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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Bahasa dan Sastra Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies JOURNAL OF QUR'AN AND HADITH STUDIES Intiqad: Jurnal Agama dan Pendidikan Islam IJTIHAD Jurnal Wacana Hukum Islam dan Kemanusiaan Jurnal Pendidikan Islam KONTEMPLASI: JURNAL ILMU-ILMU USHULUDDIN REFLEKSI EDUKATIKA Jurnal Pendidikan Agama Islam Al-Thariqah Hayula: Indonesian Journal of Multidisciplinary Islamic Studies Jurnal Pendidikan Islam Jurnal Ilmiah Iqra' NALAR: Jurnal Peradaban dan Pemikiran Islam At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Al-Qalam DIDAKTIKA : Jurnal Kependidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Mu'allim Ulumuna Waraqat : Jurnal Ilmu_Ilmu Keislaman Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) TAFSE: Journal of Qur'anic Studies Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Taklim : Jurnal Pendidikan Agama Islam TARBAWY: Indonesian Journal of Islamic Education Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Ta’wiluna: Jurnal Ilmu Al-Qur’an,Tafsirdan Pemikiran Islam Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Iman dan Spiritualitas Arfannur: Journal of Islamic Education Jurnal Studi Sosial Keagamaan Syekh Nurjati QiST: Journal of Quran and Tafseer Studies Jurnal Ilmu Pendidikan Jurnal El-Thawalib Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Murabby: Jurnal Pendidikan Islam Jurnal Semiotika-Q: Kajian Ilmu al-Quran dan Tafsir Jurnal Pendidikan Terapan International Journal of Islamic Studies Higher Education International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Kultura: Jurnal Ilmu Sosial dan Humaniora Civilization Research: Journal of Islamic Studies Ihsanika : Jurnal Pendidikan Agama Islam Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia Kontemplasi : Jurnal Ilmu-Ilmu Ushuluddin Jurnal Pendidikan Islam Indonesian Journal of Islamic Religious Education (INJIRE) EDUKASI Journal of Education and Teacher Training Innovation (JETTI) ATTARBIYAH: Journal of Islamic Culture and Education Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jurnal El-Thawalib Referensi Islamika: Jurnal Studi Islam EDUKASIA: Jurnal Penelitian Pendidikan Islam KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture)
Cucu Surahman
Program Ilmu Pendidikan Agama Islam, Universitas Pendidikan Indonesia-Bandung. Jl. Setiabudi No. 229, Bandung, Jawa Barat 40154.
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Integrasi Ilmu dan Amal “Kajian Tafsir Tarbawi atas Q.S Al-Mujadilah Ayat 11 Tentang Adab dan Keutamaan Menuntut Ilmu” Rafilah, Nabila Hasna; Surahman, Cucu; Sumarna, Elan
Hamalatul Qur'an : Jurnal Ilmu Ilmu Alqur'an Vol. 5 No. 2 (2024): December 2024
Publisher : Pondok Pesantren Hamalatul Qur'an Jogoroto Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/hq.v5i2.347

