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All Journal Ahkam: Jurnal Ilmu Syariah Jurnal Berkala Ilmu Perpustakaan dan Informasi ARABIYAT Abjadia, International Journal of Education Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Langkawi: Journal of The Association for Arabic and English Al Ibrah Journal of Arabic Language Education An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al Mahara: Jurnal Pendidikan Bahasa Arab LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab PAKAR Pendidikan Al-Maraji': Jurnal Pendidikan Bahasa Arab Ascarya: Journal of Islamic Science, Culture and Social Studies Dharmas Education Journal (DE_Journal) Al-Kawakib Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Online Learning in Educational Research Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Sosial dan Sains Al-Muyassar: Journal of Arabic Education Al-Irsyad: Journal of Education Science Eduvest - Journal of Universal Studies Kharisma: Jurnal Administrasi dan Manajemen Pendidikan HIKMATUNA: Journal for Integrative Islamic Studies Talimi Cendikia: Jurnal Pendidikan dan Pengajaran Kalimatuna: Journal Of Arabic Research Review of Islamic Social Finance and Entrepreneurship Journal of Innovative and Creativity Jurnal Intelek Dan Cendikiawan Nusantara Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Qawa’id: Jurnal Bahasa dan Sastra Arab Jurnal Tarbiyatuna : Kajian Pendidikan Islam Al-Hudaya : Jurnal Ilmu Al-Quran dan Pendidikan TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab
Maswani, Maswani
Universitas Islam Negeri Syarif Hidayatullah Jakarta
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Evaluasi Pembelajaran Bahasa Arab Kurikulum Merdeka di MA Arrahmaniyah Depok Berbasis Model Congruence Muhamad Rafi; Sahla Adzkia Nisa; Muhammad Rayhan Syafi'i; Maswani Maswani
Al-Maraji' : Jurnal Pendidikan Bahasa Arab Vol. 9 No. 1 (2025): Al-Maraji': Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/almaraji.v9i1.18892

Abstract

Penelitian ini bertujuan untuk mengevaluasi kesesuaian antara perencanaan, pelaksanaan, dan hasil pembelajaran Bahasa Arab di kelas X MA Arrahmaniyah Depok berdasarkan model evaluasi Congruence. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif-analitik. Pengumpulan data dilakukan melalui wawancara dengan guru bidang kurikulum, guru Bahasa Arab, siswa, serta analisis dokumen terkait. Hasil penelitian menunjukkan adanya kesesuaian parsial antara perencanaan dan pelaksanaan pembelajaran dengan standar Kurikulum Merdeka, khususnya terkait tujuan pembelajaran, bahan ajar, metode inquiry learning dan project-based learning, serta penggunaan media digital. Namun demikian, ditemukan ketidaksesuaian antara tujuan yang telah ditetapkan dengan Nilai ujian akhir semester siswa kelas X, di mana 72,92% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM). Faktor-faktor yang memengaruhi kondisi tersebut antara lain rendahnya motivasi dan minat siswa terhadap pelajaran Bahasa Arab, kurangnya lingkungan yang mendukung praktik berbahasa Arab, perbedaan latar belakang keilmuan siswa, serta keterbatasan akses terhadap buku ajar. Berdasarkan hasil tersebut, diperlukan upaya perbaikan melalui variasi metode pembelajaran, optimalisasi media, serta penciptaan lingkungan belajar yang lebih kondusif untuk meningkatkan kesesuaian antara tujuan, pelaksanaan, dan hasil pembelajaran Bahasa Arab di kelas X. This study aims to evaluate the congruence between planning, implementation, and learning outcomes of Arabic language instruction in Grade 10 at MA Arrahmaniyah Depok based on the Congruence evaluation model. This study employs a qualitative method with a descriptive-analytical approach. Data collection was conducted through interviews with curriculum teachers, Arabic language teachers, and students, as well as analysis of relevant documents. The results of the study indicate partial congruence between the planning and implementation of learning and the Merdeka Curriculum standards, particularly in terms of learning objectives, teaching materials, inquiry learning and project-based learning methods, and the use of digital media. However, there was a discrepancy between the established objectives and the end-semester exam of Grade X students, with 72.92% of students not yet achieving the Minimum Competency Criteria (KKM). Factors influencing this condition include low student motivation and interest in Arabic language lessons, a lack of an environment supporting Arabic language practice, differences in students' academic backgrounds, and limited access to textbooks. Based on these findings, improvements are needed through varied teaching methods, optimized use of media, and the creation of a more conducive learning environment to enhance alignment between objectives, implementation, and learning outcomes in Arabic language instruction for 10th-grade students. 
Analisis Tujuan dan Materi Kurikulum Bahasa Arab di Tingkat Ibtida’i Shadiqul Wahdi; Muhamad Fauzan Halim; Ubaid Ridlo; Maswani Maswani
Qawa’id: Jurnal Bahasa dan Sastra Arab Vol. 1 No. 03 (2025): Qawaid: Jurnal Bahasa dan Sastra Arab
Publisher : Qawa’id: Jurnal Bahasa dan Sastra Arab

