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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Teknik Industri Jurnal Bestari Widya Warta Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Tadris: Jurnal keguruan dan Ilmu Tarbiyah AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis JINOP (Jurnal Inovasi Pembelajaran) JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Penelitian Pendidikan IPA (JPPIPA) BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks Jurnal Ulul Albab JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT MEJ (Mathematics Education Journal) Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Learning Reformation in Elementary Education West Science Journal Economic and Entrepreneurship Assyfa Learning Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education) Dinamika Rekasatwa: Jurnal Ilmiah (e-Journal) JURNAL FLOBAMORATA MENGABDI Jurnal Pendidikan MIPA Assyfa Journal of Multidisciplinary Education Jurnal Didaktik Matematika
Dwi Priyo Utomo
Universitas Muhammadiyah Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Physics Social Sciences Other

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TOWARD A GOLDEN STANDARD OF EDUCATION: CONSTRUCTING THE OUTSTANDING SCHOOL MODEL IN MUHAMMADIYAH INSTITUTIONS Mumthaza, Silwana; Utomo, Dwi Priyo; Purwanti, Elly; Pantiwati, Yuni; Rahardjanto, Abdulkadir
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.54275

Abstract

Variations in institutional quality indicate the absence of a coherent and standardized framework for defining school excellence. Muhammadiyah has extensive contribution schools in Indonesia. Offers an integrative Outstanding School Model of Muhammadiyah as a strategic framework for achieving a golden standard in future-oriented education. The novelty of this study lies in the integration of Islamic values and future competencies into a unified Outstanding School Model of Muhammadiyah, which is further aligned with a real-world school evaluation system to establish a standardized framework for educational excellence. This study employs a qualitative design-based approach by integrating systematic literature review and document analysis to develop an Outstanding School Model of Muhammadiyah. The findings reveal that, although the MFS instrument is structurally comprehensive, it remains conceptually fragmented. Through thematic and quantitative analysis, its components are reorganized into four core dimensions: academic excellence, Islamic character (Al-Islam and Kemuhammadiyahan), future skills, and institutional quality. The results also indicate an imbalance in indicator distribution, with a strong emphasis on institutional aspects and limited integration of future-oriented competencies. The transformation of an existing evaluation system into a coherent and integrative framework that aligns Islamic educational values with global competencies. Furthermore, the model is aligned with SDG 4 Quality Education, reinforcing its relevance within global educational discourse. This study contributes by providing a standardized reference for improving school quality and guiding the development of Muhammadiyah education toward a sustainable and future-ready paradigm.
Improving Mathematics Teachers' Competence Through a Technological Pedagogical Content Knowledge Model Assisted by Microsoft Mathematics Masdelima Sormin; Yus Mochammad Cholily; Dwi Priyo Utomo; Baiduri Baiduri; Riski Baroroh; Elisa Elisa
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14278

Abstract

This study aims to improve the professional competence of Mathematics teachers in the Teacher Professional Program (PPG) through the application of the Technological Pedagogical Content Knowledge (TPACK) model assisted by Microsoft Mathematics. This research is a classroom action research (CAR) conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The subjects of this study were 16 in-service PPG participants who are mathematics teachers, selected using purposive sampling technique. Data were collected through teacher professional competence tests and teacher activity observation sheets. Data analysis was performed quantitatively using descriptive statistics and qualitatively using interactive analysis techniques. The results showed that in Cycle I, the completion rate of the teacher professional competence test only reached 50% (8 out of 16 teachers passed) with a percentage of teacher activity observation of 62.5%, which had not met the success indicator (≥80%). After reflection and improvement in Cycle II, the completion rate of the teacher professional competence test increased to 81.25% (13 out of 16 teachers passed) with the percentage of teacher activity observation reaching 83.62%. The improvement in professional competence from Cycle I to Cycle II was 31.25%, while the improvement in teacher activity was 21.12%. These results indicate that the TPACK model assisted by Microsoft Mathematics is effective in improving teachers' understanding of the material, pedagogical abilities, and the integration of technology in mathematics learning. The Technological Pedagogical Content Knowledge (TPACK) model assisted by Microsoft Mathematics has proven to be effective and successful in improving the professional competence of Mathematics teachers in the Teacher Professional Program (PPG). The application of this model is recommended as an alternative strategy for sustainable professional development for mathematics teachers.
Workshop Program Sekolah Tangguh: Penguatan Pendidikan Karakter Berbasis Kolaborasi Komunitas Belajar bagi Guru Kusnaini Kusnaini; Dwi Priyo Utomo; Nana Liesdiana
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2039

