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Agus Pahrudin

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 2525341

Religion Aerospace Engineering Arts Humanities 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 Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Manajemen Pendidikan Islam dan Atmosfer Akademik: Sebuah Tinjauan Epistemologis Nurani, Nurani; Diana, Merita; Junaina, Junaina; Agustina, Safitri; Pahrudin, Agus; Rahman, Bujang
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/9pr4vr68

The stagnation of the academic atmosphere in Islamic educational institutions is often caused by management practices that are trapped in administrative formalities and a scientific dichotomy that separates religious knowledge from science. This study aims to deconstruct Islamic education management practices and offer a new model based on an Islamic epistemological review. This research is a qualitative library research utilizing a philosophical-pedagogical approach. Data were sourced from authoritative literature on Islamic educational philosophy and modern management, analyzed using content analysis and hermeneutics methods. The findings reveal that ideal Islamic education management must be built upon the integration of three epistemological reasonings: Bayani (textual), Burhani (rational-empirical), and Irfani (intuitive-spiritual). Bayani reasoning serves as a guardian of religious identity and ethics, Burhani reasoning encourages a culture of research and scientific innovation, while Irfani reasoning strengthens the dimensions of character and spirituality. This study recommends an "integrative-circular management" model that synergizes these three reasonings to create a holistic academic atmosphere, aiming to produce 'ulul albab' graduates who possess spiritual strength (dhikr), intellectual capacity (fikr), and good deeds (amal).

Developing a Model for Religious Tolerance Management Among University Students Rukimin Rukimin; Agus Pahrudin; Koderi Koderi; Ahmad Fauzan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.3838

Religious tolerance is a critical aspect of student development, particularly in diverse educational environments. This study focuses on developing a Religious Tolerance Management Model at Baitul Arqom, Muhammadiyah Mataram University (UMMAT), to promote tolerance among students. The research employs the Dick and Carey system design and a Research and Development (RD) approach. The study involves systematic stages, including model design, flowchart creation, and the development of modules as final outputs. The resulting Religious Tolerance Management Model comprises specific objectives, indicators, training goals, learning materials, and instructional methods. Key components include: (1) the basics of religious tolerance, (2) student religious tolerance, (3) multiculturalism in religion, (4) tolerance and pluralism, (5) management model design, (6) implementation strategies, and (7) follow-up mechanisms. The model focuses on fostering tolerance attitudes, emphasizing organizing group behaviors and mobilizing peer engagement. By implementing the proposed model, Baitul Arqom participants demonstrated improved abilities to organize and influence others in fostering religious tolerance. The structured module design facilitates practical learning steps, time allocation, and assessment to ensure effective outcomes. The study successfully develops a Religious Tolerance Management Model that enhances student attitudes toward religious tolerance at UMMAT. This model serves as a valuable framework for promoting harmony and pluralistic understanding in higher education institutions.

Integrasi Nilai-Nilai Islam dalam Pembelajaran Sains: Studi Implementasi Pembelajaran Terpadu di Madrasah Ibtidaiyah Mu'adz Haidar Zulkarnain; Agus Jatmiko; Koderi Koderi; Agus Pahrudin; Refliyanto Refliyanto
Jurnal Ilmu Manajemen dan Pendidikan Vol. 5 No. 2 (2025)
Publisher : Magister Manajemen Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/impian.v5i2.5782

Penelitian ini bertujuan untuk menganalisis implementasi integrasi nilai-nilai Islam dalam pembelajaran Sains di Madrasah Ibtidaiyah serta mengidentifikasi strategi, hasil, dan tantangan yang dihadapi guru dalam menerapkan pembelajaran terpadu. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus ganda pada dua madrasah yang menerapkan model integratif PAI–Sains. Data dikumpulkan melalui observasi, wawancara mendalam, analisis dokumen, dan focus group discussion (FGD), kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai Islam dalam pembelajaran Sains dilakukan melalui pengaitan konsep ilmiah dengan ayat-ayat kauniyah, pembiasaan refleksi spiritual, dan penerapan proyek kontekstual yang menumbuhkan rasa syukur serta tanggung jawab ekologis siswa. Implementasi pembelajaran terpadu ini terbukti meningkatkan pemahaman konseptual siswa, sikap religius, dan motivasi belajar, meskipun masih ditemukan kendala seperti keterbatasan sumber belajar integratif dan kurangnya pelatihan guru dalam mengembangkan perangkat ajar berbasis integrasi. Penelitian ini menegaskan bahwa penerapan pembelajaran terpadu PAI–Sains merupakan langkah strategis dalam mewujudkan pendidikan Islam yang holistik, humanis, dan transformatif, yang menggabungkan aspek kognitif, afektif, dan spiritual secara seimbang.

