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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Indonesian Journal of Islam and Muslim Societies ARABIYAT Lisanudhad Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabi : Journal of Arabic Studies Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IZDIHAR IJ-ATL (International Journal of Arabic Teaching and Learning) Al Mahara: Jurnal Pendidikan Bahasa Arab alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Ethical Lingua: Journal of Language Teaching and Literature Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Edulab : Majalah Ilmiah Laboratorium Pendidikan Mantiqu Tayr: Journal of Arabic Language Edusiana : Jurnal Manajemen dan Pendidikan Islam Tarbiyatuna: Jurnal Pendidikan Ilmiah JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Al-Lisan: Jurnal Bahasa Journal of Islamic and Muhammadiyah Studies Cerdika: Jurnal Ilmiah Indonesia Al-Wazan Thalaqah : Journal of Arabic Education and Literature Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
M Baihaqi
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Quality profile of Arabic final semester assessment items: A psychometric analysis Zuliyah Safitri; M. Baihaqi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7322

Abstract

Background: The quality of assessment instruments is essential to ensure that students’ learning outcomes are measured accurately. In Arabic language learning, Final Semester Assessments (PAS) must be supported by sound psychometric qualities to function as valid and reliable evaluation tools. Aims: This study aims to examine the quality profile of Arabic PAS items at MAN 1 Gresik by analysing their psychometric characteristics and identifying items that are feasible, need revision, or are not feasible for use. Methods: This research employed a quantitative descriptive design using psychometric item analysis. The data consisted of 40 multiple-choice PAS items and students’ response sheets. The analysis integrated content and construct validity with empirical indicators, including point-biserial validity, KR-20 reliability, item difficulty, and item discrimination, using Microsoft Excel and ANATES V4. Results: The results show that content validity reached 92.5%, construct validity reached 82.85%, and empirical validity was moderate (r = 0.60). The overall test reliability was high (r₁₁ = 0.75). Item difficulty is dominated by medium-level items, while item discrimination is the weakest aspect. Based on integrated psychometric criteria, 40% of items are feasible, 57,5% require revision, and 2,5% are non feasible. The causes of the failure of the test items, content validity (7.5%), construct validity (42.5%), empirical validity (2.5%), level of difficulty (12.5%), and discrimination index (22.5%). Implications: These findings highlight the importance of systematic psychometric evaluation in Arabic language assessment. Improvements are needed in construct validity, especially Arabic language accuracy, distractor effectiveness, and item discrimination. Such an approach supports the improvement of school-based Arabic assessments to ensure more valid and reliable measurement of students’ learning outcomes.
Beyond Memorization: Enhancing Vocabulary Acquisition through Google Sites in Bilingual Pesantren Education Murtadho, Muhammad Alfa Choirul; Muhammad, Awan Teduh; Taufik; Taqiyudin, Ahmad; Baihaqi, M.
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7059

Abstract

Vocabulary acquisition in Arabic as a foreign language within pesantren-based educational contexts continues to face persistent challenges due to the dominance of rote memorization practices that inadequately support deep semantic processing, long-term retention, and communicative readiness. This study aims to examine the pedagogical role of Google Sites–based digital instruction in moving beyond memorization by facilitating meaningful lexical processing, learner engagement, and vocabulary retention among students at SMP Bilingual Terpadu Pesantren Modern Al-Amanah Junwangi, Krian. Adopting a qualitative descriptive design, the study employed semi-structured interviews, classroom observations, and document analysis, involving 25 students and 5 Arabic language teachers. The findings indicate that the integration of Google Sites enhanced vocabulary retention through structured, multimodal, and contextualized content presentation, enabling deeper semantic processing compared to conventional memorization-based methods. The platform also contributed to increased learner motivation and affective engagement. However, the data reveal that students’ spontaneous oral use of newly learned vocabulary remained limited and did not develop optimally. This suggests that while Google Sites effectively supports vocabulary retention and emerging readiness for use, full communicative acquisition requires sustained pedagogical mediation and integration with oral interaction practices. The study concludes that Google Sites–based digital instruction functions effectively as a supportive tool for Arabic vocabulary learning beyond mechanical memorization, yet its success is contingent upon teacher scaffolding and alignment with communicative language teaching principles. This research provides empirical insights into digital Arabic pedagogy in bilingual pesantren settings and recommends further investigation into long-term learning outcomes and the integration of digital platforms with productive language use.
Konstruksi Wacana Religius dan Legitimasi Islamisasi Jawa dalam Kitab Aḥlā Al-Musāmarah Karya Syekh Abul Fadhol Senori: Analisis Wacana Kritis Van Dijk Nawawi, Muhammad Imam; Baihaqi, M; Sholiha, Nur Lailatus; Abdurrahman, Muzakki; Syaifullah, Muhammad Dhiya'
JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Vol. 10 No. 1 (2026): April
Publisher : Fakultas Adab dan Humaniora UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jilsa.2026.10.1.1-15

