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Agus Pahrudin

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 2525341

Religion Aerospace Engineering Arts Humanities Astronomy 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 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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Islamic education management paradigm and dynamics of contemporary education in the era of kurikulum merdeka R A Mustika Hariyanti; Agus Apriansyah; Zaiyad Namiri; Agus Pahrudin
12 Waiheru Vol 10 No 2 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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

The research aims to analyze the management paradigm of Islamic education and the dynamics of contemporary education in the era of the kurikulum merdeka so that it can transform and have attitudes and behavior that can compete, be creative, and innovative while still referring to Islamic education. The research method uses qualitative research, with the type of research being a case study. Data was obtained through surveys and observations, which were then described naturally by researchers. Data analysis was carried out using inductive data analysis. Data analysis was carried out through 3 stages: data reduction, data presentation, and data conclusion. Research findings show that Islamic schools embody a new paradigm for successful Islamic education management. With merdeka belajar, learning is accessible and unbound, which moves students to develop their full potential to achieve intellectual, moral, and other skills. Independence is given to students with direction and guidance from the teacher. Freedom to learn from an Islamic perspective is an internal process that moves students to use all their natural, cognitive, affective, and psychomotor potential independently to become human beings who have various intellectual capabilities, skills, and morals, carrying out the mission of rahmatan lil a'lamin to worship Allah SWT.

Quality Management Strategies in Facing the Resilience Crisis of Elementary Madrasahs in the 5.0 Era Nurul Hidayah; Imam Syafe'i; Ahmad Fauzan; Koderi Koderi; Agus Pahrudin
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.359

This study was motivated by the challenges faced by madrasah ibtidaiyah in maintaining the quality of education amid limited resources and the demands of the Society 5.0 era, which requires adaptation to technology and social change. The gap between the ideal of educational quality and the actual conditions in the field underscores the need for practical, adaptive quality management strategies. Therefore, this study aims to analyse quality management strategies to address the resilience crisis in madrasah ibtidaiyahs, enabling them to maintain and improve their quality amid limitations. This study uses a qualitative case study approach conducted at Madrasah Ibtidaiyah Negeri 5 Bandar Lampung and Madrasah Ibtidaiyah Terpadu Muhammadiyah Bandar Lampung. Data were collected through interviews, observations, and documentation, then analysed using the Miles and Huberman model through the stages of reduction, data presentation, and conclusion drawing. The results of the study show that quality management strategies in both madrasahs are implemented through the visionary leadership of the madrasah principal, a culture of participatory deliberation, teacher competency development, creativity enhancement, and active student involvement in the learning process. Factors supporting this strategy include the spirit of teacher innovation, student participation, and collective awareness of the importance of quality education. The implications of this study emphasise the importance of strengthening teachers’ digital literacy, fostering a culture of collaboration, and securing external support from the government and community to enhance madrasah resilience in the era of Society 5.0.

Integrasi Pendekatan Kontekstual dan Pembelajaran Kitab Kuning dalam Perencanaan Kurikulum Bahasa Arab: Studi Kasus di Pesantren Sintaria Marsela; Althaf Javid H. Aziz; Agus Pahrudin; Erlina Erlina
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.23

