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Eni Fariyatul Fahyuni

Fakultas Agama Islam. Universitas Muhammadiyah Sidoarjo, Indonesia

Author-ID : 2443408

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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Development of Arabic Teaching Modules Based on Constructivism with a Communicative Approach: Pengembangan Modul Ajar Bahasa Arab Berbasis Konstruktivisme dengan Pendekatan Komunikatif Fahmiyah Tsaqofah Islamiy; Eni Fariyatul Fahyuni
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 2 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0102-05

As a tool that guides the learning process, the teaching module must contain all the essential components of teaching and learning stages oriented toward student progress. In Arabic language learning, the continuous integration of collaborative and feedback-oriented language learning strategies into language instruction in the teaching and learning process plays a vital role as stimulation that facilitates interaction experiences between students actively using the target language to improve the quality of learning. This research focuses on developing a constructivism-based Arabic teaching module with a communicative approach that is valid, effective, communicative, and contextual on one of the Arabic language materials for grade XI produced by the Ministry of Religion of the Republic of Indonesia in 2020. Product development of teaching modules is carried out using the 4D method, which is further modified into 3D. The results found that based on expert validation, the developed module met the criteria of being very feasible in the material aspect with a score of 97.3, very feasible in the language aspect with a score of 100, and very feasible in the media aspect with a score of 100. In the trial session, a score of 88.5 was obtained for the material component, 89.8 for the presentation component, and 97.2 for the language component. Thus, the module is categorized as feasible and effective for using Arabic and has been adapted to improve skills progress.

Interactive Arabic Learning Module Development Based On Live Worksheet: Pengembangan Modul Ajar Interaktif Mata Pelajaran Bahasa Arab Berbasis Live Worksheet untuk Siswa SMP Achmad Choiruman; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1000

General Background Technological advancements significantly alter the learning styles and lifestyles of millennial students, forcing educational practices to evolve to boost learning motivation and address limitations in traditional instructional methods. Specific Background This study examines the development of a live worksheet-based interactive electronic module for Arabic language learning at the middle school level to overcome safety, structural, and methodological shortcomings identified in existing pandemic-era materials. Knowledge Gap Although digital tools are widely utilized, prior interactive modules often lack robust pedagogical alignment, contain unsafe external advertisements, and fail to serve as comprehensive substitute instructional media. Aims This research aims to develop an interactive learning module product utilizing live worksheets for Arabic language subjects through a systematic instructional design model. Results Utilizing the ADDIE development framework spanning analysis, design, development, implementation, and evaluation stages, the findings indicate that media expert validation achieved percentages of 83% and 87% across evaluation stages, with teacher-assessed feasibility reaching 85.4%, thereby designating the developed media as highly suitable for educational implementation. Novelty This work establishes an optimized, secure, and interactive Arabic e-module integrating multimedia features and structured student tasks built directly upon online live worksheet architecture. Implications These findings establish that structured electronic modules successfully accommodate contemporary millennial learning models, simplify instructional delivery for educators, and elevate student comprehension of foreign language competencies. Highlights: The development process follows the five-stage ADDIE model, encompassing analysis, design, development, implementation, and evaluation to produce a validated interactive product. Media and material expert evaluations confirm high validation scores of 83% and 87%, alongside an 85.4% teacher practicality rating for classroom deployment. The resulting e-module successfully addresses prior limitations by providing secure, engaging, and comprehensive Arabic language digital learning materials. Keywords: Interactive teaching module, Live worksheet, Innovative teaching, Arabic language, ADDIE model

Building a Reading Culture in Children Through the School Literacy Programs : Membangun Budaya Membaca pada Anak melalui Gerakan Literasi Sekolah Arif dwi Rachmawati; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1051

General Background Low reading interest poses a fundamental challenge across educational environments, prompting governments to launch school literacy movement programs designed to cultivate student competencies through reading, listening, and speaking. Specific Background This study investigates how a school literacy program is implemented among second-grade elementary students and their homeroom teachers to foster a reading culture. Knowledge Gap Although literacy initiatives are established, comprehensive evaluations regarding their daily execution, such as fifteen-minute reading habits and classroom reading corners, require targeted field exploration. Aims This study aims to inform and disseminate information to the public regarding school literacy programs and their role in building a reading culture among children. Results Utilizing a qualitative research method with data collection via observation, interviews, and documentation analyzed through reduction, display, and conclusion drawing, the findings show that the school literacy training program is implemented effectively and efficiently, providing a positive impact on student engagement, reading habits, and critical thinking skills. Novelty This work details the practical integration of daily fifteen-minute reading sessions and class reading corners within lower elementary grade environments. Implications These findings establish that structured school literacy programs are vital for transforming reading interest and enhancing analytical, creative, and innovative thinking capabilities in young learners. Highlights: School literacy programs successfully foster a reading culture in children through daily fifteen-minute reading habits and classroom reading corners. Qualitative findings reveal that systematic literacy training improves student engagement, reading interest, and language skills across receptive and active dimensions. Collaborative involvement between teachers and students ensures that literacy practices run effectively and efficiently to support critical and creative thinking. Keywords: School literacy movement, Interest in reading, Reading culture, Elementary school, Literacy program

