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Rekonstruksi Pendidikan Islam dalam Membingkai Pendidikan Karakter dan Dominasi Artificial Intelligence / AI Asmara, Arif Yudi; Annur, Fauzi; Azizah, Nurul
MA'ALIM: Jurnal Pendidikan Islam Vol. 6 No. 1 (2025): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v6i1.11014

Abstract

Tulisan ini bertujuan untuk mengeksplorasi secara mendalam bagaimana Pendidikan Islam itu harus direkonstruksi di tengah-tengah keterdesakan degradasi moral dan karakter yang semakin merosot. Hal menarik lainnya, tantangan yang semakin kompleks tersebut berada pada era di mana kecerdasan buatan atau Artificial Intelligence sudah sangat mendominasi kehidupan umat manusia yang pada akhirnya merubah totalitas perilaku manusia baik secara langsung maupun tidak langsung. Penelitian ini menggunakan metode kepustakaan, di mana acuan utamanya adalah mencoba menggabungkan berbagai literatur yang kemudian dianalisis dengan analisis konten. Hasil penelitian ini menunjukkan bahwa Pendidikan Islam harus memiliki komitmen yang lebih di dalam mengembangkan pendidikan akhlak, adab, maupun pendidikan karakter dengan tidak hanya berbicara ayat Al-Qur`an, namun bagaimana ayat Al-Qur`an itu bisa ditransmisikan secara pasti dan memiliki dampak yang dapat terukur di dalam kehidupan yang nyata.
Strategi Guru PAI Dalam Menanamkan Moderasi Beragama Melalui Cerita Rakyat Lokal Sekolah Dasar Implementasi Faikerganda, Yoga; Azizah, Nurul; Rosianai, Rosianai; Emelia, Deli; Salma, Ananda Rizkya
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 6 No. 2 (2025): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v6i2.1337

Abstract

Penelitian ini dilatarbelakangi oleh suatu yang konkrit didalam lingkungan sekolah guna menumbuhkan nilai-nilai dalam bermoderasi beragama. Dalam menumbuhkan nilai-nilai tersebut dibutuhkan usaha yang nyata dari semua pihak yang ada didalam lingkungan sekolah, khususnya guru bidang Pendidikan Agama Islam. Beberapa siswa yang masih belum dapat menerima adanya perbedaan didalam lingkungan sekolah (khususnya perbedaan dalam agama), rendahnya toleransi yang ada didalam lingkungan sekolah tersebut,Kementerian Agama mengkampanyekan moderasi beragama dalam lembaga pendidikan diantaranya melalui pendidikan agama Islam (PAI). Pendidikan Agama Islam dinilai memiliki porsi penting untuk membentuk sikap moderat dalam beragama. Lembaga pendidikan merupakan tempat yang sangat tepat untuk menyemai moderasi beragama mengingat beberapa tahun terakhir ini dunia pendidikan tercemar oleh paham radikalisme dan terorismePenelitian ini bertujuan untuk mengkaji tentang peluang dalam pemanfaatan cerita rakyat sebagai media paham moderasi beragama di Indonesia. Metode yang digunakan dalam penelitian ini adalah penelitian kepustakaan dengan menganalisis hasil penelitian, teks hukum, dan informasi yang berkaitan dengan paham moderasi beragama dan cerita rakyat . . Peluang tersebut dapat dirinci bahwa Indonesia mempunyai infrastruktur teknologi yang hampir merata di seluruh pelosok negeri, kaya dengan budaya dan kearifan lokal, dan memiliki sumberdaya manusia yang handal di bidang teknologi multimedia. Pada sisi lain, derasnya arus informasi yang memuat konservatisme agama melalui media online dan tayangan media televisi yang didominasi oleh paham kekerasan menjadi tantangan bagi Pemerintah Indonesia. Ideologi moderasi beragama mesti dikemas dengan kreatif dan menarik minat khalayak. Dengan demikian, paham moderasi beragama yang diharapkan kembali mendarah daging dalam kehidupan berbangsa dan bernegara
Team Assisted Individualization: Efektivitas Model Pembelajaran Cooperative Terhadap Minat Belajar Peserta Didik Nurul, Pitra Gosha Patriasya; Felgiansyah, Hauzzan; Maharany, Intan Indah; Tryadumawati, Endhah; Almira, Jeny; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.405