Abstract

This verse emphasizes the importance of faith and knowledge as elements that elevate a person's status in the sight of Allah. In Islam, knowledge is not only understood as theoretical insight but must also be actualized through practices aligned with Sharia guidelines. This study employs a qualitative approach with a thematic exegesis method to analyze the relationship between knowledge, action, and etiquette in Islam, highlighting etiquette as a crucial element in the learning process. While previous studies have largely discussed Q.S. Al-Mujadilah verse 11 in the context of the virtue of seeking knowledge, this article places special emphasis on the importance of applying knowledge in daily life. The application of knowledge is deemed essential in shaping noble character, aligned with the goals of national education. Through a review of classical and contemporary exegesis literature, this article concludes that an ideal learning process must be accompanied by etiquette and righteous deeds. This aims to ensure that knowledge does not remain mere theoretical understanding but also provides tangible benefits to individuals and society. Thus, the learning process becomes more holistic, encompassing intellectual, spiritual, and moral aspects. This conclusion supports the view that the integration of knowledge, action, and etiquette is a fundamental pillar in realizing the goals of Islamic education. Such an education is expected to produce individuals who are faithful, knowledgeable, and morally upright, in accordance with Islamic teachings and the nation's noble values.
Penerapan Metode Problem Solving dalam Pembelajaran PAI: Upaya Meningkatkan Kemampuan Berpikir Kritis Siswa di SMPN 15 Bandung Sri, Afifah Rufianti; Fakhruddin, Agus; Surahman, Cucu
Jurnal Pendidikan Islam Vol. 15 No. 01 (2024)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The problem solving method in Islamic Religious Education (PAI) learning aims to increase students’ understanding of problems, develop skills in finding creative solutions, and improve critical thinking abilities. This research aims to determine the application of learning using the Problem Solving method in PAI subjects at SMPN 15 Bandung. By using a qualitative descriptive design, researchers as key instruments used observation, interviews and documentation in collecting research data. To ensure the validity of the data, researchers used triangulation. The results of the research show that SMPN 15 Bandung has implemented a learning process using problem solving methods in PAI subjects. This is based on the fact that every student must dare to express an opinion and start thinking critically. The stages of applying problem solving methods in PAI learning include learning design, learning steps, and learning evaluation. Teachers have an important role in preparing the Learning Implementation Plan (RPP) and carrying out learning steps, from observing to communicating. Learning evaluation is carried out through authentic assessments that cover three domains: cognitive, affective and psychomotor.
Tauhid Sebagai Fondasi Epistemologis: Tafsir Tarbawi Atas Q.S. Al-Baqarah [2]:163 Bagi Paradigma Pendidikan Islam Helmy, Helmy Abdullah; Surahman, Cucu; Sumarna, Elan
NALAR Vol 9 No 2 (2025): Islam in Social Sphere
Publisher : Faculty of Ushuluddin, Adab, and Da'wah, State Islamic University of Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v9i2.10924

Abstract

Contemporary Islamic education faces an epistemological crisis marked by the dichotomy between religious and non-religious sciences due to the adoption of a secular paradigm that separates the value of tawhid from the learning process, resulting in fragmented knowledge and the loss of balance in the hierarchy of knowledge (loss of adab). This study aims to analyze Q.S. al-Baqarah [2]:163 using a tafsir tarbawi approach to identify the core principles of tawhid and their implications for the epistemological foundations of Islamic education, as well as to construct a tawhid-based conceptual framework as an alternative paradigm to overcome the knowledge–religion dichotomy. Using a library research design and a tafsir tarbawi methodology that integrates linguistic-grammatical, contextual (munasabah al-ayat), and comparative-critical analysis of classical and contemporary commentaries, the study identifies five central principles of tawhid: (1) tawhid al-ma‘rifah (unity of the source of truth), (2) kulliyyat al-rahmah (universality of divine mercy), (3) nafy al-shirk (negation of partners to God), (4) takamul al-‘ubudiyyah wa al-khilafah (integration of vertical and horizontal dimensions), and (5) ta‘yin al-huwiyah al-ma‘rifiyyah (formation of epistemic identity). These principles generate ontological implications (a theocentric-anthropocentric conception of the human and fitrah), epistemological implications (integration of revelation, reason, and empirical inquiry, alongside a methodology resistant to secularization), and axiological implications (mercy, justice, integrity, and social-ecological responsibility). Q.S. al-Baqarah [2]:163 thus provides a theological-epistemological foundation for an Islamic education paradigm that integrates spiritual, intellectual, and moral dimensions, whose implementation requires curriculum reconstruction that harmonizes diverse disciplines within a tawhidic framework and the development of holistic assessment systems that measure cognitive, moral, and spiritual domains in an integrated manner.
Analisis Perspektif Mahasiswa Muslim Gen-Z terhadap Isu Marriage Is Scary Riyan Riswandi; Cucu Surahman; Risris Hari Nugraha
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.893

