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Jurnal Inovasi Pendidikan IPS Thawalib: Jurnal Kependidikan Islam Tatsqifiy: Jurnal Pendidikan Bahasa Arab ACADEMIA: Jurnal Inovasi Riset Akademik JURNAL ILMIAH GLOBAL EDUCATION Bulletin of Science Education Journal of Education Research Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Idarah Tarbawiyah: Journal of Management in Islamic Education Indonesian Journal of Research and Educational Review (IJRER) Jurnal Bilqolam Pendidikan Islam Didaktika Religia Southeast Asian Journal of Islamic Education re-JIEM (Research Journal of Islamic Education Management) Jurnal Ilmu Manajemen dan Pendidikan Jurnal Pendidikan Dasar ANTHOR: Education and Learning Journal Jurnal Pendidikan Indonesia (Japendi) Al-Irsyad: Journal of Education Science QANUN: Journal of Islamic Laws and Studies Action Research Journal Indonesia (ARJI) Kartika: Jurnal Studi Keislaman Journal of Advanced Islamic Educational Management Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Ranah Research : Journal of Multidisciplinary Research and Development Physics and Science Education Journal (PSEJ) at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Social Science Academic Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat QOSIM: Jurnal Pendidikan, Sosial & Humaniora Cantaka: Jurnal Ilmu Ekonomi dan Manajemen Assyfa Journal of Islamic Studies Ahlussunnah: Journal of Islamic Education An-Nas : Jurnal Humaniora JISE Journal of Education and Teaching Learning IERA, Islamic Education and Research Academy Proceeding Of International Conference On Education, Society And Humanity FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran PESHUM ANTHOR: Education and Learning Journal Assyfa Journal of Multidisciplinary Education SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Women, Education, and Social Welfare Jurnal Pendidikan Islam Journal of Islamic Education PAEDAGOGIE El Midad: Jurnal Jurusan PGMI 12 Waiheru EDUKASIA: Jurnal 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Agus Pahrudin
Universitas Islam Negeri Raden Intan Lampung
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PEMANFAATAN ARTIFICIAL INTELLIGENCE SEBAGAI INOVASI MEDIA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA JENJANG PENDIDIKAN MENENGAH DI ERA SOCIETY 5.0: KAJIAN LITERATUR Arif Atma Mahendra; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.12085