Abstract

Teachers need skills in understanding, designing, and implementing character-based learning that is aligned with the Merdeka Curriculum and the eight dimensions of the Pancasila Student Profile. This community service activity aimed to improve teachers’ competence in integrating character education through the Resilient School Program based on learning community collaboration. The activity was conducted offline for two weeks at SD Negeri Wonorejo 1, SD Negeri Wonorejo 2, and SD Negeri Wonorejo 4 in Malang City, involving 45 teachers as participants. The implementation method used a collaborative participatory approach through the stages of needs analysis, program planning, workshop implementation, evaluation, and follow-up. Data were collected through observation, pre-test and post-test, documentation, and reflective discussions, and were analyzed using descriptive quantitative and qualitative methods. The results showed an improvement in teachers’ competence across all indicators, including understanding the concept of character education, the ability to develop lesson plans or teaching modules integrated with character values, and the implementation of collaborative learning based on character education. The average increase in teachers’ competence reached 68.7%, which was categorized as high, with the highest improvement found in the collaborative learning implementation indicator at 76.1%. These findings indicate that teacher learning communities are effective as spaces for reflection, sharing best practices, and continuous professional development.
Penerapan Konsep Pembelajaran Mendalam Berbasis Budaya Lokal Melalui Workshop Guru Matematika Sebagai Upaya Peningkatan Kemampuan Berpikir Kritis Siswa Agustin Fatmawati; Dwi Priyo Utomo; St. Muthmainnah Yusuf; Masdelima Azizah Sormin
Jurnal Flobamorata Mengabdi Vol. 4 No. 1 (2026): JURNAL FLOBAMORATA MENGABDI
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jfm.v4i1.2979

Abstract

Abstrak: Kupang merupakan ibukota Provinsi Nusa Tenggara Timur yang memiliki budaya lokal yang perlu dilestarikan. Upaya ini dapat dilakukan melalui dunia pendidikan. Kegiatan ini bertujuan untuk mendorong kompetensi guru matematika dalam menerapkan pembelajaran matematika yang menggunakan pembelajaran mendalam serta berbasis budaya lokal sebagai upaya untuk meningkatkan kemampuan berpikir kritis siswa. Kegiatan dilaksanakan dalam bentuk workshop selama dua hari dan melibatkan 10 orang guru matematika di Kota Kupang. Metode yang digunakan meliputi pemberian materi konseptual, diskusi, praktek perancangan pembelajaran serta refleksi. Instrumen pengumpulan data terdiri atas tes, angket respon dan wawancara semi terstruktur. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru mengenai penerapan pembelajaran mendalam berbasis budaya lokal dengan rata-rata skor pretest 71 dan rata-rata hasil posttest 82,3. Hasil angket menunjukkan respon guru berada pada kategori sangat baik dengan rata-rata skor 4,56. Hal ini mengindikasikan bahwa workshop dinilai relevan, bermanfaat, dan sesuai dengan kebutuhan pembelajaran matematika. Hasil wawancara mengungkapkan bahwa guru menjadi lebih percaya diri dalam merancang pembelajaran yang kontekstual, aktif dan berorientasi pada kemampuan berpikir kritis siswa melalui integrasi budaya lokal. Meskipun demikian, guru juga mengidentifikasi keterbatasan waktu dan perlunya pendampingan lanjutan sebagai tantangan dalam implementasi. Abstract: Kupang, the capital of East Nusa Tenggara Province, boasts a rich local culture that deserves preservation. This can be achieved through education. This activity aims to improve mathematics teachers' competency in implementing mathematics learning using in-depth learning and based on local culture as an effort to improve students' critical thinking skills. The activity was carried out as a two-day workshop and involved 10 mathematics teachers in Kupang City. The methods used included providing conceptual material, discussions, learning design practices, and reflection. Data collection instruments consisted of tests, response questionnaires, and semi-structured interviews. The results of the activity showed an increase in teachers' understanding of the application of in-depth learning based on local culture with an average pretest score of 71 and an average posttest result of 82.3. The questionnaire results showed that teachers' responses were in the very good category with an average score of 4.56. This indicates that the workshop was considered relevant, useful, and appropriate to the needs of mathematics learning. The interview results revealed that teachers became more confident in designing contextual, active, and critical thinking-oriented learning through the integration of local culture. However, teachers also identified time constraints and the need for further mentoring as challenges in implementation.
PENDAMPINGAN PEMANFAATAN AUGMENTED DAN VIRTUAL REALITY DALAM PEMBELAJARAN UNTUK MENDUKUNG KOMPETENSI TPACK GURU SMA Octavina Rizky Utami Putri; Zukhrufurrohmah Zukhrufurrohmah; Alfiani Athma Putri Rosyadi; Mohammad Syaifuddin; Dwi Priyo Utomo
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 5 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i5.1959-1969