Abstract

The low interest and academic performance of students are often caused by the use of conventional teaching methods, differences in student backgrounds, low motivation, and a lack of flexibility in the learning process. This study aims to examine the effect of the Team Assisted Individualization (TAI) learning model on students' interest in Islamic Religious Education at SMP Negeri 23 Bandar Lampung. A quantitative approach was employed using a quasi-experimental design. The research population consisted of 250 eighth-grade students, with the sample selected randomly using the Spin the Wheel application. Class VIII F was designated as the experimental group, while Class VIII E served as the control group. Data were collected through a post-test questionnaire and analyzed using normality, homogeneity, and t-tests. The results showed that students who participated in learning through the TAI model demonstrated a higher level of interest compared to those who experienced conventional learning. This was evidenced by a significance value of 0.000 < 0.05. These findings indicate that the TAI learning model is effective in enhancing students’ learning interest. Therefore, it is recommended that teachers begin implementing models such as TAI to create a more engaging and collaborative learning environment, which can ultimately have a positive impact on overall academic achievement.
Artificial Intelligence: The Correlation Between AI Usage and Learning Interest Fauzi, Akbar; Kinasih, Putri Ayu; Damayanti, Okky; Kay, Putri Maharani; Munawaroh, Puji; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.406

Abstract

Perkembangan teknologi digital, termasuk kecerdasan buatan (AI), memberikan peluang baru dalam proses pembelajaran. Namun, pengaruhnya terhadap minat belajar mahasiswa masih belum banyak diteliti. Tujuan dari penelitian ini adalah untuk mengkaji pengaruh penerapan Artificial Intelligence (AI) terhadap tingkat minat belajar mahasiswa Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex-post facto. Sampel dalam penelitian ini adalah 81 mahasiswa PAI di UIN Raden Intan Lampung yang dipilih secara acak dari populasi 414 mahasiswa. Instrumen pengumpulan data berupa angket skala Likert yang telah divalidasi dan diuji reliabilitasnya. Data dianalisis menggunakan uji normalitas, homogenitas, linearitas, uji-t, dan uji koefisien determinasi. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara penggunaan AI dengan minat belajar mahasiswa. Uji-t menghasilkan nilai signifikansi 0,000, yang berarti terdapat pengaruh yang sangat signifikan secara statistik antara penggunaan AI dan tingkat minat belajar mahasiswa (karena p < 0,05). Nilai koefisien determinasi sebesar 33,5% menunjukkan bahwa penggunaan AI berkontribusi dalam menjelaskan variasi minat belajar mahasiswa. Temuan ini mengindikasikan bahwa AI dapat meningkatkan aspek-aspek minat belajar seperti keterlibatan, perhatian, ketertarikan, dan perasaan senang dalam belajar. Sebagai tindak lanjut, disarankan agar institusi pendidikan tinggi mengintegrasikan AI secara lebih sistematis melalui pelatihan terstruktur, pengembangan kompetensi digital, dan pembaruan kurikulum guna mendukung penerapan AI secara optimal dan berkelanjutan dalam kegiatan pembelajaran.
Learning Outcomes: How is the FERA Learning Model Experimentation in Islamic Religious Education Learning? Ranialini, Nadya; Putra, Erlando Dimas Dwi; Amelia, Eva; Istiqomah, Istiqomah; Sadiyah, Halimatus; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.413