Abstract

The rapid advancement of digital technology in the Society 5.0 era has encouraged educational transformation through the integration of intelligent technologies, particularly Artificial Intelligence (AI). In the context of Islamic Religious Education (IRE), AI has the potential to serve as an innovative learning medium that supports more interactive, adaptive, and student-centered learning processes. This study aims to analyze the utilization of Artificial Intelligence as an innovative learning medium in Islamic Religious Education in the Society 5.0 era by examining its opportunities, benefits, and implementation challenges. The study employed a qualitative approach using a library research method. Data were collected from national and international journal articles, books, conference proceedings, research reports, and other relevant scholarly sources published between 2020 and 2025. Data were analyzed using content analysis to identify themes, concepts, and research findings related to the application of AI in education. The findings reveal that AI offers various opportunities for IRE learning, including the development of educational chatbots, adaptive learning platforms, automated assessment systems, and broader access to digital learning resources. The utilization of AI also provides several benefits, such as enhancing learning motivation, supporting personalized learning, strengthening digital literacy, and improving the effectiveness and efficiency of the learning process. However, its implementation still faces several challenges, including limited teachers’ digital competencies, unequal technological infrastructure, limited AI-based IRE content, and the need to ensure ethical use aligned with Islamic values. Therefore, AI can serve as a strategic alternative for developing innovative, effective, and relevant Islamic Religious Education learning media that meet the demands of twenty-first-century education. ABSTRAK Perkembangan teknologi digital pada era Society 5.0 mendorong transformasi pendidikan melalui integrasi teknologi cerdas, salah satunya Artificial Intelligence (AI). Dalam konteks Pendidikan Agama Islam (PAI), AI berpotensi menjadi inovasi media pembelajaran yang mampu mendukung proses pembelajaran yang lebih interaktif, adaptif, dan berpusat pada peserta didik. Penelitian ini bertujuan untuk menganalisis pemanfaatan Artificial Intelligence sebagai inovasi media pembelajaran Pendidikan Agama Islam di era Society 5.0 dengan menelaah berbagai peluang, manfaat, dan tantangan implementasinya. Penelitian menggunakan pendekatan kualitatif dengan metode kajian literatur (library research). Data diperoleh dari artikel jurnal nasional dan internasional, buku, prosiding, laporan penelitian, serta berbagai sumber ilmiah relevan yang diterbitkan dalam rentang tahun 2020–2025. Analisis data dilakukan menggunakan teknik content analysis untuk mengidentifikasi tema, konsep, dan temuan penelitian terkait pemanfaatan AI dalam pendidikan. Hasil penelitian menunjukkan bahwa AI memiliki berbagai peluang dalam pembelajaran PAI, antara lain melalui pengembangan chatbot edukatif, platform pembelajaran adaptif, sistem evaluasi otomatis, dan penyediaan sumber belajar digital yang lebih luas. Pemanfaatan AI juga memberikan manfaat berupa peningkatan motivasi belajar, personalisasi pembelajaran, penguatan literasi digital, serta peningkatan efektivitas dan efisiensi proses pembelajaran. Namun demikian, implementasinya masih menghadapi sejumlah tantangan, seperti keterbatasan kompetensi digital guru, belum meratanya infrastruktur teknologi, keterbatasan konten PAI berbasis AI, serta perlunya pengawasan terhadap aspek etika dan kesesuaian dengan nilai-nilai Islam. Oleh karena itu, AI dapat menjadi alternatif strategis dalam pengembangan media pembelajaran PAI yang inovatif, efektif, dan relevan dengan kebutuhan pendidikan abad ke-21.
Manajemen Kurikulum Di Lembaga Pendidikan Islam: Tantangan Dan Strategi Pengembangan Di Era Digital Auni Luthfiah Nurfathina; Agus Pahrudin; Sri Rahmi
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 5: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i5.20773

Abstract

Perkembangan era digital telah membawa perubahan signifikan dalam sistem pendidikan, termasuk pada lembaga pendidikan Islam, khususnya dalam pengelolaan kurikulum. Penelitian ini bertujuan untuk menganalisis tantangan dan strategi pengembangan manajemen kurikulum di lembaga pendidikan Islam pada era digital. Penelitian menggunakan metode library research dengan pendekatan kualitatif melalui pengumpulan dan analisis berbagai sumber literatur berupa artikel jurnal ilmiah, buku, dan penelitian terdahulu yang relevan. Teknik analisis data menggunakan content analysis untuk mengidentifikasi, mengelompokkan, dan menginterpretasikan data secara sistematis. Hasil penelitian menunjukkan bahwa tantangan utama manajemen kurikulum di era digital meliputi rendahnya kompetensi digital tenaga pendidik, keterbatasan infrastruktur teknologi, resistensi terhadap perubahan kurikulum, serta tantangan dalam menjaga karakter Islami peserta didik. Adapun strategi pengembangan yang dapat dilakukan meliputi peningkatan kompetensi digital pendidik, integrasi teknologi dengan nilai-nilai Islam, pengembangan sistem manajemen pendidikan berbasis digital, serta penguatan kolaborasi antara lembaga pendidikan, pemerintah, dan masyarakat. Penelitian ini menunjukkan bahwa pengembangan kurikulum pendidikan Islam di era digital harus dilakukan secara adaptif, inovatif, dan tetap berlandaskan pada nilai-nilai keislaman agar mampu menghasilkan lulusan yang unggul dan berkarakter religius.
Scientific Approach in K-13; the Impact on the Quality of the Learning Process and Outcomes in MAN Agus Pahrudin; Dona Dinda Pratiwi
EDUKASIA Vol 15, No 2 (2020): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v15i2.7913