Al-Qur`an Tahfidz Learning Management For Early Childhood: Manajemen Pembelajaran Tahfidz Al-Qur`an Untuk Anak Usia Dini Suryani; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1294

Abstract. General Background: Tahfidz Al-Qur’an learning for early childhood requires structured management to support a quality learning process. Specific Background: Markaz Tahfidz Al-Firdaus Sidoarjo applies management through planning, organizing, implementation, and evaluation. Knowledge Gap: Previous studies have mainly examined tahfidz management in pesantren settings, while early childhood requires closer assistance and age-appropriate learning methods. Aims: This study examines tahfidz learning management at Markaz Tahfidz Al-Firdaus. Results: A qualitative study using observation, interviews, and documentation found that planning determines memorization targets, learning media, learning time, and assessment; organizing assigns teacher responsibilities; implementation involves preparation, repetition, new material, memorization assessment, attitude assessment, and rewards; and evaluation includes daily, weekly memorization deposits, mid-semester, and final-semester assessments. Novelty: The study specifically describes an integrated management process for early childhood tahfidz learning. Implications: The findings provide a structured reference for managing tahfidz learning for young learners. Abstract. General Background: Tahfidz Al-Qur’an learning for early childhood requires structured management to support a quality learning process. Specific Background: Markaz Tahfidz Al-Firdaus Sidoarjo applies management through planning, organizing, implementation, and evaluation. Knowledge Gap: Previous studies have mainly examined tahfidz management in pesantren settings, while early childhood requires closer assistance and age-appropriate learning methods. Aims: This study examines tahfidz learning management at Markaz Tahfidz Al-Firdaus. Results: A qualitative study using observation, interviews, and documentation found that planning determines memorization targets, learning media, learning time, and assessment; organizing assigns teacher responsibilities; implementation involves preparation, repetition, new material, memorization assessment, attitude assessment, and rewards; and evaluation includes daily, weekly memorization deposits, mid-semester, and final-semester assessments. Novelty: The study specifically describes an integrated management process for early childhood tahfidz learning. Implications: The findings provide a structured reference for managing tahfidz learning for young learners. Key Findings Highlights Seven-level memorization targets are systematically determined according to learner progression. Teacher responsibilities are distributed across curriculum preparation, learning resources, and classroom instruction. Assessment combines daily monitoring, weekly memorization deposits, and semester examinations. Keywords: Tahfidz Al-Qur’an, Learning Management, Early Childhood Education, Memorization Targets, Tabarak Method

Playing, Learning, and Entrepreneurship: Exploring the Kid’s Market Day Experience in Entrepreneurship Education for Elementary School Students: Bermain, Belajar, dan Berwirausaha: Menyelami Pengalaman Kid’s Market Day dalam Pendidikan Kewirausahaan Anak SD Yopi Agusta Fanaturiza; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1330

General Background Fostering entrepreneurial mindsets from early childhood builds crucial skills such as creativity, problem-solving, and adaptability for future economic challenges. Specific Background Although the Merdeka Curriculum provides flexibility for practical learning, elementary schools often lack structured models to effectively cultivate entrepreneurial competencies. Knowledge Gap Limited empirical research addresses the integration of learning, playing, and entrepreneurship within elementary education frameworks. Aims This qualitative phenomenological study explores the execution of the Kid’s Market Day program at SD Negeri Gebang 2 Sidoarjo to examine its implementation and operational challenges. Results Findings show that the experiential initiative strengthens critical thinking, team collaboration, and communication skills through direct sales, product creation, and door-to-door promotion. Novelty This work establishes a practical model combining play-based pedagogy and hands-on business activities tailored for young learners. Implications The model offers strategic insights for educators to design holistic entrepreneurial curricula while resolving resource constraints. Key Findings Highlights Implementation of the Kid's Market Day program advances critical thinking, teamwork, and communication competencies among elementary students through interactive project activities. Practical business execution, including direct product creation, money management, and door-to-door promotional outreach, fosters practical commercial understanding in early learners. Strategic communication, adaptive scheduling, and collaborative engagement effectively address institutional obstacles such as constrained budgets, teacher training gaps, and parental hesitancy. Keywords: Market Day, Entrepreneurship Education, Elementary School, Experiential Learning, Pedagogy