RELEVANSI KURIKULUM PENDIDIKAN ISLAM DALAM MENGHADAPI TANTANGAN ARTIFICIAL INTELLIGENCE (KECERDASAN BUATAN) Wildayah Musyafa; Agus Pahrudin; Agus Jatmiko; Koderi; Imam Syafe’i
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35283

The advancement of Artificial Intelligence (AI) has profoundly influenced various aspects of life, including education. Islamic education, as a system of human development founded on divine values, must adapt to the changing paradigm of learning in the digital era characterized by computer and internet technologies. However, many previous studies have primarily focused on theoretical discussions about the relationship between Islam and technology or on the ethical use of AI in general contexts, without sufficiently addressing the development of a practical and relevant Islamic education curriculum for the age of artificial intelligence. This research gap indicates the need for more in-depth studies on how the Islamic education curriculum can remain relevant and aligned with technological progress while preserving its moral and spiritual foundations. The purpose of this article is to examine the relevance of the Islamic education curriculum in facing the challenges of AI and to identify opportunities and strategies for its development to ensure adaptability without losing its spiritual essence. This study employs a literature review approach by analyzing academic works published between 2020 and 2025. The findings reveal that the Islamic education curriculum must be redesigned to integrate digital skills, technological literacy, and Islamic values into every component of learning. Although AI-based learning has great potential to enhance the efficiency and effectiveness of education, it must be implemented in accordance with moral and spiritual principles to prevent dehumanization. Therefore, the contemporary Islamic education curriculum should be constructed dynamically, holistically, and futuristically, balancing digital, emotional, spiritual, and intellectual intelligences. Such curriculum reform is expected to produce a generation of Muslims who excel in technology while upholding moral integrity and transcendental awareness, enabling the ethical use of artificial intelligence for the betterment of humanity.

RELEVANSI KOMPONEN KURIKULUM PAI DENGAN KEBUTUHAN PEMBELAJARAN ABAD 21 Nur Rohfitta; Agus Pahrudin; Agus Jatmiko; Koderi; Imam Syafe’i
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35392

The 21st century is characterized by rapid technological advancement, globalization, and complex social dynamics, demanding that education systems adapt quickly and remain relevant to these changes. In this context, the Islamic Religious Education (PAI) curriculum holds a strategic role in shaping students’ character, spirituality, and competencies to face global challenges while maintaining Islamic identity. This study aims to analyze the relevance of the components of the PAI curriculum including objectives, content, learning strategies, and evaluation with the needs of 21st-century learning. The research employed a library research method by reviewing various academic sources, books, and studies published between 2015 and 2025. Data were analyzed qualitatively and descriptively through interpretation of theoretical findings related to the integration of Islamic values and 21st-century skills. The results indicate that the PAI curriculum should be developed adaptively and contextually by integrating critical thinking, creativity, collaboration, communication, and digital literacy into its core components. Moreover, PAI learning should emphasize active, collaborative, and project-based approaches accompanied by authentic assessment that holistically measures cognitive, affective, and psychomotor aspects. Strengthening spiritual, social, and moral values serves as a crucial foundation so that Islamic education does not merely transfer knowledge but also builds character and essential 21st-century competencies. Therefore, developing a relevant and sustainable PAI curriculum becomes a strategic effort to cultivate a generation of Muslims who are religious, morally upright, digitally literate, and capable of contributing positively to global civilization.