Abstract

This study examines the religious discourse in Aḥlā al-Musāmarah fī Ḥikāyati al-Awliyā’ al-‘Asyrah by Shaykh Abūl Faḍhol Senori using Teun A. van Dijk’s Critical Discourse Analysis (CDA) model. The main objective is to reveal how microstructure, superstructure, and macrostructure are employed in the text to convey social, political, and religious messages within the historical transition from the Majapahit Kingdom to the Islamic Sultanate of Demak. The research applies a qualitative-descriptive method with a critical discourse approach. The data consist of textual units analyzed across three dimensions: microstructure (semantics, syntax, stylistics, rhetoric), superstructure (narrative pattern), and macrostructure (global theme and supporting subthemes). The findings indicate that, at the micro level, the author employs detailed narration, lexical choices, and sentence constructions to reinforce moral and religious messages. At the superstructural level, the text is systematically organized into introduction, content, and conclusion, strengthening narrative coherence. At the macro level, the global theme highlights the collapse of Majapahit, the rise of Demak, and the pivotal role of the wali in the Islamization of Java. These results demonstrate that classical Nusantara texts not only preserve historical values but also serve as a medium of critical and transformative religious discourse. This research contributes to enriching critical discourse analysis in the field of Islamic studies in Indonesia and fosters academic dialogue between global theory and local texts.
Rekonstruksi Bahan Ajar Mahārah Al-Kalām Berbasis Tsaqāfah Pesantren: Studi Research and Development di Ma’had Ar-Rosyad Kediri Dagi Mardhan Agae Agni; M. Baihaqi
Thalaqah : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 4 No 1 (2026): April
Publisher : Program Studi Pendidikan Bahasa Arab of STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/thalaqah.Vol4.Iss1.1005

Abstract

This study aims to reconstruct Arabic speaking skill (mahārah al-kalām) teaching materials based on pesantren culture (tsaqāfah pesantren) and examine their effectiveness in improving students’ communicative competence. The study is motivated by the dominance of structural and less contextual Arabic teaching materials that limit students’ opportunities to practice authentic communication. Previous studies have mainly focused on technological innovation and communicative approaches, while the integration of local sociocultural contexts into Arabic teaching materials remains limited. This research therefore proposes a contextual reconstruction of teaching materials by integrating authentic pesantren life into Arabic speaking instruction. This study employed a Research and Development (R&D) approach based on the Borg and Gall model, limited to the preliminary field testing stage. The research was conducted at Ma’had Ar-Rosyad Kediri involving 8 intermediate-level students selected purposively. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, and speaking tests using pre-test and post-test designs. Data analysis used paired sample t-test and thematic qualitative analysis. The findings reveal that the developed materials are pedagogically feasible and effective in improving students’ speaking ability. The average score increased from 64.37 in the pre-test to 76.7 in the post-test, while the t-count value (3.58) exceeded the t-table value (2.36) at the 5% significance level. The novelty of this study lies in reconstructing mahārah al-kalām materials by positioning tsaqāfah pesantren as an authentic communicative environment within Arabic language learning.
Taṭbīqu Taqwīm Ta’līm al-Lughah al-Arabiyah fī Manhaji Merdeka li aṣ-Ṣaf aṡ- Ṡamin A bi al-Madrasah al-Mutawasiṭah al-Hukumiyah al-Islamiyah 2 Sidoarjo Muhammad Dhiya’ Al Maskuri; M. Baihaqi; Muhamad Fuad Hasim; Adam Nashirulloh; Fatihuddin
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 1 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i1.86