Abstract

 The Kurikulum 2013 –Indonesia's novel Curriculum invented in 2013– is implemented through activity-based learning using a scientific approach. Curriculum changes do not only occur in the dimensions of the plan/document, but in its implementation in the quality of the process which has an impact on learning outcomes. This research aims to determine the implementation of the Kurikulum 2013 scientific approach and its impact on the quality of the learning processes and outcomes at MAN in Lampung Province. The research uses a mixed methods with sequential mixed methods design. The respondents consisted of 26 teachers and 126 students. Data were collected by conducting interview, observation, documentation, and questionnaire. The validity was tested by Pearson’s validity and Cronbach Alpha reliability. The results showed that teachers can apply a scientific approach to the implementation of the Kurikulum 2013 well. It can be seen from the teacher’s ability to prepare lesson plans, though there are some teachers (working period of 21 to 30 years) who are constrained during the learning process, such as observing the learning and not being able in presenting the media. The scientific approach has a very good impact on the quality of the learning process and outcomes. It can be seen by the increase in student learning outcomes.
PENGARUH MODEL PBL BERBANTUAN E-LKPD BERBASIS KEARIFAN LOKAL TERHADAP HASIL BELAJAR BAHASA INDONESIA KELAS IV Wardah Nuqoyah; Agus Pahrudin; Nurul Hidayah
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Vol 11 No 01 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/ibriez.v11i01.864

Abstract

Low learning outcomes in Indonesia at the elementary school level remain a problem that requires attention. A similar condition was found among fourth-grade students at MIMA 7 Labuhan Ratu Bandar Lampung, where only 40% met the Minimum Completion Criteria (KKM). This study aims to examine the effect of Problem-Based Learning assisted by E-LKPD, based on Lampung local wisdom, on Indonesian language learning outcomes in the material on identifying problems experienced by characters in the story. The learning outcomes measured include the cognitive domain of the revised Bloom's Taxonomy at levels C1-C5. The study used a quantitative approach with a quasi-experimental design of the Non-equivalent Control Group Design type. The study sample consisted of 38 students who completed the pretest and posttest, including 20 in the experimental class and 18 in the control class. Data were collected using a learning outcome test and analyzed with an independent sample t-test. The results showed a significance value of 0.022 <0.05, which indicates a significant difference in learning outcomes between the two groups. The posttest average of the experimental class (M= 83.75; SD= 9.58) was higher than that of the control class (M= 76.39; SD= 9.36). Cohen's d value of 0.77 indicates a moderate effect. Thus, PBL assisted by E-LKPD based on local wisdom effectively improves the Indonesian language learning outcomes of fourth-grade students in the context of this study.
Integrating Outcome-Based Education and Maqasid Syariah in Islamic Higher Education Curriculum Governance Merita Diana; Agus Pahrudin; Yuberti; Achi Rinaldi
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.618

Abstract

Islamic higher education institutions increasingly adopt Outcome-Based Education (OBE) to satisfy accreditation demands and demonstrate measurable graduate achievement. However, Islamic values are often positioned as institutional slogans rather than as auditable design elements within curriculum governance. This study formulates an integrative curriculum governance model that operationalizes maqasid shariah within OBE and continuous quality improvement (CQI). A Systematic Literature Review was conducted using a PRISMA-informed protocol on 24 core studies selected from 112 initial records published between 2015 and 2025. The search covered Scopus, SINTA/Garuda, DOAJ, and Google Scholar using predefined keywords, inclusion criteria, quality appraisal, and thematic coding. The synthesis reveals three fragmented trajectories: OBE is strong in measurable curriculum design, maqasid is strong in ethical-philosophical orientation, and quality management is strong in evaluation and accountability. The novelty of this article lies in converting maqasid from a normative value framework into an operational curriculum-governance logic that can be mapped into graduate profiles, learning outcomes, assessment rubrics, value-integrated learning, and CQI documentation. The proposed five-stage model provides a replicable pathway for Islamic higher education to align academic measurability with Islamic epistemological identity and social responsibility.
The Pedagogy of Love in Moral Education: Reconstructing the Teacher–Student Relationship from an Islamic Humanistic Perspective Ayub Kumalla; Agus Pahrudin; Ali Murtado; Nanang Supriadi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.670