Penelitian ini bertujuan untuk menganalisis perencanaan kurikulum bahasa Arab berbasis pendekatan kontekstual yang terintegrasi dengan pembelajaran kitab kuning dan program keagamaan di lingkungan pesantren. Latar belakang penelitian ini didasarkan pada masih dominannya pendekatan struktural dalam pembelajaran bahasa Arab yang kurang mampu mengembangkan kompetensi komunikatif dan keterkaitan dengan praktik keagamaan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilakukan di Pondok Pesantren Darussalam, Lampung, selama satu semester. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan 12 partisipan, serta analisis dokumen kurikulum, dan dianalisis menggunakan model interaktif Miles dan Huberman melalui tahapan coding, kategorisasi, dan penarikan tema. Hasil penelitian menunjukkan bahwa perencanaan kurikulum didasarkan pada enam prinsip utama, yaitu integrasi keilmuan, relevansi, pengalaman langsung, fleksibilitas, kolaboratif, dan integrasi kitab kuning, yang diwujudkan melalui keterpaduan antara bahasa Arab, program Tahfidz, Ubudiyah, dan Aqidah. Kurikulum memiliki karakteristik kontekstual, student-centered, dan berbasis praktik keagamaan dengan memanfaatkan metode tradisional seperti sorogan dan bandongan yang dipadukan dengan pendekatan modern. Temuan juga menunjukkan bahwa meskipun desain kurikulum telah komprehensif, implementasinya masih menghadapi tantangan pada aspek evaluasi autentik, variasi kemampuan siswa, dan keterbatasan waktu pembelajaran. Penelitian ini berkontribusi dalam menawarkan model kurikulum bahasa Arab yang integratif dan kontekstual berbasis pesantren, yang dapat menjadi rujukan bagi pengembangan kurikulum di lembaga pendidikan Islam serupa.

Strategi Manajemen Pengembangan Kurikulum dan Pembelajaran Terpadu untuk Meningkatkan Kualitas Pendidikan di Era Globalisasi Dwi Rahayu Utami; Agus Pahrudin; Sri Rahmi
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.385

Transformasi kurikulum di era pendidikan modern menuntut pendekatan pembelajaran yang tidak lagi bersifat fragmentaris, melainkan terpadu dan kontekstual. Salah satu pendekatan yang dinilai efektif adalah pembelajaran terpadu yang mengintegrasikan berbagai mata pelajaran ke dalam satu pengalaman belajar yang utuh dan bermakna. Penelitian ini bertujuan untuk mendeskripsikan secara sistematis pengertian kurikulum dan pembelajaran terpadu, model-model keterpaduan yang dapat diterapkan, serta strategi manajemen yang efektif dalam mendukung implementasinya. Jenis penelitian yang digunakan adalah Systematic Literature Review (SLR), Artikel yang dianalisis adalah publikasi ilmiah yang terbit dalam kurun waktu 10 tahun terakhir (2015–2025) dan memenuhi kriteria inklusi, seperti relevansi terhadap tema kurikulum terpadu serta telah melalui proses peer-review. Populasi penelitian adalah artikel-artikel ilmiah yang relevan dalam ranah kurikulum dan pembelajaran terpadu, sedangkan sampel dipilih secara purposive berdasarkan relevansi dan kontribusinya terhadap fokus kajian. Hasil penelitian menunjukkan bahwa pembelajaran terpadu dapat diterapkan melalui tiga model utama: integrasi dalam satu mata pelajaran, lintas mata pelajaran, dan dalam serta lintas siswa. Strategi manajemen yang efektif mencakup perencanaan kurikulum fleksibel, kolaborasi antarguru lintas mapel, serta evaluasi berbasis refleksi dan autentik. Kesimpulan penelitian ini menegaskan bahwa manajemen kurikulum yang terintegrasi secara sistemik dapat menjadi kunci dalam mewujudkan pendidikan yang adaptif, holistik, dan relevan dengan kebutuhan abad ke-21. Dampak temuan penelitian ini menunjukkan bahwa pembelajaran terpadu dapat meningkatkan kualitas pendidikan. Saran tindak lanjut yang diusulkan meliputi penguatan kapasitas guru melalui pelatihan, pengembangan kurikulum yang fleksibel, serta penerapan evaluasi autentik untuk mendukung implementasi pembelajaran terpadu secara efektif.