Abstract

Teknologi seringkali digunakan sebagai alat untuk presentasi dalam pembelajaran. Keselarasan teknologi, pedagogi, dan konten materi belum terintegrasi secara holistik untuk membangun keterlibatan siswa di kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung kompetensi Technological Pedagogical Content Knowledge (TPACK) guru SMA melalui pendampingan pemanfaatan Augmented Reality (AR) dan Virtual Reality (VR) dalam pembelajaran. Kegiatan ini dilaksanakan pada salah satu SMA Muhammadiyah di Jawa Timur dengan peserta delapan guru. Kegiatan dengan pendekatan partisipatif ini dilaksanakan dengan tahap penyediaan perangkat AR dan VR, penyediaan bahan panduan praktis, pelatihan pembelajaran digital, workshop integrasi AR dan VR, pendampingan penyusunan perencanaan pembelajaran berbasis AR dan VR, serta evaluasi. Data dikumpulkan melalui angket dan wawancara yang dianalisis secara kuantitatif dan kualitatif. Hasil kegiatan menunjukkan bahwa 87,50% guru memberikan respon positif terhadap pelaksanaan kegiatan dan mencapai pemahaman TPACK yang lebih baik melalui integrasi AR dan VR dalam pembelajaran. Kegiatan ini juga meningkatkan kepercayaan diri guru dalam merancang pembelajaran berbasis teknologi Ar dan VR serta berkontribusi terhadap pengembangan ilmu pendidikan dengan menunjukkan bahwa teknologi imersif seperti AR dan VR efektif dalam mendukung pembelajaran yang interaktif, kontekstual, dan berpusat pada peserta didik
Adaptive-Contextual Differentiated Instruction in Post-Disaster Schools: Teachers’ Perceptions and Pedagogical Negotiation Hidayati Hidayati; Dwi Priyo Utomo; Eko Susetyorini; Syafril Syafril; Dian Eka Mayasari Sri Wahyuni
Ulul Albab: Majalah Universitas Muhammadiyah Mataram Vol 30, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jua.v30i2.41138

Abstract

This study aimed to analyze teachers’ perceptions of differentiated instruction, factors influencing its implementation, and forms of pedagogical negotiation emerging within the implementation of the Merdeka Curriculum in post-disaster schools in Lombok. The study employed a constructivist-interpretive paradigm using a qualitative multi-case study design involving three Sekolah Penggerak schools located in post-disaster areas. Data were collected through in-depth interviews, classroom observations, and document analysis, then analyzed thematically through within-case and cross-case analysis. The findings revealed that differentiated instruction developed adaptively and contextually rather than as a linear and procedural pedagogical practice. Teachers’ perceptions of differentiated instruction tended to be partial, pragmatic, and strongly influenced by structural limitations, school culture, pedagogical experiences, and post-disaster socio-ecological realities. The study also found that technology did not function as the primary determinant of differentiated instruction implementation, but rather as a secondary accelerator whose effectiveness depended on teachers’ pedagogical capacity. The findings resulted in the conceptual development of the Contextual Adaptive Differentiation Model (CADM), which positions differentiated instruction as an adaptively negotiated pedagogical practice shaped by contextual school realities.
TikTok as a constructivist platform for ethically and algorithmically literate TESL in the industrial era 5.0 Ninik Suryatiningsih; Dwi Priyo Utomo; Joko Widodo; Masduki Masduki
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37991