Abstract

يناقش الباحث عن تطبيق تقويم تعلم اللغة العربية في منهج مرديكا للصف الثامن A بالمدرسة المتوسطة الحكومية 2 سيدوأرجو. ويهدف هذا البحث إلى: 1) تحديد تقويم تعلم اللغة العربية في منهج مرديكا في للصف الثامن A بالمدرسة المتوسطة الحكومية 2 سيدوأرجو. 2) معرفة العوامل المساندة والمعوقة في تقويم تعلم اللغة العربية في منهج مرديكا بالصف الثامن A المدرسة الثانوية الحكومية 2 سيدوأرجو. استخدمت هذه الدراسة المنهج النوعي الوصفي. تضمنت مصادر البيانات الأولية والثانوية في هذا البحث مدرس لغة عربية، وبعض طلاب الصف الثامن A، ونائب رئيس المناهج، ونائب رئيس المرافق والبنية التحتية. تقنيات وأدوات جمع البيانات هي المقابلات والملاحظة والتوثيق. تقنيات تحليل البيانات من خلال عرض البيانات واستخلاص النتائج. نتائج هذا البحث هي: 1) أن المعلم جيد في إجراء تقييمات تعلم اللغة العربية في تنفيذ منهج مرديكا للصف الثامن A باستخدام تقنيات مختلفة وأشكال مختلفة من أدوات التقييم ويتوافق مع أهداف التعلم. 2) هناك عوامل مختلفة تدعم عملية التقييم، من بين أمور أخرى: المرافق والبنية التحتية الكافية، ويقدم المعلم تعليقات بناءة ولا يقدم المعلم أبدًا تعليقات مدمرة، وهناك طلاب منضبطون عند تنفيذ التقييمات. وتشمل العوامل التي تعيق التقويم ما يلي: في بعض الأحيان لا يزال هناك نقص في المرافق والبنية التحتية التي توفرها المدرسة، وهناك عدم انضباط الطلاب في إجراء التقييمات وجمعها
Evaluating the Drill Method in Maharah Kalam through the Merdeka Curriculum: Rapid Response Drill as an Innovative Speaking Practice Model Sovia Fahraini; M. Insan Hilmy; M. Baihaqi; Hisbullah Huda
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.849

Abstract

Arabic language learning, in particular maharah kalam, is still dominated by the drill method, which is effective but tends to be mechanistic and does not encourage spontaneity. This study aims to evaluate the implementation and effectiveness of the drill method from the perspective of the Merdeka Curriculum and develop Rapid Response Drill as an alternative speaking practice that is more communicative, contextual, and encourages spontaneous responses. The study used a qualitative evaluative approach with a field research design through learning observations, interviews with teachers and students, and analysis of learning documents in class VIII ICP MTs 2 Nurul Islam. The results showed that drill is effective in strengthening structural accuracy, but creates a dependency on fixed patterns (pattern dependency) so that students' spontaneous response abilities are still limited. Based on these findings, this study developed the concept of Rapid Response Drill, a speaking practice model that combines structural familiarization from the drill method with rapid responses to varied stimuli to train response speed, spontaneity, contextuality, and interactivity. This study contributes theoretically to the development of Arabic language learning methods and practically offers an alternative speaking practice that aligns with the Merdeka Curriculum paradigm.
Item Analysis of Arabic Language Test Questions Based on Difficulty Level, Discrimination Index, and Distractor Effectiveness Anisah Firdausi; Maftukh Ghulam Mursyidan; M. Baihaqi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/r8k4qq42