Strategi Guru Pendidikan Agama Islam dalam Menghadapi Dominasi Informasi Keagamaan Digital: Analisis Literatur terhadap Literasi Digital dan Pembelajaran PAI Mike Andrini; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/fjc62m64

The development of digital technology has significantly transformed the learning ecosystem of Islamic Religious Education (IRE), particularly in terms of access to and distribution of religious information among students. This study aims to analyze and synthesize various research findings related to Islamic Religious Education teachers strategies in responding to the dominance of digital religious information, focusing on digital literacy, pedagogical strategies, and the use of digital media in learning. This research employs a qualitative approach using a library research method and content analysis techniques. Data were collected from various scientific journal articles, books, and academic publications published within the last ten years. The findings indicate that the dominance of digital religious information has led to a shift in knowledge authority, variations in students understanding, and potential misconceptions in interpreting religious teachings. In response, Islamic Religious Education teachers implement strategies such as strengthening digital literacy, applying pedagogical approaches including critical discussion and clarification, and utilizing digital media as a learning tool and value reinforcement medium. The synthesis reveals that these three aspects are interconnected and need to be integrated into a comprehensive learning framework. This study emphasizes that Islamic Religious Education teachers play a crucial role as facilitators, mediators, and guides in developing critical, contextual, and value-based religious understanding in the digital era.

Developing a Curriculum Synchronisation Model to Increase the Effectiveness of Competency-Based Learning Ferunika Ferunika; Agus Pahrudin; Yuberti Yuberti; Achi Rinaldi; Aditia Fradito
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.693

This study aims to develop and evaluate a curriculum synchronisation model between formal and non-formal education to optimise competency-based learning at the secondary school level. The research was motivated by the need to bridge the gap between competencies taught in schools and the skills required in the labour market and society. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using purposive sampling through questionnaires distributed to 220 respondents, consisting of secondary school teachers, non-formal education managers, and students involved in integrated learning programs. In contrast, qualitative data were obtained through in-depth semi-structured interviews and non-participant classroom observation. Data were analysed using descriptive-inferential statistics and thematic analysis, while the validity of findings was ensured through methodological and source triangulation supported by expert judgment. The findings indicate that the implementation of the synchronised curriculum model increased students' overall competencies by 17%, with the most significant improvement observed in the psychomotor domain. Furthermore, 87% of respondents agreed that collaboration between formal and non-formal education is essential to enhance the relevance of learning. The study concludes that curriculum synchronisation effectively integrates theoretical and practical learning, strengthens institutional collaboration, and supports the implementation of competency-based education. These findings contribute theoretically to the development of integrative curriculum design and offer practical implications for adaptive and sustainable national education policies. However, this study is limited by its relatively short implementation period and its focus on a specific regional context, which may affect the generalizability of the findings.

Analisis Pengaruh Model Pembelajaran Team Games Tournament (TGT) terhadap Minat Belajar Peserta Didik Sekolah Dasar dalam Pembelajaran PAI: Studi Literatur Elly Kurniawati; Agus Pahrudin; Achi Rinaldi; Ali Murtado
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.466

This study aims to analyze the effect of the Team Games Tournament (TGT) learning model on elementary school students’ learning interest in Islamic Religious Education (PAI). This study employed a literature review method with a qualitative descriptive approach. The data sources were obtained from relevant journal articles, conference proceedings, undergraduate theses, and academic books accessed through academic databases such as Google Scholar, Garuda Kemendikbud, dan ERIC. The literature selection process was conducted using a simplified PRISMA approach based on predetermined inclusion criteria. The data were analyzed using content analysis techniques. The findings indicate that the Team Games Tournament (TGT) learning model has a positive effect on increasing elementary school students’ interest in learning Islamic Religious Education. The implementation of the TGT model is able to create an active, enjoyable, and interactive learning environment through group collaboration, educational games, and academic tournaments. This model also enhances students’ participation, motivation, cooperation, and communication skills. Furthermore, the TGT model is considered suitable for the characteristics of elementary school students, who generally enjoy playing activities and collaborative learning. Therefore, the TGT learning model can serve as an innovative instructional alternative to improve students’ learning interest in Islamic Religious Education subjects.