The Leadership of School Principals in Improving Teachers' Professional Competence (Study of MTs Muhammadiyah Jayapura): Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru (Studi MTs Muhammadiyah Jayapura) Naufal Nabil Hasbullah; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1364

General Background: Effective school leadership drives continuous institutional development and overall educational performance within secondary education systems. Specific Background: Principals play a pivotal role in directing teacher competencies across Islamic junior high schools. Knowledge Gap: However, practical leadership execution often encounters challenges regarding teacher engagement and time constraints. Aims: This study investigates the principal leadership strategies, supporting factors, and inhibiting factors in advancing teachers' professional competence at MTs Muhammadiyah Jayapura. Results: Findings indicate that leadership strategies incorporating structured motivation, instructional supervision, and professional training successfully enhance teacher performance. Novelty: This research provides distinct empirical evidence on contextual leadership implementation within an Islamic boarding-affiliated school in Papua. Implications: Sustained leadership initiatives and optimized professional workshops systematically elevate teaching standards and long-term educational quality. Key Findings Highlights Targeted leadership strategies enhance teacher participation in continuous professional training programs. Institutional support and professional workshops strengthen pedagogical abilities and professional competencies. High teaching workloads and schedule constraints remain primary barriers to professional competence development. Keywords: Principal Leadership, Teacher Competence, Educational Quality, Professional Development, Islamic Education

Digital Literacy Movement Enhances Personal Skills And Learning Habits In Elementary School Students: Gerakan Literasi Digital Menumbuhkan Keterampilan pribadi dan Kebiasaan Belajar Siswa Sekolah Dasar Nuryanti; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1916

General Background: Digital skills are increasingly required for teachers to create interactive, creative, and joyful learning. Specific Background: At SDN Kenongo 1, digital technology has been integrated into classroom learning, although differences in teachers’ digital competence and available resources remain. Knowledge Gap: Uneven digital skills, unstable internet access, limited devices, and preparation time create challenges in consistent digital learning implementation. Aims: This study analyzes teachers’ professional competence in digital skills for Joyful learning and identifies classroom implementation barriers. Results: Using a qualitative phenomenological approach, the study found that 100% of teachers prepared learning modules aligned with teaching materials, while 75% implemented learning according to their modules. Novelty: The study highlights the combination of digital competence, school support, varied digital media, and active student participation in Joyful learning. Implications: Structured training and continuous learning-community mentoring are recommended to support more equitable digital competence development in elementary schools. Key Findings Highlights A total of 20 educators demonstrated varying levels of technological proficiency, ranging from high to low. Activities such as games, exploration, interactive media, and group work made the students more active, enthusiastic, and confident. The availability of Wi-Fi, LCD screens, projectors, training, and learning communities supports the learning process, but network connectivity, devices, and preparation time remain challenges. Keywords: Digital Skills, Joyful Learning, Teacher Professional Competence, Digital Learning, Elementary Education

Empowering Islamic Science Literacy Through IoT Hydroponics Based Project Learning Eni Fariyatul Fahyuni; Dzulfikar Akbar Romadhon; Nur Ravita Hanum; Mochamad Chafiid Dhuha
Abdi Psikonomi Vol 7, No 1 (2026): Juni 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/psikonomi.v7i1.18984

This community service program was implemented at MTs Muhammadiyah 1 Taman, Sidoarjo, to transform simple hydroponic practices into a data-based science learning medium that integrates technology, Islamic ecological values, and green edupreneurship. The partner school had introduced hydroponics, but the activity was still manual, had not used pH, TDS, and water temperature data as learning evidence, and had not been supported by modules, worksheets, standard operating procedures, or a sustainability team. This program aimed to strengthen students' science literacy, Islamic character, life skills, and entrepreneurial awareness through Technology Project-Based Learning (TPjBL) supported by Internet of Things (IoT)-based hydroponics. The program used a participatory-collaborative method involving needs assessment, TPjBL and Islamic entrepreneurship training, IoT hydroponic implementation, learning assistance and evaluation, and sustainability strengthening. Participants consisted of 22 people, including science teachers, seventh-grade students, and life-skills program managers. Data were collected through pre-test and post-test, observation sheets, project rubrics, pH/TDS/water temperature logs, product documentation, and teacher-student reflections. The results showed a 70% increase in students' science literacy achievement, improved engagement in observing, measuring, recording, analyzing, and communicating plant growth data, and the formation of an initial school-based green edupreneurship initiative. The program produced an IoT hydroponic TPjBL model, learning modules, sensor data logs, SOPs, and a follow-up management plan. This activity demonstrates that hydroponics can function as a contextual living laboratory for sustainable science learning in madrasah environments