Abstract

This study aims to analyze the quality of Arabic language test items based on difficulty level, discrimination index, and distractor effectiveness in formative assessment. The research employed a descriptive quantitative approach involving 30 students of an intensive Arabic program. The instrument consisted of 20 multiple-choice items covering grammar (qawā‘id) and text comprehension. Data were analyzed using Classical Test Theory with the assistance of Microsoft Excel and SPSS. The results showed that 14 items were valid while 6 items were invalid. The reliability coefficient (Cronbach’s Alpha) was 0.716, indicating good internal consistency. The difficulty level analysis revealed that 80% of the items were categorized as easy and 20% as moderate, with no difficult items found. In terms of discrimination index, most items were classified as good to very good, indicating their effectiveness in distinguishing students’ abilities. Distractor analysis showed that most distractors functioned adequately, although some items had ineffective distractors due to low selection rates. These findings indicate that although the test instrument is generally reliable and has good discrimination power, improvements are needed in balancing item difficulty and enhancing distractor quality. Therefore, the development of more varied and higher-order thinking (HOTS)-based items is recommended to improve the overall quality of Arabic language assessment.  
Analisis Tingkat Kesulitan Soal dalam Tes Bahasa Arab TOAFL untuk Mahasiswa Imam Nawawi; M. Baihaqi; Choiril Ulfi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/jcr7w665

Abstract

ABSTRACT This study aims to analyze the difficulty level of test items in the Test of Arabic as a Foreign Language (TOAFL), particularly in the tarākīb (structure) section. This research employs a quantitative approach with a descriptive design. The subjects of the study were 25 university students who took the test in 2021, with a total of 20 items analyzed. The data consisted of the number of students who answered each item correctly, which were then analyzed using the difficulty index formula (P = B/N). The results indicate that there is variation in the difficulty levels of the test items, with a distribution of 5% easy items, 70% moderate items, and 25% difficult items. The majority of the items fall into the moderate category, suggesting that the test instrument has a moderate level of difficulty and is sufficiently effective in measuring students’ abilities. However, this distribution does not fully align with the ideal proportion in educational evaluation theory, particularly due to the very limited number of easy items. The findings imply that the test instrument needs improvement, especially in balancing the distribution of difficulty levels by increasing the number of easy items. This study is expected to contribute to the development of more valid and balanced Arabic language assessment instruments.   