Abstract

Teachers who frequently rely on lecturing as a teaching method often cause students to become passive in class and struggle to understand the material. As a result, student learning outcomes tend to decline. Traditional teaching models such as lectures and assignments often have minimal impact on improving students’ academic performance. This study aims to analyze the experimentation of the Focus, Explore, Reflect, Apply (FERA) learning model in enhancing students’ learning outcomes in Islamic Religious Education (PAI) at SMP Negeri 29 Bandar Lampung. The FERA learning model encourages students to be active, think critically, reflect, and apply knowledge in their daily lives. This research used a quantitative approach with a quasi-experimental design. The sample consisted of one experimental group and one control group. Data collection was carried out using a test instrument. Data analysis techniques included normality tests, homogeneity tests, and hypothesis testing.The results of the data analysis show that the FERA learning model had a significant effect on student learning outcomes. The test results yielded a significance value of 0.020. Since this value is less than the significance threshold (< 0.05), it can be concluded that there is a significant difference in the average scores between the experimental and control groups. These findings demonstrate that the use of innovative learning models such as FERA can contribute to improving students' academic performance, particularly in Islamic Religious Education.The FERA model successfully encouraged students to be more active and participative in the learning process, deepened their understanding of concepts, and fostered positive attitudes such as confidence and responsibility. This model also addresses the shortcomings of conventional teaching methods, which are often monotonous and fail to motivate students. Therefore, implementing the FERA model is highly recommended to make learning more innovative, meaningful, and aligned with Islamic educational values that emphasize reflection and the application of knowledge in daily life.This research is beneficial in helping students become more active learners, supporting teachers in selecting appropriate teaching models, and serving as a reference for other researchers in developing relevant instructional approaches.Top of Form
The Relationship between Flexible and Adaptive Behaviour Ability and Students' Tolerance Attitude: A Correlational Approach Sapitri, Vera; Nurudin, M.; Prasetyo, Muhammad Arham; Qordowi, M.Yusuf; Putra, Muhammad Hafiz; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.414

Abstract

The level of tolerance among students is an important issue in the midst of social diversity today. Flexibility and adaptability are often considered as supporting factors for tolerant attitudes. This study aims to analyse the correlation between skills in being flexible and adaptable and the level of tolerance of students at SMA Negeri 15 Bandar Lampung. The method used was quantitative correlation with a sample of 74 randomly selected respondents. Data were collected through a Likert scale questionnaire, then analysed with non-parametric tests considering the data were not normally distributed. The results of the analysis showed no significant correlation between flexibility and adaptability with tolerance (significance value above 0.05). This suggests that other factors, such as environmental influences, multicultural learning, and the cultivation of Pancasila values are more dominant in shaping tolerance. The implications of this study emphasise the need for educators to develop comprehensive character building programmes, not limited to flexibility training, but also including other dimensions such as empathy training and real social interaction. Future research is expected to explore other factors that could potentially influence students' tolerance levels, such as the role of character education, family environment, and cross-cultural experiences. In addition, it is recommended to use a mixed methods approach to gain a deeper understanding of the dynamics of tolerance attitude formation among students.
The Construction of Religious Identity Among Islamic Education Students Amid the Current of Modern Islamic Thought Nada, Nabilla Marsya; Andika, Rafi; Oktama, Pitra Arya; Ramadhan, Nurul Rahmad; Ikmalia, Nurpitri; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.415

Abstract

In today's era of globalization, shaping religious identity poses a significant challenge, particularly due to the influence of technology such as social media. Many students become negligent in performing religious practices as they get too absorbed in using social media. Additionally, the campus peer environment also plays a crucial role in shaping their character and habits, as peers can strongly influence changes in one’s attitude. Therefore, this study aims to understand how students of Islamic Religious Education (PAI) maintain a strong religious identity amid the currents of modern Islamic thought. This research employs a descriptive qualitative method and was conducted at UIN Raden Intan Lampung, involving second-semester PAI students as respondents. Data were collected through in-depth interviews using the snowball sampling technique and analyzed using the Miles & Huberman model. 1. Data Recuction 2. Data Presentation 3. Drawing Conclusions and Verivication.  The findings indicate that PAI students’ religious identity has developed positively through campus learning processes, supportive peer environments, and the wise use of social media. These results demonstrate that PAI students are capable of firmly maintaining their religious identity despite the influences of globalization and contemporary Islamic thought. This research shows that Islamic Education students have a high enthusiasm for religious teachings, are motivated to learn, and are able to use technology well. They are also open to differences, establish good social relationships, and have awareness to learn independently.
Innovations in 21st Century Education: An Experimental Investigation of the Effect of Problem Based Learning on Students’ Learning Autonomy Novita Sari, Jihan; Hiqma , Nur; Rafiki, Niken Aufa; Harahap, Nur Aisyah Finanda; Damayanti, Nirwana; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.416