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Abstract

Penelitian ini bertujuan menganalisis kesesuaian antara tujuan dan materi kurikulum Bahasa Arab di tingkat Madrasah Ibtida’iyah (MI) dalam perspektif pendidikan Islam. Bahasa Arab memiliki peran strategis sebagai bahasa agama dan sarana transmisi keilmuan Islam, sehingga pembelajarannya pada jenjang dasar perlu dirancang secara sistematis dan sesuai dengan perkembangan peserta didik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode analisis dokumen terhadap tujuan kurikulum dan materi ajar Bahasa Arab MI. Analisis dilakukan dengan menelaah keterkaitan tujuan pembelajaran baik tujuan umum maupun tujuan khusus dengan materi yang mencakup kosakata, struktur bahasa, dan keterampilan berbahasa. Hasil kajian menunjukkan bahwa secara konseptual tujuan kurikulum Bahasa Arab di tingkat ibtida’i telah mencakup ranah kognitif, afektif, dan psikomotorik serta sejalan dengan visi pendidikan Islam. Materi pembelajaran pada umumnya telah disusun secara bertahap dan kontekstual sesuai dengan kebutuhan anak usia dasar. Namun demikian, masih ditemukan ketidakseimbangan dalam implementasi, terutama kecenderungan penekanan pada hafalan kosakata dibandingkan pengembangan keterampilan komunikatif. Penelitian ini menyimpulkan bahwa diperlukan penyelarasan yang lebih optimal antara tujuan dan materi agar pembelajaran Bahasa Arab di tingkat ibtida’i dapat berlangsung lebih efektif, bermakna, dan berorientasi pada penguasaan keterampilan berbahasa secara menyeluruh.
Tela’ah Buku (Bahan Ajar) Bahasa Arab Tingkat Dasar Dan Menengah Nurhalimah. S; Athian Sulthon; Ubaid Ridlo; Maswani Maswani
Qawa’id: Jurnal Bahasa dan Sastra Arab Vol. 1 No. 03 (2025): Qawaid: Jurnal Bahasa dan Sastra Arab
Publisher : Qawa’id: Jurnal Bahasa dan Sastra Arab

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Abstract

Pendidikan bahasa Arab di Indonesia, khususnya pada jenjang dasar dan menengah, mengalami perkembangan yang dinamis, yang dipengaruhi oleh perubahan kebijakan kurikulum dan kebutuhan masyarakat akan kemampuan berbahasa Arab yang komunikatif. Buku ajar bahasa Arab berperan penting sebagai sarana untuk menghubungkan teori bahasa dengan praktik pembelajaran di kelas, serta sebagai alat untuk mengembangkan empat keterampilan berbahasa: menyimak, berbicara, membaca, dan menulis. Penelitian ini bertujuan untuk mengevaluasi buku ajar bahasa Arab pada tingkat dasar dan menengah, dengan menilai aspek linguistik, pedagogis, serta relevansi budaya terhadap karakteristik peserta didik Indonesia. Fokus penelitian ini adalah untuk mengidentifikasi keseimbangan distribusi keterampilan bahasa dalam buku ajar, serta menilai apakah bahan ajar tersebut sudah memenuhi prinsip-prinsip pembelajaran yang komunikatif dan kontekstual. Hasil penelitian menunjukkan bahwa meskipun buku ajar telah mengintegrasikan berbagai tema kehidupan sehari-hari yang relevan dengan peserta didik, masih terdapat ketidakseimbangan dalam pengembangan keterampilan berbicara dan mendengarkan. Oleh karena itu, diperlukan perbaikan dalam penyajian materi untuk mendukung pengembangan keterampilan komunikatif yang lebih seimbang dan relevan dengan kurikulum yang berlaku. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan bahan ajar bahasa Arab yang lebih efektif dan kontekstual di Indonesia.
AI-Driven Arabic Grammatical Error Correction for Inshā’ Writing: A Systematic Review of Current Models and Pedagogical Directions Abdurahman Abdurahman; Siti Nurul Azkiyah; Muhbib Abdul Wahab; Maswani Maswani
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1116