Abstract

Moral education in Islam has traditionally tended to be practiced through a normative and disciplinary approach that emphasizes behavioral compliance. However, this approach often overlooks the emotional and relational dimensions between teachers and students. This article aims to examine the concept of the pedagogy of love as an alternative approach in Islamic moral education that places loving relationships as the primary foundation for character development. This study employs a qualitative approach using content analysis to examine the thoughts of classical and contemporary scholars regarding love, ethics, and education. The findings indicate that the pedagogy of love is capable of fostering a dialogical, empathetic, and transformative educational relationship between teachers and students. This approach not only fosters moral compliance but also cultivates a deep ethical awareness. Teachers are no longer positioned merely as enforcers of rules and punishments but rather as role models who embody love, respect, and sincerity in the learning process. Through this approach, students find it easier to internalize moral values because they feel valued and understood as human beings. The pedagogy of love also fosters a harmonious and inclusive educational environment that supports the holistic development of students’ personalities spiritually, emotionally, and socially. In the context of modern education, which is facing a moral crisis and dehumanization, this approach is relevant for reviving humanistic values in the Islamic educational process. Thus, the pedagogy of love is relevant as a new paradigm in humanistic Islamic education in the modern era.
Principal-Led Curriculum and Learning Evaluation in Elementary Schools: An Integrative Review of the Merdeka Curriculum Yusuf Effendi; Agus Pahrudin; Sri Rahmi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.675

Abstract

Research on the Merdeka Curriculum has increasingly examined principal leadership and curriculum implementation; however, limited attention has been given to how principals integrate curriculum and learning evaluation into a continuous school improvement process. This study aimed to analyze principals’ strategies in managing curriculum and learning evaluation and to formulate a conceptual framework for principal-led evaluation in elementary education. The study employed a qualitative approach using an integrative literature review of 35 sources related to instructional leadership, curriculum evaluation, academic supervision, assessment literacy, data-driven decision-making, and Merdeka Curriculum implementation. The synthesis identified five interconnected strategies: strengthening curriculum vision, building teacher reflection, using assessment data, conducting dialogical academic supervision, and ensuring follow-up actions. These strategies were integrated into a cyclical evaluation framework comprising diagnosis, planning, implementation, reflection, follow-up, and monitoring. The review indicates that curriculum and learning evaluation should function not merely as an administrative activity but as an evidence-based and reflective mechanism for continuous instructional improvement. The findings highlight the importance of strengthening principals’ competencies in curriculum analysis, data literacy, academic supervision, teacher coaching, and reflective leadership to support adaptive and contextual curriculum implementation.
Strengthening Fiqh Literacy among Adolescent Girls through Islamic Education in the Digital Era A’la Nirotul Fikri; Agus Pahrudin; Nanang Supriadi; Ali Murtado
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.698