Abstract

Fostering learning independence is a crucial element of the educational process. Nonetheless, many students continue to exhibit a high degree of dependency during learning. This research investigates the impact of the Problem-Based Learning (PBL) approach on the academic performance of 10th-grade students at MAN 2 Bandar Lampung in the Akidah Akhlak subject.Employing a quantitative method, the study adopts a quasi-experimental design known as the Pretest-Posttest Nonequivalent Control Group Design. The research population comprises all 310 students enrolled in the 10th grade. The class was selected using a simple random sampling method X.H as the experimental group and class X.I as the control group.Data collection was conducted using a non-test questionnaire consisting of 20 statements aligned with the indicators of self-confidence, activeness, discipline, and responsibility. Data analysis involved normality testing, homogeneity testing, and t-tests.The normality test yielded a significance value of 0.89, while the homogeneity test produced a value of 0.386, confirming that the data met the assumptions of normal distribution and homogeneity. The t-test results showed a t-value of 1.090 with 61 degrees of freedom and a significance level (Sig. 2-tailed) of 0.280 and 0.288—both exceeding the 0.05 threshold. These findings suggest that the experimental and control groups did not differ significantly in statistical terms. Given the findings that the PBL model did not significantly enhance students’ learning independence, it is recommended that educators refine the implementation of PBL by tailoring teaching strategies to the learners' needs and levels of preparedness. Providing more structured guidance is also essential. Integrating PBL with complementary learning models may further support the development of student autonomy. Additionally, schools are advised to offer professional development for teachers on effective PBL application. Future studies should consider longer implementation periods and include variables such as student motivation and the learning environment to produce more comprehensive insights
Implementing the MEA Learning Model to Foster Meaningful Learning: An Evaluation of Its Effectiveness on Student Achievement Hidayati, Ulfah; Hidayah, Fahrian Akbar; Kharisma, Kharisma; Muthmainah, Gusti Ayu Nur; Aziz, Fikri; Azizah, Nurul; Kuswanto, Riyan Terna
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.417

Abstract

This study was conducted because many students still face difficulties in learning, as the instructional methods used have not yet been implemented in ways that facilitate student understanding. Therefore, the Means-Ends Analysis (MEA) learning model was employed to guide students through a step-by-step thinking process, aiming to make it easier for them to achieve their learning goals and improve their academic performance. The purpose of this study was to examine the effect of the Means-Ends Analysis (MEA) learning model on students' learning outcomes in Islamic Religious Education (PAI) at SMA Negeri 10 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design. The sample was selected randomly, with class X.5 assigned as the experimental group and class X.1 as the control group, each consisting of 30 students. The instrument used was a multiple-choice test. The data analysis began with tests for normality and homogeneity, followed by hypothesis testing using the Independent Samples T-Test if the data were normally distributed and homogeneous, or the Mann-Whitney U Test if the data were not normally distributed, to determine the effectiveness of the MEA learning model on student learning outcomes. The normality test results indicated that the data were not normally distributed (sig. 0.000 < 0.05), so the Mann-Whitney U Test was used, yielding a value of 347.500. The homogeneity test showed that the data were homogeneous (sig. 0.309 > 0.05). The hypothesis test results revealed a significance value of 0.757 (> 0.05), indicating that there was no significant difference between the experimental and control groups. Therefore, the MEA model has not been proven effective in improving learning outcomes in Islamic Religious Education. Other contributing factors, such as student motivation and the teacher’s instructional approach, also need to be considered. The research findings suggest that the implementation of the Means-Ends Analysis (MEA) learning model did not significantly influence the improvement of students’ academic performance. This may be due to several factors, including students’ limited understanding of the steps involved in the MEA model, restricted instructional time, or suboptimal implementation by the teacher. It is suspected that the application was either not optimal or not well aligned with students’ characteristics. Therefore, it is recommended that teachers adopt instructional models that are better suited to students' needs and engage in evaluation and training efforts to enhance the quality of instruction.
Learning Cycle 9E Learning Model: How Does it Affect Students' Problem Solving Skills? Sintia, Anna; Nursilawati, Nursilawati; Deani, Pina Rama; Warastri, Niken Diah; Apita, Desma Hemaliyah; Azizah, Nurul; Susilawati, Beti
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.418

