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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Kebijakan dan Pengembangan Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Mahasiswa Fakultas Hukum Jurnal Inovasi Teknologi Pendidikan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) KALAMATIKA Jurnal Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Wacana Akademika : Majalah Ilmiah Kependidikan Maqasid: Jurnal Studi Hukum Islam Jurnal Pendidikan Islam IndoMath: Indonesia Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Purifikasi Edukasi Islami: Jurnal Pendidikan Islam Martabe : Jurnal Pengabdian Kepada Masyarakat Atthulab: Islamic Religion Teaching and Learning Journal Journal of Educational Research and Evaluation Jurnal Ilmiah Pendidikan Profesi Guru JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya MEJ (Mathematics Education Journal) Jurnal Eduscience (JES) El Banar: Jurnal Pendidikan dan Pengajaran Tawshiyah: Jurnal Sosial Keagamaan dan Pendidikan Islam Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian Kepada Masyarakat International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Transformatif Jurnal Pendidikan Islam Aqwal: Journal of Quran and Hadies Studies Jurnal Simki Postgraduate Jurnal Pendidikan Terapan Jurnal Bintang Pendidikan Indonesia Tadibia Islamika: Journal of Holistic Islamic Education Indonesian Journal of Islamic Elementary Education Asghar: Journal of Children Studies JNPM (Jurnal Nasional Pendidikan Matematika) El-Fakhru : Jurnal Ilmiah Pendidikan Islam Jurnal Inovasi Pendidikan Agama Islam IHSAN : Jurnal Pendidikan Islam Abdimas Mandalika Indonesian Journal of Early Childhood Educational Research Delta-Phi Jurnal Pendidikan Matematika Al-Zayn: Jurnal Ilmu Sosial & Hukum QOSIM: Jurnal Pendidikan, Sosial & Humaniora Assyfa Journal of Islamic Studies La-Tahzan: Jurnal Pendidikan Islam Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Pendidikan Islam Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Moral : Jurnal Kajian Pendidikan Islam Dharma: Jurnal Pengabdian Masyarakat Edukasia Islamika: Jurnal Pendidikan Islam ALMUSTOFA: Journal of Islamic Studies and Research Service Lumbung Ngabdi: Jurnal Pengabdian Masyarakat Women, Education, and Social Welfare GURUPEDIA: Journal of Teacher and Education Jurnal Didaktik Matematika El Midad: Jurnal Jurusan PGMI EDUKASIA: Jurnal Penelitian Pendidikan Islam
Mohammad Syaifuddin
Universitas Muhammadiyah Malang
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Integration of Learning Beyond the Classroom and Project-Based Learning in a Nature-Based Elementary School Januardi, Ega; Cholily, Yus Mochamad; Syaifuddin, Mohammad
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89085

Abstract

This study is motivated by the limited effectiveness of conventional teaching methods that continue to dominate elementary education practices, particularly in fostering students’ conceptual understanding and 21st-century skills. The main objective is to explore the integration of Learning Beyond the Classroom (LBC) and Project-Based Learning (PjBL) as innovative strategies to improve learning quality. Employing a qualitative approach with a case study design, the research involved four teachers and twelve students from a Nature-Based Elementary School selected purposively. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman model. Validation was ensured through source triangulation and member checking. The findings indicate that the integration of LBC and PjBL significantly enhanced students’ critical thinking, collaboration, and conceptual understanding. Students also demonstrated improvements in metacognitive awareness, learning independence, and socio-emotional skills. Learning became more meaningful as activities were connected to real-life experiences, increasing student engagement and motivation. However, challenges emerged, including limited facilities, varying levels of teacher readiness, and technical constraints in online learning integration. Overall, the approach proved effective in enhancing the quality of elementary education. The implications emphasize the importance of teacher professional development, flexible and context-responsive curricula, and adequate infrastructure to support the sustainable implementation of contextual and experiential learning.
Investigating Differentiated Learning Practices and their Influence on Multiple Domains of Early Childhood Development Annisah Nurul Dzulaekha; Mohamad Syahri; Mohammad Syaifuddin
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.938