Prinsip Perencanaan Kurikulum dalam Meningkatkan Mutu Pendidikan: Kajian Literatur Ice Rosina Sari; Agus Pahrudin; Sri Rahma
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.518

Curriculum planning is a strategic component of educational quality because it determines how institutional vision, graduate profiles, learning outcomes, content structure, pedagogical strategies, assessment systems, and quality assurance mechanisms are translated into meaningful learning experiences. This study aims to analyze the principles of curriculum planning in improving educational quality through an integrative literature review. The study synthesized peer-reviewed articles published between 2018 and 2025 that were relevant to curriculum planning, curriculum management, quality assurance, outcome-based education, educational quality culture, and continuous improvement. The literature was analyzed through data reduction, thematic coding, conceptual comparison, and synthesis of findings. The results show that quality-oriented curriculum planning is constructed through seven main principles: relevance, coherence, participation, flexibility, integration, learning outcome orientation, and continuous evaluation. Relevance ensures that the curriculum responds to learners’ needs, societal demands, scientific development, labour market expectations, and institutional identity; coherence aligns vision, graduate profiles, learning outcomes, content, pedagogy, and assessment; participation strengthens accountability and stakeholder ownership; flexibility enables curriculum adaptation to technological, social, and policy changes; integration connects knowledge, skills, attitudes, values, and learning experiences; learning outcome orientation makes curriculum implementation measurable; and continuous evaluation supports evidence-based improvement. This study concludes that curriculum planning should not be treated merely as an administrative document, but as a strategic quality instrument that influences educational input, process, output, outcome, and institutional quality culture. The implication of this study is that educational institutions need to develop curriculum planning systems that are data-driven, participatory, coherent, adaptive, and continuously evaluated to ensure sustainable improvement in educational quality.

The Implementation of the Tabayun Concept in Islamic Religious Education as an Effort to Foster Students’ Moral Character in the Digital Era Nabil Tito Prasetyo; Hikma Apriani; Agus Pahrudin; Achi Rinaldi; Ali Murtado
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16929

The rapid development of digital technology has brought various challenges to students' moral development, particularly regarding social media use and the spread of unverified information. Islamic Religious Education plays a strategic role in instilling moral values that are relevant to digital life, one of which is the concept of tabayun (verification and clarification of information). This study aims to describe the implementation of the tabayun concept in Islamic Religious Education as an effort to foster students' moral character in the digital era. The study employed a qualitative approach, with data collected through observations, interviews, and documentation conducted within the school environment. The findings reveal that the implementation of tabayun was carried out through contextual learning based on social media cases, the habituation of information verification practices, the strengthening of digital literacy, and teachers' role modeling in the responsible use of digital media. These practices serve as an effort to foster students' moral character, as reflected in the development of critical thinking, greater caution in receiving information, and more responsible behavior in digital interactions. Keywords: Tabayun, Islamic Religious Education, Students' Moral Character, Digital Era, Digital Literacy

Upaya Guru dalam Penanaman Nilai-Nilai Toleransi Beragama Pada Pembelajaran Pendidikan Agama Islam di SMA Negeri 15 Bandar Lampung Agus Pahrudin; Saiful Bahri; Rio Renaldi
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 8 No. 1 (2023): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v8i1.13448