Abstract

Dalam konteks sosial yang terus berkembang, pernikahan sering dianggap menakutkan oleh generasi muda, terutama di kalangan mahasiswa yang berada di usia produktif untuk menikah. Penelitian ini bertujuan untuk menggali dan menganalisis persepsi mahasiswa muslim generasi z di kampus perguruan tinggi di kota Bandung terkait isu "marriage is scary". Dengan menggunakan pendekatan kualitatif dan metode deskriptif, data yang dikumpulkan melalui wawancara mendalam dengan informan yang dipilih menggunakan teknik purposive sampling, kemudian dianalisis. Indikator yang dianalisis dalam penelitian ini mencakup persepsi mahasiswa terhadap pernikahan, dinamika peran gender, risiko konflik dan kekerasan dalam rumah tangga, stigma sosial, kesulitan mencari pasangan yang sesuai, dan kebutuhan akan pendidikan pra-nikah. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis tematik untuk mengidentifikasi dan mengelompokkan tema-tema utama dari data wawancara, serta analisis naratif untuk memahami bagaimana pengalaman pribadi mahasiswa terkait dengan pernikahan membentuk persepsi mereka. Temuan dari penelitian ini memberikan rekomendasi untuk pengembangan program pendidikan pra-nikah yang lebih relevan dan aplikatif dalam konteks kehidupan mahasiswa muslim. Hasil penelitian menunjukkan bahwa berbagai faktor berkontribusi pada ketakutan akan pernikahan, seperti dinamika peran gender, risiko konflik dan kekerasan dalam rumah tangga, serta pengaruh lingkungan sosial. Selain itu, faktor berkontribusi pada ketakutan akan pernikahan adalah adanya stigma sosial dan sulitnya mencari pasangan yang sesuai. Penelitian ini menekankan pentingnya pendidikan pra-nikah dalam membekali generasi muda dengan pengetahuan dan kesiapan yang diperlukan untuk menghadapi tantangan pernikahan.
Transformative Tilawah: A Holistic Qur'anic Literacy Framework Artha, Nursani Awal; Surahman, Cucu; Sumarna, Elan; Mubarokah, Syifa Fatihatul
QiST: Journal of Quran and Tafseer Studies Vol. 4 No. 3 (2025): December
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/qist.v4i3.15057

Abstract

Contemporary Islamic education in Indonesia faces a critical challenge: students master Qur'anic recitation technically but struggle to comprehend, internalize, and apply Qur'anic values in daily life, reflecting a problematic textual-contextual dichotomy in pedagogical practice. This study addresses this gap by developing an Integrated Tilawah Framework-a transformative model of Qur'anic literacy-through thematic analysis of tilawah interpretations across five authoritative tafsir works (Al-Tabari, Ibn Kathir, Al-Qurtubi, Al-Mishbah, Al-Azhar) using Braun & Clarke's Methodology. Analysis of two key verses (Q.S. Al Baqarah:121; Al-Muzzammil:4) identified four integrated dimensions: Authentic Transmission Preservation (16.7%), Deep Meaning Comprehension (41.7%), Spiritual Value Internalization (16.7%), and Transformative Practical Application (25.0%). The framework demonstrates substantial synergy with Paulo Freire's critical literacy theory and Ron Miller's holistic education, offering a paradigm shift from technical-passive toward transformative-active Qur'anic engagement. This synthesis of classical Islamic hermeneutics with contemporary critical pedagogy provides educators a comprehensive, culturally-rooted blueprint for curriculum development in Islamic educational contexts. Expert judgment validation is recommended to confirm implementation feasibility. The findings reveal four core themes: authentic transmission preservation, deep meaning comprehension, spiritual value internalization, and transformative practical application. These themes are synthesized into a hierarchical and cyclical framework that reconceptualizes tilawah as transformative Qur'anic literacy rather than mere recitation. Globally, this framework offers a theoretically grounded and pedagogically operational model that contributes to discussions on religious literacy, critical pedagogy, and holistic education. It provides a transferable reference for Qur'anic education across diverse cultural contexts, promoting faith-based learning that is intellectually rigorous, spiritually meaningful, and socially transformative.
Religious transformation and character: a phenomenological study of pesantren ramadan experience in high school Sriwahyuni, Ranti Ayu; Fakhruddin, Agus; Surahman, Cucu
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 10 No. 2 (2025): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v10i2.225-241

