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Hanun Asrohah

Universitas Islam Negeri Sunan Ampel

Author-ID : 235440

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Mewujudkan Perilaku Kolekstif;: Pengembangan Pendidikan Akhlak di Kelas dalam Perspektif â€œPilihan Rasionalâ€ Asrohah, Hanun
JOIES (Journal of Islamic Education Studies) Vol. 1 No. 1 (2016): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2016.1.1.1-24

Islamic education aims to establish students` moral, which should be developed in the classroom. Students` behavior is determined by values that understood and maintained together through interaction in the class. Various perspectives on human behavior and actions have been discoursed by experts of Islamic theology, Muslim philosophers, and other scholars, such as al-Mawardi and IbnTaymiyya. This paper will discuss the perspective of Rational Choice in Sociology of Education about the formation of the learners` behavior. According to Rational choice, classroom learning is the accumulation of the goal. Various actions of learners in learning are not only determined by the purpose of learning, but also other purposes, such as the objectives of individual learners. Learners in the class action are also based on the consideration of uses, such as to get high scores or praise. In learning, achievement of learning objectives depends on the ability of learners which lead to a probability, such as the possibility of getting high or low value. Learning is based on rational purpose and usefulness in accordance with the purpose of education, will lead to satisfactory academic results. The individual rational action depends on the perception and recognition of learners. The action was carried out together in the classroom and together will form the desired pattern of actions and behavior. The pattern of actions and behaviors can escalate into patterns of values and morality in relationships in the classroom. Thus, the rational choice theory can be used as the basis of formation of character in a class that is also a reflection of the wider community.

The Relationship Between Kiai and Santri from the Perspective of Symbolic Interactionism in Madura Hanun Asrohah; Ismail Ismail
Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 1 (2026): Jurnal Studi Pendidikan Agama Islam
Publisher : Pascasarjana IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jspai.v2i1.1733

The relationship between kiai and santri at Islamic boarding schools (pesantren) in Madura represents a strategically significant social phenomenon for academic inquiry, given the profound influence of the kiai in shaping the character, values, and identity of santri with broad implications for Madurese social order. Nevertheless, the dynamics of this relationship have not been fully explored through adequate theoretical frameworks, particularly from a symbolic interactionism perspective. This study aims to identify interactional symbols in the kiai-santri relationship, describe the internalization of pesantren values through symbolic media and examine the construction of santri identity as a product of meaning negotiation in interaction with the kiai. This research employs a qualitative approach with an ethnographic design, conducted at three pesantren in Pamekasan and Sumenep Regencies, Madura, through participatory observation, in-depth interviews, and documentary study. The findings reveal three key outcomes: first, kiai charisma is socially constructed through material, linguistic, and ritualistic symbols; second, pesantren values are internalized through symbolic pedagogy encompassing ngaji practice, collective obedience rituals, and body language; and third, santri identity is formed through three phases adoption, negotiation, and consolidation resulting in a hybrid identity. This research contributes to the development of pesantren sociology grounded in Mead and Blumer's symbolic interactionism theory.

Socio-Physical and Spiritual Environment (SPaSE) Model For Religious Moderation in Madrasa Hanun Asrohah; Junaedi; Iskandar Ritonga
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 1 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i1.111

This research examines the role of the Socio-Physical and Spiritual Environments (SPaSE) Model in developing religious moderation. PLS-SEM (Partial Least Square- Structural Equational Models) was used for this study to create a Social, Physical, and Spiritual Environments (SPaSE) Model for developing attitudes toward religious moderation. SEM is used in statistical techniques that measure the strength of the hypothetical relationship between variables in a model as a structure with many dependent variables. This research found that the SPaSE model represents a holistic madrasa environment with mutual relationships. In a social space, a transfer of values instills attitudes to being a good citizen. A positive social environment can promote students' social and emotional learning development to prevent intolerant behavior. Prevention may involve the physical environment, namely learning facilities, which become information about attitudes, values, and ethics in Islam compatible with a pluralistic society and prevent extremism and radicalism. The spiritual environment, as mediation and legitimacy, influences the worldview of a large group of people. This research concludes that the social, physical, and spiritual environment is significantly related to religious moderation attitudes in madrasas. The SPaSE model illustrates that students can gain specific meanings and identities through social interaction assisted by the values of religious moderation. The values of religious moderation that originate from Islam are the doctrines or teachings of Islam as a spiritual environment that is accustomed through social interaction and learning facilities. The SPaSE model is very important in madrasahs because it can promote attitudes and perspectives of religious moderation in madrasahs.