Abstract

Artificial intelligence (AI) has expanded opportunities for supporting Arabic writing through automated grammatical error correction (GEC). However, existing research remains fragmented, with limited synthesis connecting learner error patterns, AI-based correction models, and their pedagogical implications for Inshā’ instruction. This study systematically reviews AI-based Arabic GEC research to identify dominant nahwu–ṣarf error patterns, evaluate the evolution of AI correction models, and examine their educational implications for non-native Arabic learners. Following the PRISMA framework, eleven studies published between 2020 and 2025 were synthesized using qualitative thematic analysis and VOSviewer-assisted keyword mapping. The review identifies recurrent learner difficulties in agreement, definiteness, morphological ambiguity, syntactic dependencies, orthographic variation, and diacritical accuracy. Arabic GEC has progressed from rule-based and hybrid approaches to Transformer- and large language model (LLM)-based systems that provide more context-sensitive corrections. Nevertheless, current models remain constrained by challenges related to i‘rāb, learner-specific error profiles, explainable grammatical feedback, and limited annotated corpora. The review proposes a human-in-the-loop pedagogical framework integrating AI-generated feedback with teacher validation to foster formative assessment, learner autonomy, and reflective revision in Arabic writing instruction
Developing and Evaluating an AI-Driven Arabic Listening E-Module: Integrating Intensive and Extensive Listening Through Elevenlabs Faisal Umri; Muhbib Abdul Wahab; Maswani Maswani
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11306

Abstract

The limited availability of Arabic listening materials integrated with interactive digital technologies remains a significant challenge in enhancing listening proficiency among students in the Arabic Language Education Program at UIN Syarif Hidayatullah Jakarta. Existing resources often lack accessibility, engagement, and alignment with learning outcomes. This study aimed to develop an artificial intelligence (AI)-based Arabic listening e-module, E-sama’iy, utilizing ElevenLabs technology and structured listening activities, and to examine its effectiveness in improving students’ listening skills. Employing a Research and Development (R&D) approach based on the ADDIE model, the study was conducted through five stages: analysis, design, development, implementation, and evaluation. The feasibility of the module was assessed through expert validation, while its effectiveness was evaluated using pre-test and post-test scores of second-semester students. The findings revealed that the developed e-module was highly feasible, obtaining an average validation score of 92%. Students’ listening achievement improved substantially, with mean scores increasing from 55.4 in the pre-test to 85.9 in the post-test, accompanied by an N-Gain score of 0.68, indicating moderate-to-high improvement. Furthermore, students reported highly positive perceptions (91.88%), particularly regarding motivation, engagement, and comprehension. These findings demonstrate that E-sama’iy is an effective digital learning resource for enhancing Arabic listening skills and supporting AI-assisted language learning.
ARCS-Based Instructional Design for Maharah Kalam: Enhancing Basic Communicative Competence in Arabic Language Learning Salsabila Nova Fatimah; Maswani Maswani; Azkia Muharom Albantani; Fakhrizal Fakhrizal
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/jpwmzw66