PENGARUH PEMBELAJARAN PAI BERBASIS PROYEK TERHADAP KARAKTER RELIGIUS SISWA DI KURIKULUM MERDEKA Ikat Sutriani; Agus Pahrudin; Agus Jatmiko; Koderi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37511

This study examines the influence of project-based Islamic Education (PAI) learning on students’ religious character within the Merdeka Curriculum at SD Islam Assalam. The research problem concerns the limited empirical evidence regarding the effectiveness of project-based learning in strengthening spiritual attitudes, religious practice, and moral behavior among elementary students. The purpose of this study is to analyze the contribution of project-based PAI activities to character development and to identify the dominant factors influencing religious growth. A quantitative method was employed using a pre-experimental design involving sixth-grade students, consisting of two classes: 6A (24 students) and 6B (25 students), with a total of 49 participants. Data were collected through questionnaires, observation sheets, and documentation, and were analyzed using descriptive statistics and paired t-tests. The findings indicate a significant improvement in students’ religious character after participating in project-based PAI learning, particularly in aspects of worship habits, honesty, responsibility, and respect toward others. Collaborative project activities, real-life religious tasks, and reflective assessment were identified as key components that support the internalization of Islamic values. The study concludes that project-based PAI learning is effective in enhancing religious character and supports the successful implementation of the Merdeka Curriculum. Moreover, it is recommended as an innovative pedagogical model for PAI teachers in elementary schools and madrasah to foster students’ religious character through meaningful and authentic learning experiences.

Optimizing Base Salary, Performance Incentives, and Welfare Benefits to Improve Lecturer Well-being and Educational Quality in Private Islamic Religious Higher Education Institutions Juhainah, Juhainah; Pahrudin, Agus; Fakhri, Jamal; Yuberti, Yuberti
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.12841

Private Islamic Religious Higher Education Institutions in Indonesia, particularly in Lampung Province, continue to face significant challenges in enhancing lecturer welfare due to suboptimal compensation policies. Disparities between workload and financial incentives often diminish lecturers’ motivation and negatively impact the quality of education. This study aims to examine the implementation of compensation policies in Private Islamic Religious Higher Education Institutions, evaluate their effects on lecturer welfare and academic performance, and propose realistic optimization strategies. Framed by Herzberg’s Two-Factor Theory, this qualitative study used a case study approach involving in-depth interviews, observations, and document analysis across three Private Islamic Religious Higher Education Institutions with varying institutional characteristics. The findings show that compensation components—including base salary, performance bonuses, welfare benefits, and professional development support are inconsistently implemented and often constrained by limited budgets, lack of transparency, and institutional policy gaps. These deficiencies contribute to low job satisfaction and hinder efforts to improve teaching and research. The study recommends the adoption of a transparent, performance-based compensation framework supported by improved financial governance and alternative funding strategies such as corporate social responsibility (CSR) partnerships, waqf-based endowments, and performance-based grants. Strengthened collaboration between institutions, government, and external stakeholders is also essential to ensure sustainable improvement in lecturer welfare and education quality in Private Islamic Religious Higher Education Institutions.

ANALYTICAL (C4) LEARNING OUTCOMES IN IRE: IMPLEMENTING THE TTW MODEL BASED ON RTE Apfrilia, Dea Putry; Pahrudin, Agus; Octafiona, Era; Baharudin, Baharudin
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i1.8659