Abstract

Problem-solving skills are essential for achieving optimal learning outcomes. However, student participation in activities that develop these skills remains low, with only about 9% of students actively involved. This indicates a lack of self-confidence and a reluctance to express opinions or participate in discussions, which hinders the development of their problem-solving abilities. The Learning Cycle 9E instructional model is considered effective in enhancing these skills due to its clearly structured learning stages. This study aims to examine the effectiveness of the model in increasing student learning engagement at SMA Negeri 15 Bandar Lampung. The study employed a quantitative approach with a quasi-experimental design, involving class XII F1 as the experimental group and class XII F2 as the control group, both of which were randomly selected using the simple random sampling technique. The results of the normality test showed that the data in both groups were normally distributed (significance values of 0.077 for the experimental group and 0.647 for the control group). The t-test revealed a significance value of 0.590, indicating no significant difference between the two groups. However, students who were taught using the Learning Cycle model demonstrated better problem-solving abilities, were more engaged, and were more capable of applying their knowledge in real-life situations compared to those taught using direct instruction
Co-Authors A. Gani, A. Gani A. Suhandi AA Sudharmawan, AA Abdul Azis Abdul Mustaqim Abdul Rauf Abidin, Achmad Zaenal Abiyoga, Aries abu, ilham Achmad Samsudin Ade Eka Anggraini Ade Hidayat, Ade Ade Holis, Ade Adhiba, Eka Indira Adib Alfalah Aditiya, Nur Adiyatma, Rizki Adjar, Dinda Dwi Puspita Adriansyah, Zidan Afanin, Adilah Agus Faisal Asyha Agus Salim Agus Sunaryo Agus Susanti Agustin Tjondro , Lidya Agustina, Mona Agustina, Yofi Citra Ahdi, M Wafiyul Ahmad Farouq Mulku Zahari Ahmad Rizky Ahmad, Fauziah Ahyama Afham, Muhammad Aida Ayu Chandrawati Ainul Mardiyah, Ainul Akbar, Baso Nur Akbar, Muhammad Alif Akhmalia, Nela Al Jauzi, M Seneng Al Muthia, Muzkia Alam, Samsul Albary, Hanifah Aldi Saputra, Muhammad alfiah alfiah Alfisyahra Ali Basrah Pulungan Ali Imron Alifia, Nazhwa Aliza Putriana, Norisca Almira, Jeny Alwani, Vielsa Ikna Azzahwa Alwi Bani Rakhman, Alwi Bani Amaliya Nasucha, Juli Amanda, Friska Ambarita, Wilson Mecarlin Amelia, Alya Amelia, Diva Amelia, Eva Amelia, Ica Jehian Amin, Putri Aprilyana Idi Aminanda, Marsya Aminudin, Adam Hadiana Amran, Farizah Dhaifina Ana Ramadhayanti Ananta, Zaskia Andi Asrina Andika Aliviameita Andika Isma Andika, Rafi Andrera, Debby Ayu Andria, Vibra Munzilla Andry Akhiruyanto Angel Sirait, Grace Angel, Natasya Angga Nugraha Angge, Bagas Anggita, Dina Anggraeni, Siti Dewi Anita Lestari