Needs Analysis of Progressive Islam-Based Aqidah Akhlaq Learning in Muhammadiyah Pesantren Dzulfikar Akbar Romadlon; Eni Fariyatul Fahyuni; Istikomah Istikomah
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1891

This study is motivated by the need to improve Aqidah Akhlaq learning in Muhammadiyah Islamic boarding schools, which continue to face challenges in instructional approaches. The aim of this research is to analyse the learning needs of Aqidah Akhlaq based on Progressive Islam by identifying the gap between existing conditions and the expected ideal conditions. The study employs a mixed-methods approach with an explanatory sequential design, beginning with the collection of quantitative data through questionnaires, followed by qualitative data from interviews, observations, and Focus Group Discussions (FGD). This approach is intended to provide a comprehensive, in-depth understanding of learning needs. The findings indicate that Aqidah Akhlaq learning has successfully instilled the fundamental concepts of tawhid (Islamic monotheism), faith, morality, moderation, and students’ social responsibility. However, based on J.C. Richards’ needs analysis framework, the primary gap was identified in the objective needs, particularly in pedagogical aspects, the development of critical thinking, teacher competence, and the utilization of instructional media. From the perspective of subjective needs, students expect learning that is more contextual, interactive, and provides opportunities for discussion to connect Aqidah teachings with real-life situations. These findings suggest that the need for development does not lie in the substance of the content, but rather in transforming the instructional approach from one oriented toward text transmission to one that integrates the comprehension of Arabic texts, critical reasoning, social context, and the integration of Islam and science. This study provides a conceptual foundation for developing a Progressive Islam-based Aqidah Akhlaq learning model that is more contextual, dialogical, collaborative, and student-centered.

Pedagogic Competency Innovation: Learning Solutions in the Elementary School Curriculum Transition Period: Inovasi Kompetensi Pedagogik: Solusi Pembelajaran di Masa Transisi Kurikulum Sekolah Dasar Khoirul Fathona; Eni Fariyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1256

General Background These schools must maintain a balance between deep religious understanding and openness to change. Specific Background This study explores the role of Kiai leadership in strengthening student moderation attitudes at Pondok Pesantren Hayatul Islam Sunan Drajat, Probolinggo Regency. Knowledge Gap Previous literature lacks explicit focus on connecting specific Kiai leadership patterns with the reinforcement of student religious moderation using a localized case study approach. Aims This study aims to explore the role of Kiai leadership in strengthening student moderation attitudes at Pondok Pesantren Hayatul Islam Sunan Drajat, Probolinggo Regency. Results The results of the research show that the Kiai plays a central role in the formulation of work plans, the development of educational programs, and the character building of students, while student moderation is evident through socio-religious activities and holistic teaching. Novelty The integration of comprehensive administrative work plan formulations with personal exemplary modeling under a centralized Kiai leadership model establishes a structured framework for religious moderation. Implications These findings provide new insights into the relationship between Kiai leadership and the strengthening of student moderation attitudes, as well as offering a leadership model that can be applied in other Islamic boarding schools. Highlights: The Kiai plays a central role in formulating work plans, developing educational programs, and directing student character building. Student moderation attitudes are manifested in daily life through socio-religious activities, routine discussions, and holistic teaching. Direct personal modeling and supervision by the Kiai effectively balance religious tradition with openness to contemporary developments. Ketwords: Islamic Boarding School, Student Character, Religious Moderation, Kiai Leadership, Character Development