Abstract

As modernisation accelerates and religious engagement among adolescents declines, there is an urgent need for Islamic education models that prioritise meaningful character transformation over mere cognitive instruction. This study examines the transformative impact of religiosity and character development on students and teachers participating in the Pesantren Ramadan (SMARTTREN) program at a public high school in Bandung. Using a qualitative phenomenological approach, data were collected through observations, in-depth interviews, and document analysis. The findings indicate that SMARTTREN functions as a comprehensive learning environment that fosters spiritual, social, and moral development. Teachers view the program as a means of role modelling and spiritual renewal. Concurrently, students reported increased discipline in worship, a stronger emotional and spiritual connection to Allah, and noticeable positive changes in their daily interactions. These results suggest that SMARTTREN is an effective contextual model of Islamic education in public schools, providing sustainable pathways to enhance students' religiosity and character formation. The program has significant potential for replication and integration into curricula in similar educational settings.
Menggali Makna Tafakkur Dalam QS. Al-A’raf Ayat 176 Rahmania, Puput; Surahman, Cucu; Sumarna, Elan; Batula, Abu Warasy
Tazkir: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/tazkir.v11i2.18561

Abstract

This study aims to analyze the meaning of tafakkur (deep reflection) in Surah Al-A'raf verse 176 and examine its relevance to spiritual, moral, and social education in contemporary Islam. This research employed a qualitative approach with library research methodology, involving the analysis of classical tafsir literature such as Tafsir Ibn Kathir, Tafsir al-Qurtubi, and Tafsir al-Razi, as well as contemporary interpretations by Sayyid Qutb and M. Quraish Shihab. The tahlili (analytical) and descriptive methods were used to interpret the meaning of tafakkur, while content analysis was applied to identify educational values embedded within the verse. The results indicate that tafakkur in QS. Al-A'raf 176 encompasses three interconnected dimensions: (1) spiritual dimension, which cultivates awareness and closeness to Allah; (2) moral dimension, which functions as a mechanism for self-control and ethical guidance; and (3) social dimension, which encourages individuals to apply reflective wisdom in constructive social interactions. These values can be integrated into contemporary Islamic education through pedagogical methods that emphasize reflection, discussion, case studies, and social practice. This study contributes to the development of holistic Islamic education that produces students who are not only intellectually competent but also spiritually mature, morally upright, and socially responsible. The findings underscore the critical importance of tafakkur as a foundation for character development in facing the challenges of modern education.
Motivasi dan Aksi Pembelajaran dalam QS. Al-Baqarah 31-33 Fauziah, Syifa Samrotul; Surahman, Cucu; Sumarna, Elan; Aprillianti, Della Putri
Tazkir: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/tazkir.v11i2.18591

Abstract

Penelitian ini menganalisis konsep manusia sebagai pembelajar Allah dalam QS. al-Baqarah (31-33) dan implikasinya terhadap motivasi serta aksi pembelajaran dalam pendidikan Islam kontemporer. Menggunakan pendekatan kualitatif dengan metode tafsir tematik (tafsīr maudhu'ī), penelitian ini mengkaji delapan kitab tafsir klasik dan kontemporer. Temuan menunjukkan bahwa pengajaran al-asmā' kepada Nabi Adam melambangkan anugerah kapasitas intelektual dan spiritual, menjadikan Allah sebagai al-Mu'allim al-Awwal (Pendidik Pertama) dan manusia sebagai pembelajar dengan fitrah mencari ilmu. Penelitian ini mengintegrasikan nilai tarbawi Qur'ani dengan teori psikologi pendidikan modern: self-determination theory, self-regulated learning, habit loop, dan growth mindset. Motivasi intrinsik dalam Islam sejalan dengan kebutuhan psikologis dasar (otonomi, kompetensi, keterkaitan) yang diwujudkan melalui ijtihad, pengembangan fitrah, dan ukhuwah. Proses pembelajaran Qur'ani menekankan siklus tafakkur-niyyah-mujahadah-muhasabah yang resonan dengan fase self-regulated learning. Pembiasaan amal saleh melalui habit loop menjadi kunci transformasi ilmu menjadi karakter (malakah). Implikasi praktis mencakup desain kurikulum integratif, metode pengajaran reflektif, evaluasi berbasis karakter, dan orientasi pendidikan holistik yang menghasilkan individu beriman, berilmu, dan beramal.
Prinsip Keseimbangan dalam Al-Qur’an dan Relevansinya dalam Pembelajaran (Studi atas Konsep Tawazuniyyah dalam QS. Ar-Rahman Ayat 4-13) Ritonga, Mhd. Aksaril Huda Ritonga; Mhd. Aksaril Huda Ritonga; Surahman, Cucu; Sumarna, Elan; Restu Rizki Amanda; Helmy Abdullah Helmy
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/z2e9sr81