Annisa Abdi Ghifari Annisa Yulistia Annisa, Lydya Nur Annisak, Aviatul Ansori, Moh Anugrah, Erwin Putra Anwar, Rosyida Nurul Apita, Desma Hemaliyah Aprilian, Lucky Yoga Aprilla, Icut Aprina, Desty Rezky Apriyanto, Apriyanto Ardhani, Christina Oktavida Ardiana ARDIANSYAH ARDIANSYAH Ariefian, Novalia Arif Widagdo Arif, Ahmad Azhari Arif, Donny Arista, Nor Isnaeni Dwi Aritonang, Carnila Armayani Arnelita, Merda Arofatul B, Alfina Arroban, Aliyah Gabriella Arviansari, Nadia Ariella Arvisya O, Early Aryani, Meri As-Zahra, Annisa Mifthalia Aslam Fatkhudin Aslamiah Asmara, Arif Yudi Astina, Chairani Astri Wahyuni Astuti - Athaillah, Cayla Aulia, Dinda Aulia, Kharisma Rizki Aulia, Rhimba Aulia, Riza Auliya, Nurul Dwi Dara Auna Nida Ulhusna, Nasya Silmi Aura, Windi Az-Zahra, Devi Suraya Azis Yuliyantiningsih, Arni Azis, Awalia AZIZ, FIKRI Aziz, Iman Azizah, Alfina Amalia Azizah, Farokah Azizah, Rizka Farikh Azizah, Umi Nur Azra, Azni Azura, Natasya Azzahra, Naila Azzura, Nalita A’yun , Risqiya Qurrota Baharudin Baharudin Baharudin Bahtiar, Taufik B Bambang Sulanjari Banjarnahor, Fitri Elisabet Barus, Aldi Oktavianus Barus, Einjelia Sovany Baso, Siti Nur Azizah Sucitra Basuki, Hyan Oktodia Basuki, Nelly Venyningtias Bayu Sujadmiko, Bayu Berlianty, Carna Rizky Bisri, Kasan Brahmana, Hanasta Putri Budi Usodo Budiyarti, Dhelia Putri Budiyono Budiyono Bulan, Fan Kurniawati Sukma Cahyani, rahmawati dwi Chandra Chandra Chandra, Muhammad Rizky Choiron, Miftakhul Choirunisa, Desnita Mazaya Cholifah, Cholifah Cholifah, Siti Churironnafsi, Sajidah Citra Dewi Costu, Bayram Damanik, Ezra Damayanti, Nirwana Damayanti, Okky Daniel Happy Putra Dariana, Dariana Darmawi Daru Asmara Tugon, Titian Daty, Refty Ani Arum Daulay, Intan Maharani Daulay, Jihan Nur Alfiana Deani, Pina Rama Defi Firmansah Devianti, Adella Najla Dewi, Evi Sinta Dhewi, Deasyanti Aryani Dian Yosi Arinawati Diana Andrianita Kusumaningrum, Diana Andrianita Diana, Raden Rachmy Dianne Eka Rusmawati, Dianne Eka Didik Setiawan Didik Wahyudi Difla, Fadhilatul dihardjo, Djojo Diharjo, Djojo Dikchanio, Farren Tri Dita Febrianto Djaguna, Nurafmi Djauharoh, Djauharoh Dwina, Indri Dwitania, Erina Febi Dyah Triwahyuningtyas Edy Purwanto Ega Delva Eka Yusnaldi Eko Darwiyanto Emelia, Deli Enika Lingga, Yesna Era Octafiona Erianti, Anggie Erni Yohani Mahtuti Eti Rahmawati Evi Rinata Evianto, Rafif Fawaz Putra Evie Destiana Fadilah, Anggi Rahmah Fadli Fadli Fahrullah, A'rasi Fahrun Dama Faikerganda, Yoga Faisal Faisal, Sutan Faizah, Hanim Nur Fajriah, Nurul Fajriati, Hida Salmah Fajrin, Dewi Fortuna Falah, M. 