TRANSFORMING COMMUNITY-BASED MADRASAS IN THE DIGITAL ERA M. Amin Hasan; Hanun Asrohah; Keith Thong
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i2.4692

Madrasah transformation is a long-term process requiring collective support from various stakeholders as essential social capital. Active community involvement is a key strategy for sustainable reform. This study aims to analyze the influence of community participation levels on the scale of organizational and digital transformation within madrasahs to ensure they thrive in the Society 5.0 era. The methodology employs Participatory Action Research (PAR) using a multi-case study design across four madrasahs. Findings indicate that community participation can be categorized into four levels: informing, involving, participating, and leading. The depth of this support determines the scale of organizational transformation at micro, institutional, and macro levels. Furthermore, the level of community engagement correlates directly with technological maturity, distinguishing digital transformation stages into predigital, digitally mature, and post-digital transformation. The primary findings reveal that higher levels of community participation are strongly linked to accelerated organizational and digital shifts. This demonstrates that community synergy serves as the main driver in creating educational institutions that are adaptive to the integration of technology and human values in the future. Keywords: Community Engagement; Organizational Transformation; Digital Transformation. Abstrak Transformasi madrasah merupakan proses panjang yang membutuhkan dukungan kolektif dari berbagai pemangku kepentingan sebagai modal sosial utama. Keterlibatan aktif komunitas secara keseluruhan merupakan strategi kunci untuk reformasi berkelanjutan. Penelitian ini bertujuan untuk menganalisis pengaruh tingkat partisipasi masyarakat terhadap skala transformasi organisasi dan digital madrasah agar mampu berkembang di era Society 5.0. Metode yang digunakan adalah Participatory Action Research dengan desain studi multi-kasus pada empat madrasah. Hasil penelitian menunjukkan bahwa partisipasi masyarakat dikategorikan menjadi empat tingkatan: memberi informasi, melibatkan, berpartisipasi, dan memimpin. Tingkat dukungan tersebut menentukan skala transformasi organisasi pada level mikro, institusional, dan makro. Selain itu, kedalaman keterlibatan masyarakat berkorelasi langsung dengan kematangan teknologi, yang membedakan tahapan transformasi digital menjadi: pra-digital, digital matang, dan pasca-transformasi digital. Temuan utama mengungkapkan bahwa semakin tinggi tingkat partisipasi masyarakat, semakin kuat akselerasi transformasi organisasi dan digital di madrasah. Hal ini membuktikan bahwa sinergi komunitas adalah penggerak utama dalam mewujudkan institusi pendidikan yang adaptif terhadap integrasi teknologi dan nilai kemanusiaan di masa depan. Kata kunci: Keterlibatan Komunitas; Transformasi Organisasi; Transformasi Digital.

ANALISIS PROSES PERENCANAAN PROGRAM PENDIDIKAN DI DINAS PENDIDIKAN PROVINSI JAWA TIMUR Haifa’ Haifa’; Muhammad Nuril Huda; Hanun Asrohah; Anindya Palmitraazzah
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2424

This study aims to analyze the process of educational program planning at the Provincial Education Office of East Java. The focus of the study includes the general overview of educational program planning, the planning process and its stages, the role of stakeholders, the challenges encountered, and innovations in planning. This research employs a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation. The results show that the educational program planning process has been carried out systematically through several stages, including needs identification, data collection, program prioritization, and budgeting. Stakeholders, such as educational institutions and local government, play a significant role in contributing data and input in the planning process. However, several challenges remain, including incomplete or outdated data and suboptimal coordination among stakeholders. To address these issues, the Education Office has implemented various strategies, such as improving coordination and utilizing digital-based information systems in planning. These innovations are expected to enhance the effectiveness and efficiency of educational program planning in the future.