Abstract

Penelitian ini membahas prinsip tawâzuniyyah (keseimbangan) dalam Al-Qur’an dan relevansinya dalam pembelajaran dengan fokus kajian pada QS. Ar-Rahman ayat 4–13 melalui pendekatan tafsir tarbawy. Tujuan penelitian ini adalah untuk mendeskripsikan makna keseimbangan yang terkandung dalam ayat tersebut serta bagaimana prinsip tersebut dapat menjadi landasan konseptual bagi pengembangan pendidikan Islam yang integratif dan holistik. Penelitian ini menggunakan metode kepustakaan (library research) dengan sumber data primer QS. Ar-Rahman ayat 4–13 dan data sekunder berupa tafsir-tafsir Al-Qur’an serta literatur pendidikan Islam yang relevan. Analisis dilakukan secara kualitatif dengan pendekatan induktif untuk menemukan pola-pola konseptual terkait penerapan prinsip tawâzuniyyah dalam pembelajaran. Hasil penelitian menunjukkan bahwa QS. Ar-Rahman ayat 4–13 menegaskan pentingnya keseimbangan antara aspek spiritual dan material, dunia dan akhirat, teori dan praktik, serta manusia dengan lingkungannya. Prinsip ini memberikan paradigma baru dalam pendidikan Islam yang tidak hanya menekankan aspek kognitif, tetapi juga spiritual, moral, dan ekologis. Dengan demikian, tawâzuniyyah dapat dijadikan dasar untuk merancang model pembelajaran yang lebih seimbang, adil, dan sesuai dengan tujuan penciptaan manusia sebagai hamba Allah dan khalifah di bumi
Analisis Kesiapan Guru PAI Terhadap Adopsi Artificial Intelligence dalam Pembelajaran Al-Quran: Tinjauan Technology Readiness Index Zulfikar, Muhammad; Supriadi, Udin; Surahman, Cucu
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/2fnyvf73