AbstrakÂ Upaya guru pendidikan agama Islam menjadi prioritas utama dalam membentuk karakter peserta didik di sekolah. Peran guru sebagai pendidik merupakan teladan, panutan, dan tokoh yang diidentifikasikan oleh peserta didik. Kedudukan sebagai pendidik menuntut guru untuk membekali diri dengan pribadi yang berkualitas berupa tanggungjawab, kewibawaan, kemandirian, dan kedisiplinan. di sekolah tersebut akan tercipta budaya yang bersifat keagamaan dan sikap toleransi beragama.Adapun pengumpulan data menggunakan metode wawancara, observasi dan dokumentasi. Penelitian ini termasuk jenis penelitian lapangan dengan pendekatan kualitatif deskriptif. Sedangkan metode analisis data menggunakan analisis deskriptif kualitatif yakni dalam bentuk narasi atau paragraf dan bukan berupa angka-angka melalui proses pengumpulan data, reduksi data. Berdasarkan analisis data dari hasil penelitian dapat disimpulkan guru PAI memiliki peran sebagai pendidik, fasilitator, motivator dan juga konselor. Dalam menumbuhkan sikap toleransi beragama atau upaya penanaman toleransi beragama peserta didik di SMA Negri 15 Bandar Lampung mengadakan beberapa penanaman nilai toleransi Upaya guru pendidikan agama islam adalah sebagai role model yaitu penanaman nilai-nilai toleransi beragama peserta didik yang di terapkan oleh guru berupa: Sikap saling menghormati, menghargai, dan menolong. Memberikan pembelajaran pendidikan pada peserta didik dengan selalu menghubungkan dengan prilaku toleransi beragama seperti, membangun 3S (Senyum, salam sapa) dan tidak menjelekan satu sama lain.Kata Kunci : Guru PAI, Upaya Penanaman Toleransi BeragamaÂ