Abstract

This research places the integration of TikTok in teaching English as a second language (TESL) as a directed pedagogic design that combines constructivist engagement, digital ethics, and algorithmic literacy in the context of the industrial era 5.0. This study aims to: i) examine the influence of constructivist engagement on speaking fluency; ii) assess the effectiveness of digital ethics rubrics; and iii) test the mediating role of algorithmic literacy. Using a sequential mixed method, the study involved 130 participants (120 students, 10 lecturers) in a 12-week intervention that included ethics orientation and algorithmic literacy, task modeling, micro-speaking video production, rubric-based peer-lecturer feedback, and reflection and revision. Quantitative data were analyzed by regression, paired t-test, analysis of variance (ANOVA), and mediation analysis, while qualitative data were analyzed thematically and integrated through joint displays. Results showed that constructivist involvement had a significant effect on speaking fluency (β=0.68; R²=0.46; p
A Systematic Literature Review of Perceived Educational Quality as a Driver of Higher Education Intention   Riski Baroroh; Elly Purwanti; Dwi Priyo Utomo; Widayat Widayat; Eny Mayasari; Darman Syah Pulungan
West Science Journal Economic and Entrepreneurship Vol. 4 No. 03 (2026): West Science Journal Economic and Entrepreneurship
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsjee.v4i03.2914

Abstract

This study aims to synthesize the existing literature on the role of perceived educational quality in shaping higher education intentions. A Systematic Literature Review (SLR) approach based on the PRISMA framework was employed. A total of 155 articles were identified, and 78 articles published between 2020 and 2025 met the inclusion criteria and were analyzed. The findings indicate that perceived educational quality is a multidimensional construct consisting of teaching quality, service quality, institutional reputation, academic environment, student–faculty interaction, and graduate employability, all of which contribute to students’ intentions to pursue higher education. The review further reveals that previous studies have produced inconsistent findings regarding the most influential dimensions of educational quality, resulting in fragmented theoretical understanding. This study addresses this gap by providing a comprehensive synthesis of the existing evidence and identifying key dimensions that consistently influence higher education intentions across different contexts. The findings contribute to the development of a more integrated conceptual framework and offer practical insights for higher education institutions in designing effective recruitment, marketing, and student retention strategies.
Between Home and Dormitory: Navigating Student Behavior and Parental Satisfaction in Urban Islamic Hybrid Boarding Schools Zamal, Syahrul; Cholily, Yus Mochamad; Baiduri; Utomo, Dwi Priyo
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29682

Abstract

Urban families in metropolitan contexts increasingly face challenges related to limited parental supervision, time constraints, children's social environments, and the need for schools that can provide both academic learning and character formation. In response to these conditions, Islamic hybrid boarding schools have emerged as an educational innovation that integrates regular schooling, dormitory-based supervision, Islamic character mentoring, and more flexible family involvement. This study examines student behavior in an Islamic hybrid boarding school environment and analyzes its relationship with parental satisfaction. A mixed-methods sequential explanatory design was employed, involving 12 parents of students at SMP Muhammadiyah 8 Jakarta selected through purposive sampling. Quantitative data were collected using a structured questionnaire measuring student behavior and parental satisfaction on a four-point Likert scale, while qualitative data were obtained through semi-structured interviews, observations, and field notes to enrich the interpretation of statistical findings. Data were analyzed using validity, reliability, normality, descriptive statistics, and simple linear regression tests (SPSS version 30). The results demonstrate that the instrument was highly reliable (Cronbach's α = 0.903), and that student behavior jointly explained 91.7% of the variance in parental satisfaction (F = 29.374, p < 0.001). Academic engagement, socio-emotional behavior, and personal behavior each contributed strongly to parental satisfaction, with individual R² values of 0.887, 0.878, and 0.873, respectively. These findings indicate that parents evaluate Islamic hybrid boarding school quality primarily through visible behavioral transformation in their children, including academic discipline, independence, responsibility, and religiosity. The study implies that boarding-based Islamic schools should strengthen systematic behavioral monitoring and parent–school communication as core components of educational quality assurance and institutional sustainability.
Pelatihan dan Pendampingan Penyusunan Penilaian HOTS bagi Guru SD Manar Imam Muhammadi; Dwi Priyo Utomo
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1641