Islamic Religious Education (IRE) learning in Vocational High Schools (SMK) should not merely focus on the acquisition of religious knowledge, but also emphasize the development of higher-order thinking skills, particularly analytical thinking at the C4 cognitive level. However, learning outcomes in IRE at SMK SMTI Bandar Lampung remain relatively low, especially in tasks requiring analytical reasoning, largely due to conventional instructional practices that provide limited opportunities for active student engagement. This study aimed to examine the effectiveness of the Think Talk Write (TTW) learning model integrated with the Rotating Trio Exchange (RTE) strategy in improving students’ learning outcomes in IRE at the C4 cognitive level. A quantitative approach was employed using a quasi-experimental method with a post-test only control group design. The research sample consisted of two classes: an experimental class taught using the TTW model based on RTE and a control class receiving conventional instruction. Data were collected using a multiple-choice test designed to assess students’ analytical skills (C4). Data analysis involved normality testing, homogeneity testing, the Independent Samples t-test, and the Mann–Whitney test. The analysis results indicate that the data did not meet the assumptions of normality and homogeneity; however, a statistically significant difference in learning outcomes was found between the experimental and control groups (p < 0.05). These results demonstrate that the TTW–RTE model significantly improves students’ analytical thinking skills in IRE. Therefore, the TTW–RTE model can be considered an effective HOTS-oriented instructional alternative for improving analytical abilities among vocational high school students. ABSTRAK Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Menengah Kejuruan (SMK) idealnya tidak hanya berorientasi pada penguasaan materi keagamaan, tetapi juga pada pengembangan kemampuan berpikir tingkat tinggi, khususnya kemampuan menganalisis pada level kognitif C4. Namun, kenyataan di SMK SMTI Bandar Lampung menunjukkan bahwa hasil belajar PAI masih rendah, terutama pada soal-soal yang menuntut kemampuan analitis, akibat pembelajaran yang cenderung konvensional dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran Think Talk Write (TTW) yang dipadukan dengan strategi Rotating Trio Exchange (RTE) dalam meningkatkan hasil belajar PAI dalam ranah kognitif C4. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen tipe post-test only control group design. Sampel penelitian terdiri atas dua kelas, yakni kelas eksperimen menerapkan model TTW berbasis RTE sedangkan kelas kontrol menerapkan pembelajaran konvensional. Instrumen pengumpulan data berupa tes pilihan ganda yang dirancang untuk mengukur kemampuan analisis siswa. Data dianalisis menggunakan uji normalitas, uji homogenitas, uji Independent Sample t-Test, serta uji Mann–Whitney. Hasil analisis menunjukkan bahwa data penelitian tidak memenuhi asumsi normalitas dan homogenitas, namun terdapat perbedaan hasil belajar yang signifikan antara kelompok eksperimen dan kelompok kontrol dengan nilai signifikansi < 0,05. Temuan ini menunjukkan bahwa penerapan model TTW berbasis RTE secara signifikan meningkatkan keahlian analitis siswa pada pembelajaran PAI. Dengan demikian, dapat disimpulkan bahwa model TTW berbasis RTE efektif digunakan sebagai alternatif strategi pembelajaran PAI berbasis HOTS, khususnya guna meningkatkan kemampuan berpikir analitis siswa SMK.

DEVELOPMENT OF A MODERATE ISLAMIC RELIGIOUS EDUCATION CURRICULUM: CHALLENGES AND STRATEGIES IN SCHOOLS AND MADRASSAS Erliyana, Erliyana; Pahrudin, Agus; Jatmiko, Agus; Koderi, Koderi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6101

This study discusses the development of the Islamic Religious Education (IRE) curriculum, grounded in religious moderation, to shape wasathiyah Muslim students who are tolerant, fair, and have a strong sense of national identity. Using a qualitative approach with library research methods, this study analyses various literature and educational policies related to moderate Islamic education. The findings reveal that the core values of moderation tawasuth (moderation), tasamuh (tolerance), tawazun (balance), and i'tidal (justice) form the foundation of a moderate IRE curriculum. However, its implementation still faces challenges, including limited teacher understanding, a lack of professionalism, low digital literacy, and weak institutional support. Recommended strategies include integrating moderation values into the curriculum, enhancing teacher competence, applying contextual and digital-based learning methods, and strengthening inclusive school culture. The study contributes to the development of Islamic education that is contextual, moderate, and aligned with the spirit of rahmatan lil 'alamin.

Kirkpatrick Evaluation On Education And Training Of School Supervisor based On Best Practice, Hots And Adult Education In Indonesia Yunus, Renny; Patimah, Siti; Diana, Nirva; Pahrudin, Agus; Koderi
International Journal of Educational Research & Social Sciences Vol. 2 No. 2 (2021): April 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i2.75

Education quality improvement is a joint responsibility that involves various groups, from structural aspects starting from the central level (ministry) to the education unit. Law Number 20 of 2003 on National Education System Article 39 Paragraph 1 states that education personnel have the duty to administer, manage, develop, supervise, and provide technical services to support the education process in educational units. To achieve the National Medium Term Development Plan - Strategic Plan of Directorate General of Teachers and Education Personnel 2015-2019, the Ministry of Education and Culture has set the Average Target of Knowledge and Skills Competency. This purpose of this study was to evalaute the education and training of school supervisor by using Kirkpatrick evaluation. The results of this study recommended that the supervision can be improved by using education and training based on HOTS, Best Practice and Adult Education.