Abstract

Speaking skill is one of the essential language skills that contributes to the development of students’ communicative competence. However, students still encounter difficulties in communicating in Arabic due to limited vocabulary, lack of self-confidence, and low learning motivation. This study aimed to develop an ARCS-based (Attention, Relevance, Confidence, Satisfaction) instructional design for speaking skills and examine its validity and effectiveness in enhancing the communicative competence of seventh-grade students at Nurul Iman Modern Junior High School. The study employed a Research and Development (R&D) approach using the ADDIE model. The participants consisted of 30 seventh-grade students. Data were collected through interviews, observations, questionnaires, expert validation, and pretest–posttest assessments. The data were analyzed using descriptive statistics, N-Gain analysis, and the Paired Sample T-Test with IBM SPSS Statistics. The results indicated that the developed instructional design achieved mean expert validation scores of 3.64, 3.58, and 3.86, all of which were categorized as highly valid. The average response scores from the teacher and students were 3.63 and 3.48 respectively, reflecting very positive perceptions of the product. Furthermore, Uji T-test (t=-28.465, p< 0.05), the N-Gain score of 0.67 demonstrated a moderate improvement in students’ communicative competence. These findings suggest that the ARCS-based speaking instructional design is both valid and effective in supporting the development of students’ communicative competence. The study contributes to the integration of motivational principles and communicative competence within Arabic language instruction at the junior secondary level.
Implementasi Strategi Diferensiasi dalam Pembelajaran Bahasa Arab pada Kurikulum Integratif di SMP Islam Madinatul Ilmi Legoso Vhebe Angela Balkist; Siti Humairah; Naila Tuniam; Maswani
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.4078

Abstract

This study aims to analyze the differentiated instructional strategies in Arabic language learning based on the curriculum implemented at Madinatul Ilmi Islamic Junior High School. Using a descriptive qualitative approach and a case study method, data were collected through in-depth interviews, classroom observations, and documentation. The findings reveal that teachers apply differentiated strategies in three main aspects: content, process, and product. Instructional materials are adjusted according to students’ initial abilities through tiered textbooks, ranging from Kitabati to Al-‘Arabiyyah Bayna Yadayk. The learning process is designed to be flexible, employing affective and gradual approaches, while assessments are conducted formatively through tiered tasks that reflect individual student progress. Furthermore, instruction is contextualized with daily Islamic practices, such as prayer and worship, to strengthen students' understanding of religious meaning in language use. These findings offer an adaptive Arabic language learning model that responds to student heterogeneity and integrates Islamic values in an applicable way, contributing a novel perspective to the development of faith-based differentiated instruction strategies in Islamic schools
The Frayer Model Effectiveness in The Arabic Vocabulary Development for Students in Madrasah Maswani; N. Lalah Alawiyah; Safira
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 26 No 1 (2024): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v26i1.17-30

Abstract

This study aims to improve the vocabulary mastery of grade XI students of Madrasah Aliyah Negeri (MAN) 11 Jakarta through the Frayer model learning strategy. This type of research is classroom action research, which has four components proposed by Kurt Lewin: planning, action, observation, and reflection. Data collection techniques are done through tests (pretest and posttest), direct observation, interviews, and documentation with data sources from learners, Arabic teachers, and collaborators. In contrast, the data processing method includes data selection and classification, presentation, data processing, and conclusion. Based on learning outcomes, the recapitulation of the average score of students in the first cycle was 70,68 (40% who achieved the Minimum Completeness Criteria). Therefore, researchers continue the second cycle. In cycle II, the average score of students was 77 (86% exceeded the Minimum Completeness Criteria). Based on the results of cycle I and II data, it can be concluded that using Frayer model learning strategies effectively increases students' value in learning vocabulary in madrasah. Thus, using the Frayer model in developing Arabic vocabulary for madrasa students has broad implications, including improving vocabulary understanding, developing critical thinking skills, increasing learning independence, and providing diverse learning approaches.
Implementasi dan Tantangan 4C dalam Pembelajaran Bahasa Arab di MIS Raudhatul Jannah Siti Nur Aziza; Khoirunnisa Khoirunnisa; Nayla Salsabila; Rachmatul Azizah; Maswani Maswani
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 8 No. 2 (2025): Juli
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/lahjah.v8i2.5982