Abstract

Purpose : This study examines the systematic use of differentiated learning in early childhood classrooms at Hang Tuah Kindergarten, Tarakan, with a focus on its observed associations across six developmental domains moral-religious, physical-motor, cognitive, linguistic, socio-emotional, and artistic. It addresses the research gap in holistic analyses that move beyond single-domain evaluations. Methods: A qualitative methodology was used, incorporating classroom observations, semi-structured interviews with educators, and analysis of children's work artifacts. Data triangulation included instructional techniques, instructor perspectives, and developmental markers. Evidence was categorized into observed behaviors, instructor reflections, and documented outputs, with quality ratings assigned for systematic comparison. Findings: The study highlighted consistent differentiation in content, process, and product, with content adaptation deemed "adequate." Gains were observed in linguistic proficiency, collaboration, creativity, motor coordination, and cognitive sequencing. Teachers noted feasibility, alignment with readiness, and engagement from activity choice. Moderate progress was seen in moral-religious and socio-emotional domains, indicating a need for more focused scaffolding and long-term strategies. Research Implications: Findings indicate that differentiated learning significantly contributes to balanced child development, linking Tomlinson’s differentiation framework to Vygotsky’s sociocultural theory. The study suggests that differentiated strategies can enhance academic and social growth, prompting policymakers to consider institutional support for content adaptation. Originality: This research presents a qualitative account of differentiated learning across six developmental domains in Indonesian kindergartens, contributing a comprehensive framework that integrates teacher perceptions, classroom practices, and developmental artifacts, expanding upon previous studies that have predominantly focused on isolated domains.
Functional Inverse Material Description Test: Development of Islamic Integrated Communication Ability Instruments Alfi Rachma Nisfi Laila; Yus Mochamad Cholily; Mohammad Syaifuddin; Wiwit Kurniawati; Anisur Rahman
Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v1i1.120

Abstract

Assessment activities are crucial to measuring learning success in the school system. Assessment can be used to improve education where teachers incorporate Islamic beliefs. This study explains how to create a religiously-integrated mathematical communication skills test. This is ADDIE model development research. The research was tested at a Tulungagung Madrasah Aliyah. The data-gathering method solves ten inverse function math questions using a description test. Data analysis uses strength, reliability, validity, and difficulty. This study found that the social essay exam instrument analyses high school students' mathematics communication skills and Islamic beliefs, with 7 items valid and reliable and 3 items removed. This study found that the Islamic integrated mathematical communication ability test is valid, reliable, discriminatory, and somewhat demanding.
ANALYSIS OF CONTEXTUAL PROBLEM-SOLVING INSTRUCTION IN THE CONSTRUCTION OF ELEMENTARY STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING Yuhanita Ulzana; Mohamad Syahri; Mohammad Syaifuddin
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9165

Abstract

Purpose – This study aims to analyze contextual problem-solving instruction as a pedagogical space for constructing elementary students' mathematical conceptual reasoning in whole-number learning. The study focuses on how authentic problems, everyday-life contexts, and instructional interaction facilitate students' construction of conceptual meaning and their explanation of the rationale for using arithmetic operations.Methodology – This study employed a field-based qualitative case study approach. Researchers collected data through classroom observations, interviews with the school principal, teacher, and selected students, document analysis, and pretest–posttest measures as supporting descriptive data. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source, technique, and time triangulation.Findings – The findings show that contextual problem-solving instruction created a learning space that enabled students to actively, reflectively, and meaningfully construct mathematical conceptual reasoning. Through simple buying-and-selling contexts, the use of play money, group discussion, and reflection, students were able to identify information, select solution strategies, explain the rationale for using addition and subtraction, and relate whole-number concepts to real-life situations.Contribution – This study confirms that contextual problem-solving instruction should be understood not merely as a strategy for improving learning outcomes, but as a pedagogical space that facilitates the construction of students’ mathematical conceptual reasoning through authentic experience, social interaction, and reflection on thinking processes.
Improving Academic Culture Through MBKM-Based Curriculum Construction at Islamic Higher Education Institution Syaifuddin, Mohammad; Sopiah, Sopiah; Annur, Aan Fadia; Prayogi, Arditya; Alias, Norma
EDUKASIA Vol 20, No 1 (2025): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v20i1.31427