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Luthfi Rahman, Luthfi M. Hairul M. Irfan M. Nuraminudin M. Rahmad M. Yusran S M.Indra Saputra, M.Indra Maha, Nazwa Desilhan Maharani, A. Putri Maharany, Intan Indah Mahardhika, Bimo Mahawan, Sri Mahmud Yunus Mustofa Mai Sri Lena Mainun, Ihtadat Alam Makarima Maizatri, Ranti Maladewi, Rara Tatum Sakilla Pasha Manalu, Elvrida Manalu, Sabrina Manampiring, Galih Anom Arya Zamrud Manik, Bertuah Manik, Yohana Mansyur, Muvida Manurung , Marshanda Manurung, Marshanda Mardhatillah Mario, M. Bayu Marjusa, Putri Perli Marpaung, Appuria Rotua Marsela, Shanya Martini, Neneng Marwah, Sopa Siti Mar’atuzzakiyyah, Mar’atuzzakiyyah Masrifah, Masrifah Masriyani, Siti Mastura, Alung Ummu Maulida, Indi Mayang Sari Mayangsari, Arum Mayora Hutasoit, Trides Ma’rup, Ma’rup Mei Tri Sundari Meidawati Suswandari, Meidawati Meiranda Dyah Setyawati, Iluh Meita Dhamayanti Meldayani, Susi Meysihinur, Meysihinur Minanton Mira Mira Mirahwati, Mirahwati Misbahuddin Misbahuddin Moenaqistin, Moenaqistin Mohammad Armoyu Muarief, Ghufron Muchlis, Abdul Mufida, Rima Mufidah, Zuhrotul Muflihah Muhamad Yusup MUHAMMAD ABDUL GHOFUR Muhammad Afif Muhammad Ahsanul Husna Muhammad Arif Muhammad Arifin Muhammad Gunawan Muhammad Hasan Muhammad Nasir Muhammad Nurtanto Muhammad Riduan, Muhammad Muhammad Yulis Hamidy Muhibbatun, Muhibbatun Mukhlis Mukhlis Mulyadi, Ilham Mulyeni , Sri Mumtaza, Tsaniya Munandar, Ashari Agus Munawaroh, Puji mungin eddy wibowo, mungin eddy Munib, Ahmad Muthmainah, Gusti Ayu Nur Mutmainnah Mutmainnah Muzakiyah, Nur Aini Mz, Irawan Fahrudin Nabila Vina Fairuzzahra Nada, Nabilla Marsya Nadhifah, Nadhifah Nadila, Kania Yosa Nadira Azzahra, Nadira Najah, Atin Nailatun Najwa, Ikmala Nanang Sobarna Napitupulu, Rachel Nasir Nasrullah Nasrullah Nasution, Siti Hanifah Nazira, Kiki Nazrika, Muhammad Haikal El-Khoiri Nellitawati Ngibad, Khoirul Ni Ny. Wedarthani Achintya A. Nikmah, Mamluatun Nilda Elfemi ningrum ningrum, ningrum Ningrum, Siska Widyana Ningsih, Nur Wahyu Nirwana, Ema Nirwana, Nirwana Nirwani, Ines Putri Nisa, Kurnia Khoirun Nisa’a, Siti Nurul Nita Maya Valiantien Nofaro, Reyvina Noguchi, Keiichi Novita Sari, Jihan Novita, Nurul Dwi Novitriani, Ganis Nugraha, Depi Ardian Nugraha, Eka Satya Nugraha, Hafizh Maulana Nugraini, Erna Dwi Nugroho, Bagus Nugroho, Salsadila Elsa Nupus, Dian Nur Annisa Nur Arisah Nur Cholifah, Rizki Dwi Nurachman Hanafi, Nurachman Nurafifah, Nurul Nurchamidah, Nurchamidah Nurchotimah, Aulia Sholichah Iman Nurdiana Nurdiana Nurdianzah, Erry Nurfuad, Muhamad Nurhariza, Intan Nurinsani, Jiwana Nurjannah Nurjannah Nursilawati, Nursilawati Nursyifa Nurudin, M. Nurul Amalia Nurul Febrianti Nurul Huda Nurul, Pitra Gosha Patriasya Nurullita, Dila Aulia Nuryanti, Wida Nusantara, Muhammad Khadafi Ofianto, Ofianto Oktama, Pitra Arya Oktavia, Leli Rezky Dwi Oktaviani Adhi Suciptaningsih Osya, Zahra Zeinatha Otomo, Nobuhide Otong Karyono, Otong Ovami, Debbi Chyntia Pajri, Sahrul Pakpahan, Dewi Panggabean, Dermina Octaria Paramitha Amelia Kusumawardani