Abstract

The development of the digital era has brought significant changes to adolescents’ learning patterns and religious understanding, including fiqh literacy among adolescent girls. The increasing access to religious information through social media and various digital platforms provides greater opportunities to acquire Islamic knowledge, but it also presents challenges concerning the validity and credibility of the information received. This study aims to analyze the challenges of fiqh literacy among adolescent girls and examine the role of Islamic Education in strengthening their religious understanding in the digital era. This study employed a qualitative approach using content analysis. Data were obtained from scientific journals, books, academic articles, and previous studies relevant to Islamic education, digital literacy, and women’s fiqh. The analysis was conducted by identifying, categorizing, and interpreting themes related to fiqh literacy among adolescent girls and Islamic Education in the digital era. The findings show that the main challenges include adolescent girls’ limited ability to verify religious information, the dominance of social media as a source of learning, limited guidance from teachers and parents, and the cultural reluctance to discuss women’s issues openly. Islamic Education plays an important role in strengthening fiqh literacy through contextual, communicative, and digitally supported learning, as well as through the development of information verification skills. Strengthening fiqh literacy needs to be integrated with religious digital literacy so that adolescent girls are able to understand and evaluate religious information critically and responsibly.
Analysis of the Implementation of the Jigsaw Cooperative Learning Model in Fiqh Education Nur Hasanah; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.840

Abstract

This study aims to analyze the implementation of the Jigsaw cooperative learning model in Fiqh education by examining its effectiveness, challenges, and optimization strategies. The study employs a qualitative approach using content analysis of relevant literature on the implementation of the Jigsaw model in Fiqh education across various educational levels. The data were analyzed thematically to identify patterns related to learning outcomes, social and communication skills, student engagement and motivation, as well as implementation challenges and strategies. The findings indicate that the Jigsaw model contributes positively to students’ cognitive learning outcomes, social and communication skills, engagement, and learning motivation. These outcomes are associated with individual responsibility, peer interaction, peer teaching, and positive interdependence during the learning process. However, its implementation faces several challenges, particularly in terms of time management, differences in students’ abilities, content division, and equitable participation within groups. The implementation of Jigsaw can be optimized through the use of digital learning media, systematic content organization, collaborative scaffolding, and assessment that considers both the learning process and outcomes. These findings suggest that the Jigsaw model has potential as an alternative approach to Fiqh education that supports academic achievement while fostering students’ social skills.
Planning and Implementing Digital Learning in Indonesia's Twenty-First-Century Education System: An Integrative Review: Integrative review of models, determinants, and strategies Trian Hermawan; Agus Pahrudin; Yuberti; Achi Rinaldi
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT Media Jurnal dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.167