Abstract

Every university needs to harmonize and reconstruct its curriculum in accordance with national policies to improve the quality of its academic culture. Likewise, UIN K.H. Abdurrahman Wahid Pekalongan must apply the pillars of independent campus learning (MBKM) in its curriculum development. This study aims to explain the curriculum development policy, MBKM-based curriculum construction model, and its problems at UIN K.H. Abdurrahman Wahid Pekalongan. A qualitative field research approach through interviews, observations and documents is used in extracting research data. The results of this study are: 1) MBKM-based curriculum development at UIN K.H. Abdurrahman Wahid Pekalongan is based on the Rector's Decree as a derivative of the Ministry of Education and Culture and Ministry of Religious Affairs policies; 2) The curriculum construction model is characterized by textualist and substantive through the implementation of several MBKM pillars 3) Problems arisen in MBKM-based curriculum construction are related to the determination of courses to be converted, the distribution of courses that are less aligned with MBKM, the financial limitations of students, and the limited availability of MoUs with various related agencies. This research contributes to Islamic education science by offering a context-specific model for integrating MBKM with Islamic values, such as religious moderation, addressing a gap in its application within Islamic higher education. Its long-term implications include informing curriculum frameworks that balance the national policies with the institutional identity, enhancing graduate competencies, and fostering sustainable academic quality in Islamic universities in the MBKM era.
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
Pedagogical Deep Learning for Student Character Formation: A Systematic Literature Review and Conceptual Synthesis Nana Liesdiana; Mohammad Syaifuddin; Kusnaini
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): January - March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.475

Abstract

The growing emphasis on character-oriented education requires pedagogical approaches that move beyond knowledge transmission toward reflective, contextual, and value-laden learning experiences. This study aims to synthesize how deep learning approaches are conceptualized and implemented in education and how they contribute to student character formation. A Systematic Literature Review was conducted using PRISMA procedures. Articles were searched in the Scopus database on November 4, 2025, covering publications from 2016 to 2025 with the keywords “deep learning approach” and “character education.” After screening 4,244 initial records through title, abstract, document type, language, and eligibility criteria, 41 articles were included for thematic qualitative synthesis. The findings show that deep learning is implemented through diverse pedagogical models, including project-based learning, problem-based learning, contextual learning, flipped classroom, technology-supported media, reflective activities, and collaborative learning. Across the reviewed studies, deep learning supports character formation by promoting mindful engagement with content, meaningful connections to real-life contexts, and joyful learning experiences. These processes strengthen discipline, responsibility, independence, empathy, tolerance, collaboration, integrity, and critical thinking. This study contributes a conceptual synthesis that positions deep learning as an integrative pedagogical mechanism linking cognitive depth, reflective self-regulation, and character development, thereby offering a foundation for future empirical research and classroom-based innovation.
Innovative Educational Management Model of the School Principals to improve Discipline and Personality of Elementary School Students in the Digital Era Rohmanuddin Ahmad; Mohammad Syaifuddin; Arif Wurianto
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1783