Abstract

The integration of Artificial Intelligence (AI) in Islamic Religious Education (PAI) offers efficiency but sparks theological debates on scholarly authority. This study analyzes the readiness of PAI teachers for AI adoption in Al-Qur'an learning using the Technology Readiness Index (TRI). Employing a phenomenological qualitative approach, data were collected through in-depth interviews with five teachers across generations (Gen-X and Gen-Z). Reflexive thematic analysis mapped the dimensions of Optimism, Innovativeness, Discomfort, and Insecurity. The findings reveal a "Technically Ready, Spiritually Cautious" profile. All participants acknowledged AI’s administrative utility. A generational gap exists: Gen-Z is driven by innovation and high self-efficacy, while Gen-X relies on social proof. Crucially, high universal Insecurity regarding content validity and the loss of scholarly sanad (chain of transmission) was found. Teachers position AI strictly as an instrumental tool, rejecting it as a substitute for talaqqi (face-to-face learning). The study concludes that the primary barrier is theological protection, not technical incompetence. It suggests an adoption strategy focused on ethical literacy and positioning AI as a supervised assistant to maintain Islamic education's integrity. This study recommends that the Ministry of Religious Affairs and Islamic educational institutions develop AI adoption ethical guidelines that integrate artificial intelligence as an instructional assistant without undermining the supremacy of sanad and the teacher's authority in maintaining the authenticity of religious teachings.
Co-Authors Aam Abdussalam Aam Abdussalam Aam Abdussalam, Aam Abdillah Muflih Aceng Kosasih, Aceng Achmad Faqihuddin Ade Taufik Solihin Adnin, Gina Fauzia Afifah Rufianti Sri Agus Fakhruddin Ahmad Hakam Alawiyah, Risa Alena Siti Maharani Alhafidza, Naylazyani Siti Amanda, Restu Rizki Anugrah Alifia Khairunnisa M Aprilia, Nindy Putri Aprillianti, Della Putri Ariq Muammar Artha, Nursani Awal Aufa Assa Syahada Aulia, Muhammad Hizba Azizah, Milki Salwa Nor Batula, Abu Warasy Buchori Buchori, Buchori Choirin, Besta Alby Djuwairiyah Djuwairiyah Dzakiya, Mifta Ghina Edi Suresman Ega Nasrudin Elan Sumarna Fadhila, Almira Rahma Fadhilah Rijqy Firdianti Faiz Aswa Nazhan Fatihunnada, Fatihunnada Fauziah, Syifa Samrotul Fauziah, Wafiq Nur Fazar, Fahmi Ganjar Eka Subakti Hadiana Nasrullah Hakam, Ahmad Hanifah, Alya Nurul Hasibuan, Ulfah Salwa Helmy Abdullah Helmy Helmy, Helmy Abdullah Hendra Sudrajat Hermawan , Najwa Nabila Hilman Taufiq Abdillah Hizba Aulia, Muhammad Husaeni, Muhammad Fahri Ali Husniah, Lu'Lu' Ilyasa, Faisal Fauzan Imani, Insani Nurul Indi , Susan Intan Wardatul Karimah Irfan Rizkiana Raja Nugraha Irfandi Khairunnisa Khairunnisa M. Nur, Tya Shofarina Mhd. Aksaril Huda Ritonga Mohammad Syairozi Dimyathi Ilyas Mohd Shafiee bin Hamzah Mokh. Iman Firmansyah Mokh. Iman Firmansyah Mubarok, Muhammad Ramdan Mubarokah, Syifa Fatihatul Muflih, Abdillah Muhamad Parhan Muhamad Ridwan Sudaryat Muhammad Aldam Shaka Pradipta Muhammad Hizba Aulia Muhammad Hizba Aulia Muhammad Shendyka Muhammad Zulfikar Munawar Rahmat Muzakki , Rifqi Fathan Saepudin Nabhila, Dhiana Ratu Nafisa Maliqa Maulana Nasrudin, Ega Naufal, Muhammad Naufal Salamuddiin Nazhan, Faiz Aswa Nelsya Winanda Novia, Shinta Nurfadilah, Utami Nurmani, Balqis Nuroniyah, Thoyibatun Nurti Budiyanti O’gli, Sodiqov Ulug’bek G’ulomjon Paradisa, Walada Permana, Rizal Pitra Gosha Patriasya Rafilah, Nabila Hasna Ragamustari, Safendrri Komara Rahardja, Muhammad Nurfaizi Arya Rahayu, Risma Putri Rahmania, Puput Ratna Wulandari Ratna Wulandari Restu Rizki Amanda Rifqi Fathan Saepudin Muzakki Risris Hari Nugraha Ritonga, Mhd. Aksaril Huda Ritonga Riyan Riswandi Rokhim, Muhammad Maulana Rokhim, Muhammad Maulana Rosyada, Noer Amrina Saepudin Muzakki, Rifqi Fathan Salwa Rihadatul Aisy Shinta Novia Silmi Septiani Siti Maesaroh Sri, Afifah Rufianti Sriwahyuni, Ranti Ayu Sunarya, Bayu Supriyadi, Tedi Susetyo, Marwal Blantara Sya'ban, Bildan Muhammad Syahidin Syahidin Syahidin, Syahidin Tanjung, Fadhilah Sukmawati Teni Asmarani Titin Yuniartin Tsaqib, Fathanah Hamidah Udin Supriadi Ulfa, Hilma Fauzia Ulfa, Hilma Fauzia Utami Qonita Rahmi Utami, Putri Intan Wahidi, Rosid Wawan Hermawan Widia Lestari Yulistriany, Tyka Yuniartin, Titin Yusranti, Muthia Zakia Fitri Nabila Zidny Hikmatiar Zilva Raihan Nazir Ali Alfathimy