Abstract

Digital transformation requires education systems to move beyond the technical adoption of platforms and devices toward pedagogically grounded, inclusive, and sustainable learning designs. This article aims to analyse the urgency, planning models, implementation determinants, and digital media strategies needed to strengthen digital learning in Indonesia's twenty-first-century education system. Using a qualitative structured integrative literature review, this study synthesised conceptual, empirical, and policy literature on digital learning, instructional design, TPACK, SAMR, blended learning, learning analytics, artificial intelligence in education, and Indonesian curriculum policy. The data were analysed through content analysis and thematic synthesis to identify recurring concepts, relationships among components, and implications for educational governance. The results indicate that digital learning in Indonesia is shaped by five interrelated dimensions: system context, instructional design, operational implementation, digital media strategy, and continuous evaluation. The study further proposes an integrative conceptual model that connects ADDIE, TPACK, critical SAMR reflection, blended and hybrid learning, and data-informed evaluation within the specific context of Indonesian education. The discussion argues that digital learning should be understood not as media migration but as systemic pedagogical transformation. The study implies that teachers need stronger digital pedagogical competence, institutions need coherent digital learning ecosystems, and policymakers need to ensure equitable infrastructure, ethical data governance, and sustained professional development.
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 Agung Fahri 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 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 Anik Idawati Anistalidia Anistalidia Annisa Rahmawati Anwar Hidayat Anwar, C. Apfrilia, Dea Putry Apriansyah, Agus Apriliani, Ike Arif Atma Mahendra Armayoga, Bagas Asip Ependi Astoya Saimulani Asy Syauqi, Icha Atmim, Roro Aulia Annisa Aulia, Ayu Auni Luthfiah Nurfathina Ayub Kumalla Azad, Inamul Azar, Dhea Azet Sampurna Azizah Nurtantri A’la Nirotul Fikri Baehaqi Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baijuri Basyar, Syarifudin Bayo Hadomuan Tanjung Bayo Hadomuan Tanjung Beliyawati Beliyawati 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 Dea Putry Apfrilia Deden Makbuloh Deka Meuthia Novari Della Aprilia Della Tri Aditiya Ningrum Desiana Desiana Desmawati 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 Erlina Erlina Erliyana Erliyana Eti Hadiati Evi Gusliana 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 Icha Mufassiroh Asy Syauqi 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 Iqbal Ahmad Najib Irawan, Rudy 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 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 M. Khairil Ammar Masykur, Rubhan Maylia Khairunnisa Baher Mazaya Linda Shilmina Meisuri Merita Diana Merita Diana Meriyati Mike Andrini Mu&#039;adz Haidar Zulkarnain Muflikhatun Muhammad Abdullah Sidiq Muhammad Akmansyah Muhammad Al Imron Muhammad Fajar Muhammad Ilham Jaya Kesuma Muhammad Muchsin Afriyadi Muhammad Rifkhi Maulana Mukhtar Hadi Mulyani, Nina Munawar, Agus Murtadho , Ali Murtadlo Murtadlo Murtando Murtando Mustofa Mustofa Mustofa, Nuryadin Ali 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 Nina Tisnawati Nirva Diana Nirva Diana Nirva Diana Nirva Diana Noormawanti Nova Erlina Nukhbatul Bidayati Haka NUR HASANAH Nur Hasanah Nur Rohfitta Nurani Nurani Nurani Nurani Nurani Nurani Nurasih, Etri Nurdin, Rahmawati Nurhasanah Leni Nurhasanah Leni Nurjanah, Amaliya NURUL HIDAYAH Nurul Hidayah Octaviani, Annisa Oki Dermawan 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 Refliyanto Refliyanto Renny Yunus Rio Renaldi Rita Ningsih Riyan Terna Kuswanto RIYAN TERNA KUSWANTO Riyan Terna Kuswanto Rizki Wahyu Yunian Putra Ro&#039;inatuz Zahro Robi Irawan Rohman, M. Zainur Rosa, Kemala Sandi Rotama, Andra Rudi Irawan Rukimin Rukimin Rumadani Sagala Safitri Agustina 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 Siska Andriani Siti Khotimah Siti Patimah Siti Rohmaniah Siti Romlah, Listiyani Sovia Mas Ayu Sri Purwanti Nasution, Sri Purwanti Sri Rahma Sri Rahmi Sri Rahmi Sri Rahmi 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 Tarekah Hasanah Teguh Setia Isma Ramdan Tila Paulina Tri Anjar Trian Hermawan Trian Hermawan Triyana, E. Umi Hijriyah USWATUN HASANAH Vera Nurmalia Viggy Anggini Vigi Diah Nur'Aini Vika Desy Wulansari Vina Rohmatika, Ratu Vivi Dwi Clarisa Vivilia Jesnita Wahid, Latiful Wahyu Febriana Wakidi Wakidi Wardah Nuqoyah Wildayah Musyafa Yaumas, Nova Erlina Yeni Arista Yetri Yetri Hasan Yuberti Yuli Yanti Yuli Yanti Yuli Yanti Yuli, Yuli Yanti Yuni Arkhiansyah Yunus, Renny Yurnalis Etek YUSNITA, ERNI Yustiasari Liriwati, Fahrina Yustika Fatimatuz Zahra Yusuf Effendi Zahra, Yustika Fatimatuz Zahro, Ro'inatuz Zahrotul Luqmi, Fitra Zainal Arifin Zaiyad Namiri Zakia Al Erza, Rahma Zanaton H Iksan Zulaeha, Neneng