Integrating Strategic Planning, Distributed Leadership, and Innovation-Driven Technologies for School Improvement Hamidatul Afifati Fauziah; Nurhana Fakhriyah Imtinan; Hanun Asrohah; Ali Mustofa
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol 17 No 01 (2026): March
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62730/ypg0wn32

This study aims to analyze the integration of strategic planning, distributed leadership, and innovation-driven technology in improving school quality in the era of digital transformation. The research employs a qualitative approach using a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, ERIC, and Google Scholar databases covering publications from 2015 to 2025. The selection process involved identification, screening, eligibility assessment, and inclusion based on relevance, academic contribution, and alignment with the research focus. The data were analyzed using thematic synthesis to identify patterns, key themes, and conceptual relationships among the selected studies. The findings indicate that sustainable school improvement cannot be achieved through isolated approaches but requires the integration of three core elements: strategic planning as institutional direction, distributed leadership as a collaborative mechanism, and innovation-driven technology as an accelerator of transformation. These elements are mutually reinforcing in enhancing schools’ adaptive capacity to global educational changes. Based on the synthesis, this study proposes “The Nexus of School Improvement” as a conceptual framework that explains the synergistic relationship among the three dimensions. The study contributes theoretically to the development of educational management literature and offers practical implications for policymakers and school leaders in designing sustainable, collaborative, and digitally driven school improvement strategies.

Tantangan Implementasi Coding dan Artificial Intelligence dalam Kurikulum Nasional: Perspektif Keadilan dan Kesiapan Pembelajaran Hilmy Shalahudin Nasyor; Nur Marliza Rahmi Afdinillah; Husniyatus Salamah Zainiyati; Hanun Asrohah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2886

The Indonesian government has included coding and AI in the national curriculum to improve students' digital literacy, but there are obstacles to implementation in disadvantaged areas. This journal aims to identify barriers ranging from technological infrastructure readiness and teacher competence to socio-cultural aspects that affect the implementation of coding and AI learning in disadvantaged areas. The method used is a qualitative literature study with thematic analysis of various reliable sources to obtain a comprehensive overview and strategic solutions. The results show that limited electricity, internet access, and technological devices are the main obstacles, accompanied by a lack of teacher training and a curriculum that is not adaptive to local conditions. In addition, the gap in students' digital literacy and socio-cultural attitudes are also hindering factors. The gap between the idealism of national policy and the reality on the ground is an important focus that has not been studied in depth. Previous studies have mostly described general obstacles without taking into account the specific geographical and socioeconomic factors of disadvantaged areas. Contextual implementation strategies, intensive teacher training, optimization of alternative infrastructure, and the involvement of various stakeholders are considered key to the successful equitable distribution of technology learning in disadvantaged areas. This study makes an important contribution to the development of inclusive and equitable technology education in Indonesia.

Dari Edukasi Ke Aksi:Transformasi Sekolah Menuju Adiwiyata Berkelanjutan di MTSN 11 Jombang Nurul Muayyadah; Nuril Ummi Hamdi; Hanun Asrohah; Ali Mustofa; Lilik Huriyah; Nur Fitriatin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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Abstract: Sustainability issues have become a global agenda, demanding a strategic role for the education sector in building pro-environmental awareness and behavior. The Adiwiyata Program is an Indonesian government policy aimed at systematically and sustainably instilling environmental values in educational institutions. However, studies examining the holistic process of school transformation from education to ecological action and the formation of a sustainable school culture are still relatively limited, particularly in the context of Islamic schools (madrasahs). This study aims to analyze in depth the transformation process of MTsN 11 Jombang in implementing the Sustainable Adiwiyata Program to achieve the National Adiwiyata School designation. The study used a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation studies with the madrasah principal, Adiwiyata mentors, teachers, and Adiwiyata cadres. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that the transformation of MTsN 11 Jombang took place gradually and systematically through strengthening environmentally conscious madrasah policies, integrating environmental values into the curriculum and learning, developing environmental actions based on the participation of madrasah residents, and providing environmentally friendly facilities and infrastructure. This process was supported by the commitment of the leadership, the active involvement of madrasah residents, and collaboration with external stakeholders. This transformation resulted in the formation of an ecological madrasah culture and increased pro-environmental behavior of students. This study provides empirical and practical contributions in the form of a sustainable Adiwiyata madrasah transformation model that can be replicated in similar educational units. Keywords: environmental education; Adiwiyata; sustainability; school culture; madrasah Abstrak: Isu keberlanjutan telah menjadi agenda global yang menuntut peran strategis sektor pendidikan dalam membangun kesadaran dan perilaku pro-lingkungan. Program Adiwiyata merupakan salah satu kebijakan pemerintah Indonesia yang bertujuan menanamkan nilai-nilai kepedulian lingkungan secara sistematis dan berkelanjutan di satuan pendidikan. Namun, kajian yang mengulas proses transformasi sekolah secara holistik dari edukasi menuju aksi ekologis dan pembentukan budaya sekolah berkelanjutan masih relatif terbatas, khususnya pada konteks madrasah. Penelitian ini bertujuan untuk menganalisis secara mendalam proses transformasi MTsN 11 Jombang dalam mengimplementasikan Program Adiwiyata Berkelanjutan hingga memperoleh predikat Sekolah Adiwiyata Nasional. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan studi dokumentasi terhadap kepala madrasah, pembina Adiwiyata, guru, serta kader Adiwiyata. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldana melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa transformasi MTsN 11 Jombang berlangsung secara bertahap dan sistematis melalui penguatan kebijakan madrasah berwawasan lingkungan, integrasi nilai lingkungan dalam kurikulum dan pembelajaran, pengembangan aksi lingkungan berbasis partisipasi warga madrasah, serta penyediaan sarana prasarana ramah lingkungan. Proses ini didukung oleh komitmen pimpinan, keterlibatan aktif warga madrasah, serta kolaborasi dengan pemangku kepentingan eksternal. Transformasi tersebut berdampak pada terbentuknya budaya madrasah yang ekologis dan peningkatan perilaku pro-lingkungan peserta didik. Penelitian ini memberikan kontribusi empiris dan praktis berupa model transformasi madrasah Adiwiyata berkelanjutan yang dapat direplikasi pada satuan pendidikan sejenis. Kata kunci: pendidikan lingkungan; Adiwiyata; keberlanjutan; budaya sekolah; madrasah