Abstract

The rapid advancement of digital technology has transformed educational practices while simultaneously posing challenges to the development of discipline and character among elementary school students. This study aims to develop and evaluate an innovative digital-based educational management model to strengthen students’ discipline and character. Using a Research and Development (R&D) approach with the ADDIE framework, the study involved the stages of analysis, design, development, implementation, and evaluation. The resulting model integrates three key components: a QR Code–based digital attendance system, a discipline point system applying reward and punishment principles, and a digital teacher journal for monitoring daily student behavior. Expert validation indicated a very high feasibility level (93.33%). Statistical analysis using a paired samples t-test revealed significant improvements in students’ discipline scores (from 42.95 to 52.50) and character scores (from 42.25 to 51.35), with p = 0.000 (< 0.05). Qualitative findings further supported these results, showing increased responsibility, politeness, rule compliance, and enhanced collaboration between teachers and parents. The findings suggest that digital-based educational management is an effective strategy for strengthening student character holistically through adaptive, collaborative, and visionary school leadership in the digital era.
Outdoor Learning as a Strategy to Improve Young Children’s Language Development Erna Widiastutik; Arif Budi Wurianto; Mohammad Syaifuddin
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.16036

Abstract

This study aims to examines the implementation of Outdoor Learning (ODL) as a strategy to enhance early childhood language development at KB Aisyiyah Cakru, Jember. Grounded in the view that early language abilities are fundamental to cognitive, social, and academic growth, ODL was introduced through contextual activities such as visiting a traditional market and exploring a local herbal garden. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews with teachers and parents, and documentation of children’s learning activities. The findings show that ODL provides authentic, meaningful, and multisensory learning experiences that significantly improve children’s receptive and expressive language skills, including vocabulary acquisition, sentence formation, confidence in communication, and spontaneous verbal interaction. These results align with Vygotsky’s Zone of Proximal Development and the principles of Contextual Teaching and Learning, demonstrating that real-world engagement strengthens language use through social interaction and experiential stimuli. The study concludes that ODL is an effective and relevant pedagogical approach for supporting early language development, particularly in rural PAUD settings rich in local environmental resources.
STUDENT MOTIVATION IN PARTICIPATING IN PHYSICAL EDUCATION, SPORTS, AND HEALTH CLASSES Akip Sugiharto; Mohammad Syaifuddin; Ria A. Asih
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.7615