Key words: difficulty level, item analysis, TOAFL, tarākīb, Arabic language evaluation   ABSTRAK Penelitian ini bertujuan untuk menganalisis tingkat kesukaran butir soal pada instrumen tes Bahasa Arab jenis TOAFL, khususnya pada aspek tarākīb. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah 25 mahasiswa yang mengikuti tes pada tahun 2021, dengan jumlah soal yang dianalisis sebanyak 20 butir. Data penelitian berupa jumlah mahasiswa yang menjawab benar pada setiap butir soal, yang kemudian dianalisis menggunakan rumus indeks kesukaran (P = B/N). Hasil penelitian menunjukkan bahwa terdapat variasi tingkat kesukaran butir soal, dengan distribusi sebesar 5% soal mudah, 70% soal sedang, dan 25% soal sulit. Mayoritas soal berada pada kategori sedang, yang menunjukkan bahwa instrumen tes memiliki tingkat kesukaran yang moderat dan cukup efektif dalam mengukur kemampuan mahasiswa. Namun demikian, distribusi tersebut belum sepenuhnya sesuai dengan proporsi ideal dalam teori evaluasi pendidikan, terutama karena jumlah soal mudah yang sangat terbatas. Implikasi dari penelitian ini menunjukkan bahwa instrumen tes perlu disempurnakan, khususnya dalam menyeimbangkan distribusi tingkat kesukaran dengan menambah jumlah soal kategori mudah. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan instrumen evaluasi pembelajaran bahasa Arab yang lebih berkualitas dan proporsional.   Key words: tingkat kesukaran, analisis butir soal, TOAFL, tarākīb, evaluasi pembelajaran bahasa Arab   الملخص   يهدف هذا البحث إلى تحليل مستوى صعوبة فقرات الأسئلة في أداة اختبار اللغة العربية من نوع (TOAFL)، وخاصة في جانب التراكيب. استخدم هذا البحث المنهج الكمي بنوعه الوصفي. وتكوّن مجتمع البحث من 25 طالبًا شاركوا في الاختبار عام 2021، بعدد 20 فقرة تم تحليلها. وتمثلت بيانات البحث في عدد الطلاب الذين أجابوا إجابة صحيحة عن كل فقرة، ثم تم تحليلها باستخدام معادلة معامل الصعوبة (P = B/N). أظهرت نتائج البحث وجود تباين في مستوى صعوبة فقرات الأسئلة، حيث بلغت نسبة الأسئلة السهلة 5%، والمتوسطة 70%، والصعبة 25%. وكانت غالبية الأسئلة ضمن الفئة المتوسطة، مما يدل على أن أداة الاختبار تمتلك مستوى صعوبة معتدلًا وفعالية كافية في قياس قدرة الطلاب. ومع ذلك، فإن هذا التوزيع لم يتوافق تمامًا مع النسبة المثالية في نظرية تقويم التعليم، خاصة بسبب قلة عدد الأسئلة السهلة. وتشير نتائج البحث إلى ضرورة تطوير أداة الاختبار، ولا سيما في تحقيق التوازن في توزيع مستويات الصعوبة من خلال زيادة عدد الأسئلة السهلة. ومن المتوقع أن يسهم هذا البحث في تطوير أدوات تقويم تعلم اللغة العربية بشكل أكثر جودة وتوازنًا.   الكلمات المفتاحية: مستوى الصعوبة، تحليل فقرات الاختبار، TOAFL، التراكيب، تقويم تعلم اللغة العربية
Difficulty Level Of Arabic Language Exam Questions For High School Students Luqi Fauziyah; M. Baihaqi; Ali wafa; Moh. Ansori; Nila Sari Syafitri; Nabiela Fahma
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35914