Pardede, Fadhylah Zaini Pasaribu, Kristin Dwi Amsari Pasaribu, Natalia Pathuddin Patriasya, Pitra Gosha Perangin-angin , Lilis Karolina Perangin-angin, Great Novie Pili, Arnila Pinem, Kesya Ananda Pipir Romadi Pitaloka, Dyah Polem, Muhammad Poppy Amalia Pradana, Hengki Hendra Pramana, M. Agung Pramugita, Michellona Erza Pranesia, Anggun Prasetiawati, Fisca Ardi Prasetyo, Muhammad Arham Prasiwi, Nikita Welandha Pratama, Maulana Rifqi Pratama, Sultan Dika Pratiwi, Anggraini Pratiwi, Shifa Prayusinar, Fadya Prayusniar, Fadya Priananda, Arya Mahardika Prihartono, Willy Pringgotomo, Gathut Purba, Melani Purnama, Ega Bagus Purnomo, Yuli Endah Ferawaty Puspawati, Banatul Hanidar Puspita, Anggun Amelia Putra, Erlando Dimas Dwi Putra, Muhammad Hafiz Putra, Novel Widya Putra, Oktavian Eka Putri Azzahroh Putri Dinanti, Sevina Putri Putri, Putri Putri Susanti Putri Widyawati, Novia Putri, Adela Friska Putri, Adis Aprilia Putri, Arya Pratama Sagita Putri, Dia Ananda Putri, Esha Aulia Septia Putri, Nindya Angelina Putri, Rischa Dwi Putri, Zhicra Nabilla Qalbi, Nur Qhoirunnisa, Oktavia Nur Qiftiyah, Khoirotul Qinanthi, Nachua Qolbi, Febryan Ainun Qordowi, M.Yusuf Rabbani, Laksamana Aditya Hanif Rabiatul Adawiah Rachmin Munadi Raden Tina Dewi Judistiani Rafhani Rosyidah Rafiah, Siti Rafika Sari Rafiki, Niken Aufa Rahayu, Ramadhani Sri Rahma, Aulia Rahma, Nabila Ainur Rahman, Rifqi Aulia Rahmatullah, Ilham Rahmawati Patta, Rahmawati Rahmawati, Dita Rahmawati, Niken Rahmawati, Sri Andlina Rahmi Holinesti RajaGukguk, Rini Rakanita Dyah Ayu Kinesti, Rakanita Dyah Ayu rakhmawati, ita Ramadani, Ade Ramadani, Fadilla Aura Ramadhan, Ahmad Faisal Ramadhan, Nurul Rahmad Ramadhani, Nanda Rezky Ramasari, Kamilia Luthfiyah Rani, Maya Ranialini , Nadya Ranialini, Nadya Rawati, I Reggiana, Irfazanty Renjani, Fitri Reski, Nur Fadilah Retnawati, Putri Riana Riana, Riana Riang Tati, Andi Dewi Ricky Angga Ariska, Ricky Angga Ridhoni, Akhmad Zaki Rimi Gusliana Mais Rimonda, Rubi Risawatie, Risawatie Risqi Dewi Aisyah Riswira, Riswira Rita Lefrida Ritonga, Alda Kahfifah Ritonga, Jihan Anisah Ritonga, Magdalena Ritonga Riza Rahmawati Rizqia, Laili Fitri Rohana, Tatang Rohmah, Dewi Romadhon, Muhammad Fadhil Romasta Tambunan, Laura Rosada, Ida Rosianai, Rosianai Rosyad, Ali Miftakhu Rosyida, Nadya Ilma Rosyidah, Rafhani Rudyani, Azalia Kartika Ruhban, Andi Rusdyati, Tutik Rustam, Andi Ruswandi, Uus Ruswanto, Ruswanto S Siswanto S.Pd. M Kes I Ketut Sudiana . Sa'diyah, Halimah SADIYAH, HALIMATUS Sagala, Riandi Sagita Putri, Arya Pratama SAHLAN, MUHAMAD Sai'dy, Sai'dy Saiful Bahri Saleh, Sitti Fithriani Salma, Ananda Rizkya Salsabila, Feby Najwa Sani, Choirun Nisa Nur Sani, Falah Aulia Santera, Teri Sapitri, Vera Saputra, Ahmad Bayu Saputra, Ifan Dwi Saputra, M. 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