Penguatan Iklim Madrasah Unggulan melalui Pendampingan Implementasi Strategi Disiplin Positif M. Amin; Hanun Asrohah; Febriarsita Eka Sasmita
AlMurtado Journal of Social Innovation and Community Service Vol 1 No 01 (2024): Sinergi Ilmu dan Nilai: Pengembangan Komprehensif untuk Masyarakat Berdaya
Publisher : BAMALA Institute

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Iklim madrasah merupakan salah satu faktor penting dalam mewujudkan madrasah unggulan melalui penguatan budaya organisasi dan pembentukan karakter peserta didik. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat iklim madrasah unggulan melalui implementasi strategi disiplin positif di MI Ma'arif NU Bebekan Sidoarjo. Kegiatan dilaksanakan menggunakan pendekatan Participatory Action Learning (PAL) yang meliputi identifikasi kebutuhan, penguatan kapasitas, pendampingan implementasi, serta monitoring dan evaluasi. Sasaran kegiatan adalah kepala madrasah, guru, dan tenaga kependidikan. Hasil pengabdian menunjukkan bahwa pendampingan meningkatkan pemahaman peserta mengenai strategi disiplin positif serta menghasilkan Rencana Tindak Lanjut (RTL) sebagai pedoman implementasi program. Implementasi RTL mendorong terbentuknya berbagai pembiasaan positif, seperti penyambutan peserta didik, komunikasi positif, penguatan budaya religius, layanan konseling, pelibatan orang tua, dan pengembangan program karakter. Program tersebut berkontribusi terhadap penguatan budaya positif, peningkatan kolaborasi warga madrasah, dan terciptanya lingkungan belajar yang lebih kondusif. Dengan demikian, strategi disiplin positif dapat menjadi pendekatan yang efektif dalam memperkuat iklim madrasah unggulan melalui keterlibatan aktif seluruh warga madrasah dan pelaksanaan program yang berkelanjutan.

Pendampingan Implementasi Program Transformasi Digital untuk Mewujudkan Madrasah Unggul di MA Unggulan KH. Abd. Wahab Hasbulloh Jombang M. Amin; Hanun Asrohah; Febriarsita Eka Sasmita
AlMurtado Journal of Social Innovation and Community Service Vol 1 No 02 (2024): Transformasi Pendidikan Keagamaan di Era Society 5.0
Publisher : BAMALA Institute