Co-Authors AA Sudharmawan, AA Achi Rinaldi Adib, Muhammad Adinda, Charisma Aditia Fradito Aditya, Viqri Adityo, Dimas Adzkiyaunuha, Moh Afrianto Afrianto Afrianto, Afrianto Agus Apriansyah Agus Faisal Asyha Agus Jatmiko Agus Pamuji Agus Susanti Agustina, Safitri Ahmad Fauzan Ahmad Fauzan Ahmad Fauzan Ahmad Ilham Fadli Ajir, Ikhtiar Cahya Akbar Handoko Akbar Rahman Akmansyah Akmansyah Al Faruq, Abdul Aziz Al Imron, Muhammad Al Khansa, Elsa Alfiani, Defi Ali Murtadho Ali Murtadho Ali Murtadho Ali Murtado Althaf Javid H. Aziz Ana Mega Selviani Andi Thahir Andrini, Mike Angga Pratama Anggil Viyantini Kuswanto Anggini, Viggy Ani Sopiani Martinah Anistalidia Anistalidia Ansori, Ahmad Faisol Anwar Hidayat Anwar, C. Apfrilia, Dea Putry Apriansyah, Agus Apriliani, Ike Apriyani, Hikma Armayoga, Bagas Asip Ependi Asmara, Dea Astoya Saimulani Asy Syauqi, Icha Atmim, Roro Aulia, Ayu Azad, Inamul Azar, Dhea Azet Sampurna Baehaqi Baharudin Baharudin Baharudin Baijuri Basyar, Syarifudin Bayo Hadomuan Tanjung Beliyawati, Beliyawati Betria, Arjuni Bujang Rahman Cahniyo Wijaya Kuswanto Cahyon, Heri Chairul Anwar Damayanti, Erlian Eka Daniel Irvansyah Deka Meuthia Novari Desiana Desiana Desiana Desiana, Desiana Desmawati Desmawati Desmawati Deti Elice Dewi Ningsih Dewi Ningsih, Dewi Dharmawan Dharmawan, Dharmawan Dian Resti Ningsih Dona Dinda Pratiwi Dwi Rahayu Utami Efendi, Asip Ega Apriyana Elly Kurniawati Emilya Majid Ependi, Asip Era Octafiona ERLINA Erlina Erlina Erlina Erlina Erlina Erlina Erliyana, Erliyana Eti Hadiati Evi Gusliana Fadila Rahmah Fadillah, Thania Fahri, Agung Family, Ade Vera Yantika Farida Farida Farida Farida Farida, Farida Fatimah, Risa Nalwi Fauzan , Ahmad Febriana, Wahyu Ferunika Ferunika Fitriani Fitriani Fitriyana Fitriyana, Fitriyana Gios Adhyaksa Guntur Cahaya Kesuma Hadi, A. Ikhlas Muhtar Hamdi Abdul Karim, Hamdi Abdul HAMIDAH Hapid Hapid, Hapid Hariyanti, R A Mustika Hasanah, Tarekah Hendri Setiabudi Sukma Heri Cahyono Herlina Herman Susilo Heru Juabdin Sada Hidayat, Nurdin Hikma Apriani Hikma Apriyani Husnilawati Husnilawati, Husnilawati Ice Rosina Sari Ida Faridatul Hasanah Idham Kholid Iip Sugiharta Ikat Sutriani Ikhtiar Cahya Ajir Iksan, Zanaton H Ilham Fatoni Ilham Fatoni Imam Syafe'i Imam Syafei Imam Syafe’I Imam Syafe’i Indah Resti Ayuni Suri Irawan, Rudy Irwandani Irwandani Irwansyah Irwansyah Iskandar Iskandar Iskandar Iswati Iswati, Iswati Jamal Fakhri Jaya Kesuma, Muhammad Ilham Juhainah, Juhainah Juli Yansyah, Muhammad Eko Julya, Ayu Julya Junaidah Junaidah Junaina Junaina Junaina Kamelia Kartika Sari Kesuma, Guntur Cahya Kiki Nurjanah Koderi Koderi Koderi KOMARUDIN Kuswanto, Riyan Terna Latifah, Anggun Anisau LESTARI, DEVI PUTRI Listiyani Siti Romlah Luqmi, Fitra Zahrotul