Co-Authors AA Sudharmawan, AA Abdul Aziz Al Faruq Achi Rinaldi Achi Rinaldi Achi Rinaldii Achmad Zailani Adib, Muhammad Adinda, Charisma Aditia Fradito Aditya, Viqri Adityo, Dimas Adzkiyaunuha, Moh Afrianto Afrianto Afrianto, Afrianto Agus Apriansyah Agus Faisal Asyha Agus Jarmiko Agus Jatmiko Agus Pamuji Agus Susanti Agustina, Safitri Ahmad Faisol Ansori 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 Murtadho Ali Murtado Althaf Javid H. Aziz Amia Kasmila Amirudin Ana Mega Selviani Andi Thahir Andrini, Mike Angga Pratama Anggil Viyantini Kuswanto Anggini, Viggy Ani Sopiani Martinah Anistalidia Anistalidia Annisa Rahmawati Anwar Hidayat Anwar, C. Apfrilia, Dea Putry Apriansyah, Agus Apriliani, Ike Armayoga, Bagas Asip Ependi Astoya Saimulani Asy Syauqi, Icha Atmim, Roro Aulia Annisa Aulia, Ayu Azad, Inamul Azar, Dhea Azet Sampurna Baehaqi Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baijuri Basyar, Syarifudin Bayo Hadomuan Tanjung Beliyawati, Beliyawati Betria, Arjuni Bujang Rahman Burhanudin Khairi Cahniyo Wijaya Kuswanto Cahyon, Heri Chairul Anwar Cindy Lestari Citra Sukma Rara Damayanti, Erlian Eka Daniel Irvansyah Dea Asmara Deka Meuthia Novari Della Aprilia Desiana Desiana Desiana Desiana, Desiana Desmawati Desmawati Deti Elice Dewi Ningsih Dewi Ningsih, Dewi Dharmawan Dharmawan, Dharmawan Dhea Arianti Dian Resti Ningsih Dika Syam El-Fatony Diyan Firmansyah Dona Dinda Pratiwi Dwi Rahayu Utami Efendi, Asip Ega Apriyana Elly Kurniawati Emilya Majid Encep Syafrudin Ependi, Asip Era Octafiona Erlina ERLINA Erlina Erlina Erlina Erlina Erlina Erlina Erliyana Erliyana Eti Hadiati Evi Gusliana 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 Fitra Zahrotul Luqmi 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 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 Junaina Junaina Junaina Kamelia Kartika Sari Kesuma, Guntur Cahya Kiki Nurjanah Koderi Koderi, Imam Syafe’i KOMARUDIN Kuswanto, Riyan Terna Latifah, Anggun Anisau LESTARI, DEVI PUTRI Listiyani Siti Romlah Luthfia Hanifatus Saiyidah Luthfiah, Binti M Juhri AM M. Izzad Khairi Yazdi 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 Muhammad Muchsin Afriyadi Muhammad Rifkhi Maulana 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 Nabil Tito Prasetyo Nadhifa Arufah Chafshah Nafisah, Annisa Zauhar Naila Rahmah Salsabila Namiri , Zaiyad Nanang Supriadi Nanda Sugesti, Vina Nirva Diana Nirva Diana Noormawanti, Noormawanti Nova Erlina Nukhbatul Bidayati Haka NUR HASANAH Nur Rohfitta Nurani Nurani Nurani Nurani Nurani Nurasih, Etri Nurdin, Rahmawati Nurhasanah Leni Nurhasanah Leni Nurjanah, Amaliya Nurul Hidayah NURUL HIDAYAH Octaviani, Annisa Oki Dermawan Okta Hari Kharisma Okta Iwan Setiawan Oktarisa, Y. Pertiwi, Resta Okta Pramodana, Dimas Raba Pratama, Riki Adi Purwiro Harjati Putri Aulia Putri, Dini Prima Putri R A Mustika Hariyanti R A Mustika Hariyanti R. Suyanto Radjendra, Ryan Rahmad Purnama, Rahmad Rahmah, Fadila Rangga Bagaskara, Figo Ratna Dewi Setyowati Ratu Vina Rohmatika Ratu Vina Rohmatika, Ratu Vina Refliyanto Refliyanto Renny Yunus Rio Renaldi Rita Ningsih RIYAN TERNA KUSWANTO Riyan Terna Kuswanto Riyan Terna Kuswanto Rizki Wahyu Yunian Putra Ro'inatuz Zahro Robi Irawan Rohman, M. Zainur Rosa, Kemala Sandi Rotama, Andra Rudi Irawan Rukimin Rukimin Rumadani Sagala Saiful Bahri Saiful Bahri Samsul Hadi Samsul Hadi Sapitri, Vera Saputri, Aprilis Sari, Indah Nur Bella Sela Sopiana Selvia, Devi Sela Eka Setyawati, Eny Sihotang, Donald Harris Silpa Sintaria Marsela Siti Khotimah Siti Patimah Siti Romlah, Listiyani Sovia Mas Ayu Sri Purwanti Nasution, Sri Purwanti Sri Rahma Sri Rahmi Sri Rahmi Sri Rahmi Sri Rahmi Subandi Subandi Subandi Sudjarwo Sudjarwo Sufian, Muhammad Suherman Suherman Suherman, Suherman Sukma, Hendri Setiabudi SULASTRI Sunarto Sunarto Suresmi Suresmi Suryono Suryono Susanti, Lisa Dwi Suyarti, Sri Suzana, Hera Syafrimen Syafril Syahyudi, Arman Syarifudin Basyar syifa, Sunariyah Syifaul Karima Tarekah Hasanah Teguh Setia Isma Ramdan Tila Paulina Tisnawati , Nina Tisnawati, Nina Tri Anjar Trian Hermawan Triyana, E. Umi Hijriyah USWATUN HASANAH Vera Nurmalia Viggy Anggini Vigi Diah Nur'Aini Vika Desy Wulansari Vina Rohmatika, Ratu Wahid, Latiful Wakidi Wakidi Wildayah Musyafa Yaumas, Nova Erlina Yeni Arista Yetri Yetri Hasan Yuberti Yuli Supriani Yuli Yanti Yuli Yanti Yuli, Yuli Yanti Yuni Arkhiansyah Yunus, Renny Yurnalis Etek YUSNITA, ERNI Yustiasari Liriwati, Fahrina Yustika Fatimatuz Zahra Zahra, Yustika Fatimatuz Zahro, Ro'inatuz Zahrotul Luqmi, Fitra Zainal Arifin Zaiyad Namiri Zakia Al Erza, Rahma Zanaton H Iksan Zulaeha, Neneng

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