, Tiwi Fadlilatul Bahrul Ulum Baiti Al Ami Baiti Al Ami Bakti Fatwa Anbiya Berlian Dwi Puji Mulya Berliana Cahyani Putri Biron Najwa Royan Cahya Aulya Cantika Firghotul Khasanah de Cómputo, Escuela Superior Dian Pratiwi Dwi Istiyani Dwi Istiyani Dyna Shofi Euisya Erlina Eka Wati Erlina Farah Agustina Fajar, Arif Farhah Binti Saefudin Fatah Syukur, Fatah Fathur Rohman Fathur Rohman, Fathur Fatih Ilham Yonri Fatimah Zahrah Fauqotus Silfya Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Fihris Sa’adah Fihriz Fitriyah, Aini Gilang Dzaky Mubarak Halwani, Muhammad Ilham Hanan Musthaffiroh Hani Maftukha Hasanah, Silviatul Himmah, Khusnul Hisyam Abdullah Omar Ikhrom Ikhrom Ikhsaniatun Kamila Intan Yunita Ismutik Ismutik Ismutik Ismutik Ismutik Ismutik Jihan Nazilah Karnadi Karnadi Karnadi Karnadi Karwadi Karwadi Karwadi Karwadi Khasanah, Cantika Firghotul Khoiriyah, Ni'matul khoirunnisa, dinda Khusnia Wildan Khusnul Himmah Kotrunada, Aliza Kotrunada Lena Lena Widia Astuti Lina Nailatun Nadzifah Listiana, Anggun Afri Luthfiyah Luthfiyah Luthfiyah Luthfiyah M Rikza Chamami M. Rikza Chamami Ma'rifatun Nikmah Maghfurin, Ahmad Mahfud Junaedi Makmun Makmun Mashudi Mashudi Masruroh, Suciati Maulidiyya Najwa Balqis Azzahro Mawaddah Rahmatika Mohamad Miftah Mohammad Ridwan Mohammad Rofiq Mohammad Rofiq msthaffiroh, hanan Muhamad, Anjar Maulana Muhammad Dimas Ardini Muhammad Faza Aditama Muhammad Habib Husen Muhammad Hilmi Hifdzil Haq Muhammad Ilham Halwani Muhammad lutfi Adisty Muhammad Muhajir Muhammad Randy Muhammad Randy, Muhammad Muhammad Rofiq Mukhammad Rifaldo Musthofa Musthofa Musthofa Musthofa Musthofa Musthofa mustikasari, diyah ayu Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Mustopa Muthia, Ratna Nabila, Annisa Fara Nabila, Nabila Nadhifah, Nadhifah Naifah Naifah Naifah Naila Ulfatusy Syarifah Nailal Azkia Nailatus Sakhowa Nana Sepriyanti Nana Sepriyanti Nasikhin Nasikhin Nasikhin - Nasikhin Nasikhin Jalis Nasikhin Nasikhin Nasikhin Nasikhin Nasirudin Nasirudin Nasirudin Nasirudin Nasirudin Nasirudin Nasirudin Nasirudin, Nasirudin Neli Dian Rahmawati Nelwati, Sasmi Niswah, Sa'adatun Nita Yuli Astuti Nita Yuli Astuti Novita Siswayanti Novitasari, Mia Nur Asiyah Nur Asiyah Nur Khoiri Nur Salim NUR SALIM, NUR Nurul Inayah Nusqiyah Firdaus Zacrie Nuzula, Firda Rahmatun Panaemale, Abdul Razak Abdulraya Pandu Winata, Ade Vinna Pei-Zhuang Wang Qasem Muhammadi Raharjo Raharjo Raharjo Raharjo Ramadhani Firmansyah Wahid Restie Ramadhanti Ridwan Ridwan Ridwan Rokhmadi Rokhmadi Rosyidah Nurul Fitriyah Roya, Abdul Salsabilla, Imelia Sahda Samuel Unwakoly Septiana Millatul Aliyah Shalsabila Diah Fasha shanie, Arsan Shanie Shodiq Shodiq Siti Nudia Amburika Siti Nurhalisa Siti Nurjanah Sofa Mutohar Sofwa Kamila Sopiah Sopiah Sudjai Sudjai Supitayanti Supitayanti Supriyono, Widodo Ta'rifin, Ahmad Tria Firda Aulia Tuti Qurrotul Aini Tyas Bs Ambarwati Ulul Albab Ulul Albab Ulul Albab Ulul Albab Ulul Albab Ulya Latifatul Husna Ummi Faizah Verina Arti Kurnia Sari Vina Robi'atul Adawiyyah Waeduereh, Mustafakamal Wahyudi Wahyudi Wahyudi Wahyudi Waliyadin Waliyadin Wang, Juanduo Wartini Wartini Wibowo, Ibnu Qowi Yuanita Nurul Nisa Yunitasari, Dwi Yusuf Isnan Yusuf Isnan Setiawan, Akhmad Zahrah, Fatimah Zahro, Siti Fatimatus Zainudin bin Hassan Zainudin bin Hassan, Zainudin bin Zainudin Hasan Zulaikhah Zulaikhah