Abstract

This community service activity aimed to improve elementary school teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment instruments through training and mentoring. The activity involved 20 elementary school teachers and was conducted through several stages, including needs analysis, HOTS assessment training, hands-on practice with intensive mentoring, and evaluation using pre-tests, post-tests, assessment quality analysis, and questionnaires. The results showed an improvement in teachers’ understanding, indicated by an increase in the average score from 45 in the pre-test to 78 in the post-test. In addition, the proportion of HOTS items developed by teachers increased from 20% to 75% after the training and mentoring activities. Teachers reported that the program was practical and helped them design assessment instruments that require higher-order thinking skills. Overall, this activity demonstrates that training combined with mentoring is effective in enhancing teachers’ competence in HOTS-based assessment.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Kadir Abdulkadir Rahardjanto, Abdulkadir Aci Maria Jehaut Putri Adi Slamet Kusumawardana Agung Deddiliawan Ismail Agustin Fatmawati Akbar Sutawidjaja Akbar Sutawidjaja, Akbar Alfi Rachma Nisfi Laila Alfiani Athma Putri Rosyadi Alvionita Widayanti Alvionita Widayanti, Alvionita Amaliyah, Tuti Zahrotul Anastasya Bella Putri Tambunan Anis Farida Jamil Arif Hidayatul Khusna Ayu Amelia Sari Azizah Lubis, Jalilah Baiduri Baiduri Baiduri Banowati Amalia Putri Choirudin, Choirudin Darmansyah Pulungan Dhakal, Amrit Dian Eka Mayasari Sri Wahyuni Dimiati Tari Utari djunaidi, arif Eko Susetyorini Elisa Elisa Elly Purwanti Eny Mayasari Erentrudis Junirestu Erik Eriyanto Eriyanto, Erik Gilang A. Sandy handayani, tri rahayu Hanida Emilia Dewi Pratiwi Hidayati Hidayati Himaya Agustin Inggit Kentjonowaty Irawati, Nurul Joko Widodo Kamil, Tika R Kamilia Rahmah Kusnaini Kusnaini Kustantini Farah Yogi M. Ruskhan Fauza Manar Imam Muhammadi Masdelima Azizah Masdelima Azizah Sormin Masdelima Sormin Masduki Masduki Mayang Dintarini Mayasari, Eny Minatun Nadlifah Mohammad Syaifuddin Mokhammad Dedi penta Putra Mumthaza, Silwana Nana Liesdiana Ninik Suryatiningsih Novianti, Vina Novita Anggraini Nur Khosiah Nurul Humaidah Phong Thanh Nguyen Putri, Octavina Rizky Utami Rahmatia Rahmatia Rani Darmayanti Retno Marsitin Retno Trisniwati Ridina Sekaryanti Riska Nur Rohmah Riski Baroroh Riski Baroroh Riski Baroroh Riski Baroroh Riza Yuliana Rizal Dian Azmi Rizal Dian Azmi Rohmah Nila Farida Rohmah, Riska Nur Roro Eko Susetyarini Rr. Eko Susetyarini Saniyatul Wardah Sari, Ayu Amelia Silvana, Ari Wahyu Siti Inganah Siti Khoiruli Ummah Siti Muthmainnah Yusuf Siti Nur Hasanah, Siti Nur Sofyan Samosir, Benny Sukriah, Yani Sulfiah, Sitti Karimah Syafril Syafril Syahrul Zamal Teguh Santoso Teguh Santoso Trisniwati, Retno Usmiyatun Usmiyatun Vina Novianti WIDAYAT - Yuliana, Riza Yuni Pantiwati Yus Mochamad Cholily Yus Mochammad Cholily Zamal, Syahrul Zuhkrufurrohmah Zukhrufurrohmah, Zukhrufurrohmah Zukhrufururrohmah Zukhrufururrohmah Zukhrufururrohmah, Zukhrufururrohmah Zulkifley Bin Mohamed