Abstract

Purpose – This research aims to determine: 1) student motivation in following Physical Education, Sports, and Health (PESH) learning in elementary schools, 2) students' external motivation in following PESH learning in elementary schools, 3) students' internal motivation in following PESH learning in elementary schools, and 4) the inhibiting and supporting factors for students in following PESH learning in elementary schoolsMethodology – This research uses a quantitative descriptive approach, with a survey and data collection via a checklist questionnaire instrument. The population in this study was 29 students in class 5A at SD Muhammadiyah 2, Bojonegoro, during the 2024/2025 academic year who met the inclusive criteria. The data collected through the questionnaire were analyzed using quantitative descriptive techniques, with percentages.Findings – The scope of this study focuses on the motivation of elementary school students in participating in Physical Education, Sports, and Health (PESH) lessons. The motivation studied comprises two main aspects: internal and external motivation.Internal motivation includes drives originating within the student, such as interest, enjoyment, and the desire to excel in PSEH learning. Meanwhile, external motivation includes influences from outside the student, such as teaching methods, the use of learning tools and media, and the learning environment.Contribution –the results of this study serve as input to understand better the learning process of Physical Education, Sports, and Health, so that learning activities can be optimized.
Co-Authors A.A. Ketut Agung Cahyawan W Aan Fadia Annur AAN SETIAWAN Abdul Khobir Abdulkadir Rahardjanto Achmad Mutaqin Adhelita Mai Zahra Afifah, Silmi Agustin, Amelya Ahmad Faridh Ricky Fahmy Ahmad Ta'rifin Ahmad Taufiq Ahmad Taufiq Ahmad Ta’rifin Ainur Rofieq Akhmad Syahwanul Karim Akip Sugiharto Alfi Rachma Nisfi Laila Alfiani Athma Putri Rosyadi Alias, Norma Amrullah, Arfan Anggriawan Nugroho, Dicky Anisatul Haniah Anisur Rahman Annisah Nurul Dzulaekha Aprilia Kartika Muhtar Arditya Prayogi Arif Budi Wurianto Arif Wurianto Arliyani, Isni Assidiq, Jimi Priyo Bagastyo, Arseto Yekti Bambang Kholiq Mutaqin Bhaskoro Prasetyo Adi Maryanto Cindy Indra Amirul Fiqri Daromi, Maulana Hudan Dewi Khoirun Nisa Dewi Khoirun Nisa' Dwi Priyo Utomo Eka Ninda Febintatias Elfrida Rahmasari Elfrida Rahmasari Elia, Elia Nur Rohmah Erna Widiastutik Faridah Farihatun Maulida, Salma Faris Azzam Husain Fella Sufah Qotrunnadya Fiqri, Cindy Indra Amirul Firyala Meitsa Mona Gunawan Santoso Haki, Ubay Harfin Lanya, Harfin Hidayah, Dwi Naili Hifdzi Haq, Muhammad Syafi' Ilham Muhammad Ilmi, Malika Kautsar Imamiyah, Nuris Syarifatul Imas Saffanatul Aminah Imayati Kalean In’am, Akhsanul Irzaqi, M. Iftah Islamia, Urfah Jamil , Anis Farida JANUARDI, Ega Kalean, Imayati Kamilia Rahmah Khabib Jamalullail Khaidar Zamzami, Abid Khilwatissalamah Khozin Khozin, Khozin Kurniawati, Wiwit Kusnaini Kustini, Yurid Ilyuna Kusumaningsih, Mita Laila, Alfi Rachma Nisfi Lailatul Maghfiroh Lutfi Nofianto M Ruskhan Fauza M. Adin Setyawan Maulana Hudan Daromi Ma’mun Hanif Misbah, Hanim Moh. Mahfud Effendi Moh. Mahfud Effendi Mohamad Syahri Mohamad Syahri Mohammad Syahri Muamalah, Husnul Muchamad Fardan Mufidatuzzulfa, Nisa Muhammad Faisal Reza Muhammad Hamzah Muhammad Jembar Risky Muhammad Nurafni Junianto Muhammad Ridho Ardi Saputra Muhammad Rizki Cahyadi Muhammad Rizki Cahyadi Muhlisin Munif, Muchamad Murdiyanto, Murdiyanto Nada, Farah Qotrun Naili Nadhifah Nana Liesdiana Nanang Ilham Fatih Naufal Niswatun Hasanah Niswatun Hasanah Niswatun Hasanah Niswatun Hasanah Nopia Rizki Nur Kamaluddin akhmad Nur Khasanah Nur Khosiah Nur Laily Nur Rohmah Nuris Syarifatul Imamiyah Nurul Awwaliyatus Sa’adah Pratama, M. Akmal Putri Jhahrotul Fitriana Putri, Agnes Aprilia Putri, Octavina Rizky Utami Qurrota A'yun Rahmad Sugianto Rahman, Anisur Rahmasari, Elfrida Rani Darmayanti Redika Cindra Reranta Reni Dwi Susanti Retno Wahyu Arian Sah Reva Dwi Ariendra Ria A. Asih Ria Arista Asih Riki Nasrullah Rizal Dian Azmi Rizki, Nopia Rohmanuddin Ahmad Rr. Eko Susetyarini Saputra, Dewa Satria Singgih Setiawan Siti Inganah Siti Khoiruli Ummah Solahur Rizqi Sopiah, Sopiah Suciati Sulaeman Sulaeman Susi Sulistyoningsih Syaiful Yamin Sylva Fahri Nailannaja Tanti, Nursya Sekar Teguh Santoso Ubed Badrudin Kamal Uswatun Khasanah, Nurul Utami, Octavina Rizky Putri Vidyastuti, Annisa Nurina Vina Oktavia Arriza Wahyudi, Novianto Ade Widodo Hami Wiwit Kurniawati Yuhanita Ulzana Yus Mochamad Cholily Zahratusshiefa, Apriliana Nayla Zaki Abdul Wahid Zaqiya, Fadhila Nur Zukhrufurrohmah Zukhrufurrohmah, Zukhrufurrohmah