Co-Authors Abdul Muhid Abdul Muhid, Abdul Achmad Choiruman Adam Yordan Aden Imasitha Zamarul Khuluq Adi Bandono Ahmad Junaidi Ahnaf, Falihul Aini, Wilna Ainun Nadlif Akhmad Halim Ilmanto Akhtim Wahyuni Alfirdaus, Hamdan Aliyasal Sabila Ameliasari, Elsi Anam, Moh. Misbakhul Andianita Eka Mahfutri Angga Dwi Kurniawan Kusuma Anggraini, Fina Anggraini, Ria Resti Anisa Khaerani Anita Puji Astutik Anna Triayudha Annisa Cahya Fatika Anwar, Najih Arfan Muammar Ari Retno Marlangen Arif dwi Rachmawati Ariyanto, Fiqi Arman Harahap Arman Harahap Atsstaniya , Afida Alma Ayu hidayatinur rochmah Baitus Silmi Bayu Hari Prasojo Biyanto Biyanto Biyanto Biyanto Budi Haryanto Budi Haryanto Burhan, Norhapizah Binti Mohd Cindy Taurusta Dinar Roudhotul Lailia Dinar Roudhotul Lailia Dzulfikar Akbar Romadhon Dzulfikar Akbar Romadlon Effendi, Fauzan Eli Mahmudah Elly Elvina Sahara Fachruddin, M. Syauqy Fahmawati, Zaki Nur Fahmiyah Tsaqofah Islamiy Fahrur Rozi Fajriyah, Ayu Rohmatul Falaakhy, Muhammad Mauludy Fanani, Yopi Agusta Fanaturiza, Yopi Agusta Faustina, Farah Nur Fauziah Mar'ie Febbianti Widia Santoso Figitha Cahya Ningrum Fitri Nur Latifah Habibillah, Erik Hanifah, Najmy Ida Rindaningsih, Ida Ihsana El Khuluqo Imam Fauji, Imam Imam Wilujeng Isa Anshori Islamudin, Mochamad Alfin Istikomah Istikomah Istikomah, Istikomah Istiqomah Istiqomah Jamainah Jamainah Jamilatur Rohmah Khaerani, Anisa Khoirinindyah, Safitri Khoirul Fathona Khoirunnisa, Windi Lestiawaty Paputungan Lisa Nur Aini Luthfi Ans Mahfuzah, Mohamed Zabidi Mahmudah, Eli Masruchin Masruchin Miftahol Jannah Moch. Bahak Udin By Arifin Mochamad Alfin Islamudin Mochamad Chafiid Dhuha Mochamad Nashrullah Mochamad Saputra Oetomo Mochammad Imron Haris Mohammad David El Hakim Muadz Ahmad Faruq Muhajir Muhamad Nashiiruddin Addaa'i Muhammad Arif Syaifuddin Muhammad Fendik Mustika, Mulia Intan Napitupulu, Lilis Suriyani Nariska Ananda Hendi Naufal Nabil Hasbullah Ni'mah, Khoiru Noorhayati, Siti Mahmudah Norhapizah Binti Mohd Burhan Norhapizah, Mohd Burhan Norzila Binti Ali Musa Nunung Faizah Nur Cholis Nur Hidayatul Lutfiyah Nur Kholifah Nur Ravita Hanum Nurdyansyah Nuril Huda Nurjamilah, Siti Nurmalita, Distia Intan Nurmeini Wulandari Nurul Fajri Sa’adah Nurul Hadi Nurul Mukarromah Nuryanti Nuryanti Nuryanti Nuryanti Nuryanti Nuryanti Parmawati, Ika Prameswari, Salsa Dea Purwianto, Adelia Fadillah Putri Chusnul Khotimah Rahma Diah An Nilam Renny Oktafia Resky Satriya, Restu Restu Resky Satriya Retno Tri Hariastuti, Retno Tri Rifa`Atus Shoolihah Zamzami Riris Setyawati Risa Diningrum Risma Elfariyanti Rizqi Citra Lestari rochmah, Ayu hidayatinur Romli, Imam Roslan Ab Rahman Sa'diah, Halimatus Safitri Khoirinindyah Sahira, Nabila Saifuddin saifudin, moh Samiha Suweleh Santi Irawati Setiawan, Eriko Viksiano Shanti Sudjarwati Silvani, Savira Deta Silvia, Faizatun Nuris Silwana Mumthaza Siti Rahmatul Fitriyah Sofiatuz Zuhro Sudjarwati, Shanti Suliha, Suliha Sulikah Tri Handayani Suryani Susanti Susanti Suweleh, Samiha Thufailah Nuzuliah Triayudha, Anna Ubaidillah Al Affan Ulfiyyatur Rosyidah Widya Sahda Tiffany Ardiningrum Wildan Mahiru Amrullah Wiwik Dwi Hastuti Yayuk Faujiyah Yayuk Fauziah Yayuk Fauziyah Yopi Agusta Fanaturiza Yulian Findawati Yusoff, Zuraidah Juliana Mohamad

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