Abstract

Good learning outcome evaluation questions must have a degree of difficulty that matches the level of learning outcomes being measured. To obtain good questions, a study has been conducted to assess the degree of difficulty of the test questions. The object of this research is the MA Islamiyah Senori Final Semester Exam questions. The analysis was performed using quantitative methods and a simple descriptive qualitative approach. Data collection was carried out by assessing each exam question. Based on the study's results, the difficulty of each question was evaluated. From the results, it was observed that the exam questions were distributed as 2 difficult, 9 medium, and 9 easy, out of 20. It can be inferred from the study's findings that promising findings can be used. While questions categorized as not good indicate that the level of difficulty is unbalanced, so they should be used again, it is necessary to carefully consider the analysis results of the questions in terms of their level of difficulty.
THE EFFECTIVENESS OF WEB KITARA IN IMPROVING ARABIC VOCABULARY WRITING SKILLS FOR BEGINNERS Muhammad Kesit Barnabila; Muhammad Hasbi Annahiri; Taufik Taufik; M. Baihaqi; Muhammad Fajar Tubagus Dewantara
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 14, No 1 (2026): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN & BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v14i1.18201

Abstract

This study aims to examine the effectiveness of the interactive web-based learning media, WEB KITARA, in improving Arabic vocabulary writing skills among beginner-level elementary students. A mixed-methods design with a quasi-experimental approach was used. The study involved two classes: Al-Aziz as the intervention group and Al-Mu’min as the control group. Data were collected through an Arabic vocabulary writing test, interviews with teachers and students, and qualitative thematic analysis. Results showed a statistically significant difference between the groups, with students using WEB KITARA achieving higher average scores and more consistent learning outcomes. Qualitative findings indicated increased motivation, active participation, and learning satisfaction due to the platform’s interactive writing features. The study concludes that systematic integration of WEB KITARA effectively enhances Arabic vocabulary and writing skills and creates a more engaging learning environment for beginner learners. This media is recommended as an innovative and practical tool for teaching Arabic in Islamic elementary schools.
Co-Authors Abdurrahman Wahid, Abdurrahman abdurrahman, muzakki Adam Nashirulloh Ahmad Hariyadi, Ahmad Ahmad Jundi Al Mubarak Ainur Rofiq Al-Hakim, Ahmad Ghulam Zaidirrohman Alghani, Muhammad Ilham Revo Ali Wafa Anisah Firdausi Anisah Firdausi Nuzula Arif, Muthahir Bassam Abul A'la Bustanil Ilmi Agustin Choiril Ulfi D, Habib D., Habib Dagi Mardhan Agae Agni Dewi Nur Masitho Dwi Susanto Faiza, Nais Musyafaul Fathoni Fathoni Fatihuddin Fatihuddin, Fatihuddin Fuad Hasim, Muhamad Fuadhi, Muhammad Iqbal Hasanah Dwi Yusuf Hasim, Muhamad Fuad Huda, Hisbullah Huda, Hizbullah Hudzaifah, M. Humaidah, Ulil Irzaqotul Ikwandi , Muhamad Ripin Imam Nawawi Imam Rohani Iqbal Fuadhi, Muhammad Islam, Mohammed ISLAMIYAH, NUR Jundi, Ahmad Kharolina, Kharolina Kusaeri Luqi Fauziyah Luqi Fauziyah M. Hudzaifah M. Insan Hilmy Maftukh Ghulam Mursyidan Maftukh Ghulam Mursyidan Mahditama, M. Rajib Mahfud, Choirul Mahmudah Mahmudah Masitho, Dewi Nur Maulida Mella Inayah Miftahul Jannah Mirwan Akhmad Taufiq Moh. Ansori Mufidah, Harini Nur Muflihah muflihah muflihah Muh. Sabilar Rosyad Muhamad Fuad Hasim Muhamad Fuad Hasim Muhamad Ripin Ikwandi Muhammad Afthon Ulin Nuha Muhammad Dhiya’ Al Maskuri Muhammad Fajar Tubagus Dewantara Muhammad Hasbi Annahiri Muhammad Kesit Barnabila Muhammad Ripin Ikhwandi Muhammad Thohir Muhammad, Awan Teduh Munawir Munawir Murtadho, Muhammad Alfa Choirul Nabiela Fahma Nabilah Rabbaniyah Nabilah, Nailin Nafisah, Shofi Nasaruddin Nasaruddin Nawawi, Muhammad Imam Nelly Sakinah Ni'mah, Sani Maulidatun Nila Sari Syafitri Nur Aini Firda R Nur Millah Muthohharoh Nur Qurrotaa’yun Nur Sjamsuarini Pudji Astutik Nurul Amaliyah Nuryana, Zalik Puspita Handayani Rachmawati, Emilia Rady, Mohammed Jassim Mohammed Ramadhani, Arya Pratama Rikha Ikke Nuriani Rostianingsih Rosyad, Rosyad Rustriningsih Sa'adi, Zainur Rohmah Sakinah, Nelly Sasmi, Nur Imana Khofiyani Sholehan, Sholehan Sholiha, Nur Lailatus sofiatun nisa Solihah, Iis Sovia Fahraini Sugito Muzaqi Sulfiatin, Sulfiatin Syaifullah, Muhammad Dhiya' Syarifah Nora Andriaty Taqiyudin, Ahmad Taufik Taufik, Mirwan Akhmad Ulin Nuha, Ahmad Nur Zaenuri, Muh Zakiyah Zakiyah Zuliyah Safitri