Luthfiah, Binti M Juhri AM M. Izzad Khairi Yazdi Masykur, Rubhan Mazaya Linda Shilmina Meisuri Merita Diana Mike Andrini Mu'adz Haidar Zulkarnain Muflikhatun Muhammad Abdullah Sidiq Muhammad Akmansyah Muhammad Ilham Jaya Kesuma Mukhtar Hadi Mukhtar, Sajida Mulyani, Nina Munawar, Agus Murtadho , Ali Murtadlo Murtadlo Murtando Murtando Mustofa Mustofa Mustofa, Nuryadin Ali Muzekki Mu’adz Haidar Zulkarnain Nabil Tito Prasetyo Nadhifa Arufah Chafshah Nafisah, Annisa Zauhar Namiri , Zaiyad Nanang Supriadi Nanda Sugesti, Vina Ningrum, Della Tri Aditiya Nirva Diana Nirva Diana Nirva Diana Noormawanti, Noormawanti Nova Erlina Nukhbatul Bidayati Haka NUR HASANAH Nur Rohfitta Nurani Nurani Nurani Nurasih, Etri Nurdin, Rahmawati Nurhasanah Leni Nurhasanah Leni Nurjanah, Amaliya NURUL HIDAYAH Nurul Hidayah Octaviani, Annisa Oki Dermawan Okta Hari Kharisma Oktarisa, Y. Pertiwi, Resta Okta Pramodana, Dimas Raba Pratama, Riki Adi Purwiro Harjati Putri Aulia Putri, Dini Prima Putri R A Mustika Hariyanti R. Suyanto Radjendra, Ryan Rahmad Purnama, Rahmad Rahmah, Fadila Ramdan, Teguh Setia Isma Rangga Bagaskara, Figo Rara, Citra Sukma Ratna Dewi Setyowati Ratu Vina Rohmatika Ratu Vina Rohmatika, Ratu Vina Refliyanto Refliyanto Renny Yunus Rio Renaldi Rita Ningsih Rizki Wahyu Yunian Putra Ro'inatuz Zahro Rohman, M. Zainur Rosa, Kemala Sandi Rotama, Andra Rudi Irawan Rukimin Rukimin Rumadani Sagala Safitri Agustina Saiful Bahri Saiful Bahri Saiyidah, Luthfia Hanifatus Samsul Hadi Sapitri, Vera Saputri, Aprilis Sari, Indah Nur Bella Sela Sopiana Selvia, Devi Sela Eka Setyawati, Eny Sihotang, Donald Harris Sintaria Marsela Siska Andriani Siti Khotimah Siti Patimah Siti Romlah, Listiyani Sovia Mas Ayu Sri Purwanti Nasution, Sri Purwanti Sri Rahma Sri Rahmi Subandi Subandi Subandi Sudjarwo Sudjarwo Sufian, Muhammad Suherman Suherman Suherman, Suherman Sukma, Hendri Setiabudi SULASTRI Sunarto Sunarto Supriadi Supriadi Suresmi Suresmi Suryono Suryono Susanti, Lisa Dwi Suyarti, Sri Suzana, Hera Syafe’I, Imam Syafrimen Syafril Syafrudin, Encep Syahyudi, Arman Syarifudin Basyar Syifaul Karima Tanjung, Bayo Hadomuan Tarekah Hasanah Tila Paulina Tisnawati , Nina Tisnawati, Nina Tri Anjar Trian Hermawan Triyana, E. Umi Hijriyah USWATUN HASANAH Vera Nurmalia Viggy Anggini Vina Rohmatika, Ratu Wahid, Latiful Wakidi Wakidi Wildayah Musyafa Yaumas, Nova Erlina Yeni Arista Yetri Yetri Hasan Yuberti Yuli Yanti Yuli, Yuli Yanti Yuni Arkhiansyah Yuni Arkhiansyah Yunus, Renny Yurnalis Etek YUSNITA, ERNI Yustiasari Liriwati, Fahrina Yustika Fatimatuz Zahra Zahra, Yustika Fatimatuz Zahro, Ro'inatuz Zahrotul Luqmi, Fitra Zaiyad Namiri Zakia Al Erza, Rahma Zanaton H Iksan Zulaeha, Neneng

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