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Transformasi digital merupakan agenda strategis bagi madrasah untuk meningkatkan daya saing dan kualitas layanan pendidikan di era disrupsi. Artikel ini bertujuan mendeskripsikan implementasi pendampingan program transformasi digital untuk mewujudkan madrasah unggul di MA Unggulan KH. Abd. Wahab Hasbulloh Jombang. Menggunakan pendekatan Participatory Action Learning (PAL), kegiatan ini melibatkan kepala madrasah, guru, tenaga kependidikan, dan peserta didik dalam serangkaian proses mulai dari identifikasi kebutuhan, penyusunan peta jalan (roadmap) strategis, hingga implementasi program. Hasil pengabdian menunjukkan bahwa pendampingan berhasil mengintegrasikan berbagai inovasi digital, seperti digitalisasi pembelajaran, penguatan tata kelola administrasi berbasis data, optimalisasi digital branding melalui media sosial, serta peningkatan kompetensi digital guru dan peserta didik. Pendekatan pendampingan yang partisipatif terbukti efektif mendorong perubahan budaya kerja yang adaptif, inovatif, dan berkelanjutan. Model ini memberikan kontribusi praktis sebagai strategi implementasi transformasi digital yang sistematis bagi madrasah lain, sekaligus menegaskan bahwa keberhasilan digitalisasi kelembagaan bergantung pada sinergi antara kepemimpinan visioner, penguatan kapasitas sumber daya manusia, dan pengembangan ekosistem digital yang terpadu.

Co-Authors Adibah, Dawi Farah Agustina Tarik, Atika Ahmad Sahilul Albaab Ahsantudhonni, Ahsantudhonni Akh. Syaiful Rijal Akh. Syaiful Rijal, Akh. Syaiful Albaab, Ahmad Sahilul Ali Mustofa Almas Sharfina ‘Alaniah Amin Putri, Rokhmatul Khoiro Anastasya Rahma Nur Faizah Anindya Palmitraazzah Arif Mansyuri Awaluddin, Rizky â€˜Alaniah, Almas Sharfina Balqisa Ratu Nata Bina Prima Panggayuh Bina Prima Panggayuh Cynthia Llanes Dawi Farah Adibah Desi Ariyani Diana, Alfi Elma Ebta Sitanggang Eka Dewi, Febianita Ely Fitriani Erfin Walida Rahmania Evi Fatimatur Rusydiyah Febriarsita Eka Sasmita Haifa’ Haifa’ Hamidah . Hamidatul Afifati Fauziah Hanifah, Alif Nur Haq, Nadya Isabel Hilmy Shalahudin Nasyor Husniyatus Salamah Zainiyati Iksan Iksan Ilma, Labibah Sayaka Ilya Musfiah Iskandar Ritonga Ismail Ismail Ismaniyah, Farihatul Jamilatus Zahroh Junaedi Junaedi Junaedi, Junaedi Keith Thong Khoiriyah, Niswatin Kunawi Basyir Lilik Huriyah M. Ahim Sulthan Nuruddaroini M. Amin M. Amin Hasan M.Ahmad Jamaluddin zamzami Ma'Fazah, Hikmatul Machfud Bachtiyar Makhsun, Toha Malyuna, Sita Isna Mashudi Mashudi Maziyah, Nailatus Sa’adah Moh. Rifqi Rahman Muhammad Nuril Huda Muhammad Nuril Huda Muhammad Thohir Naja, Anang Darun Najiyah, Siti Firqo Nashrullah, Nashrullah Nisa, Zakiyatul Nissa, Kharisma Alfun Nitoqoin, Dzatan Noor Shania Qurratina Nur Fitriatin Nur Kholis Nur Kholis Nur Marliza Rahmi Afdinillah Nurhana Fakhriyah Imtinan Nuril Ummi Hamdi Nuruddaroini, M. Ahim Sulthan Nurul Muayyadah Prasetia, Senata Adi Puspita Handayani Putri Habibillah Putri, Rokhmatul Khoiro Amin Qurratina, Noor Shania Rahayu, Indah Rahmania Azis, Annisa Rahmawati, Kiki Anita Ramadhan, Ahmad Dimas Rini Saputri Riyazati, Shushmittha Rizky Awaluddin Rokhmatul Khoiro Amin Putri Rubaidi Saidah, Anis Sari Idayatni Shushmittha Riyazati Siti Amaliati Siti Amaliati, Siti Siti Khumairotul Lutfiyah Syaiful Arif Tatag Satria Praja Tsuyoshi Usagawa, Tsuyoshi Ulul Azmi Nur Rohmatulloh Umi Sarah Nafi’ah Darojat Vachruddin, Vrisko Putra Widadi, Ahmad Setyo Widiyastutik, Dini Yunita, Ita Zakiyatul Nisa

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