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi keterampilan abad ke-21 (4C)—berpikir kritis, komunikasi, kolaborasi, dan kreativitas—dalam pembelajaran Bahasa Arab di kelas II Madrasah Ibtidaiyah Swasta Raudhatul Jannah. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru pengampu mata pelajaran Bahasa Arab kelas II. Teknik analisis data mengikuti model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi keterampilan 4C belum optimal. Pembelajaran masih bersifat klasikal, dengan dominasi hafalan dan minimnya aktivitas kolaboratif serta kreatif. Faktor pendukung meliputi komitmen guru dan ketersediaan bahan ajar tematik dari Kementerian Agama, sedangkan faktor penghambat mencakup keterbatasan waktu, kurangnya pelatihan guru, minimnya media interaktif, serta ketimpangan kesiapan siswa. Implikasi dari temuan ini menunjukkan perlunya pelatihan guru yang berkelanjutan, pengembangan bahan ajar kontekstual, dan dukungan struktural yang kuat agar pembelajaran Bahasa Arab dapat selaras dengan tuntutan keterampilan abad ke-21.
Digital-based zakat management from a good governance perspective at BAZNAS Muara Enim Febriansyah, Febriansyah; Handayani, Rizqi; Rahman, Yusuf; Maswani, Maswani
Review of Islamic Social Finance and Entrepreneurship Volume 5 Issue 1, 2026
Publisher : Center for Islamic Economics and Development Studies [P3EI]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/RISFE.vol5.iss1.art10

Abstract

Purpose – This study aims to analyze the role of digital zakat management based on the BAZNAS Management Information System (Sistem Informasi Manajemen BAZNAS, SIMBA) application in strengthening good governance practices at the BAZNAS Muara Enim Regency.Methodology – This research uses a qualitative approach with a case study method. Data collection techniques included in-depth interviews, observations, and documentation. Data analysis was descriptive-analytical, using a good governance perspective that emphasizes the principles of transparency, accountability, and responsiveness.Findings – The research results show that the implementation of SIMBA not only functions as an internal administrative and managerial instrument but also serves as a technology-based public governance mechanism. SIMBA contributes to increasing transparency through information disclosure and a digital reporting system, enhancing accountability through integrated and accountable zakat data recording and management, and encouraging the responsiveness of services that are fast and efficient in responding to public information needs and requests. However, SIMBA implementation still faces limitations, particularly related to human resource capacity and digital literacy among service users.Implications – This research can serve as a reference for zakat institutions by expanding the study of digital-based management from a good governance perspective.Originality – The research can make a practical contribution to zakat management institutions by optimizing the use of digital systems as an instrument for strengthening governance and improving the quality of public services.
Co-Authors Abdul Ghofur Abdul Ghofur abdurahman abdurahman Abdurahman Abdurahman Achmad Fudhaili Afsheen Fatima Ahmad Masruri Ahmad Royani Ahmad Wildan Sahuri Ramdani Akhmad Sodiq Amalia Qur’ani Masykur Arief Budiman Asep Nuhdi Ashidiqi, Muhamad Hasby Athian Sulthon Azkia Muharom Albantani Azkiyah, Siti Nurul Cinta Rahmi Damayanti, Radhayana Hikmah Drazat, Zahidah Erba Yanti Faisal Umri Fajar Lazuardi Fakhrizal Fakhrizal Fakhrizal, Fakhrizal Farkhan, Muhammad Fatikhatul Aulia Fatimah, Salsabila Nova Febriansyah Febriansyah Fudhaili, Achmad Handayani, Rizqi Hanum Qurrotu Aini Iis Susiawati Ivana Badriyah Hasanah Kasmilah, Nurjannah Keysa Tamami Khaerul Umam Khoirotunnisa Khoirotunnisa Khoirunisa, Tutik Khoirunnisa Khoirunnisa Kisno Umbar M. Irwan Jayadi Maria Andieni Juniyanti Marwah Raisa Roja Mohammad Adnan Muhamad Fauzan Halim Muhamad Rafi Muhammad Faizurrahman Muhammad Fakhri Nurfauzan Muhammad Mahdi Muhammad Rayhan Syafi&#039;i Muhammad Zuhdi Muhammad Zuhdi Muhbib Abdul Wahab Muhbib Abdul Wahab Muhbib Abdul Wahab Muhbib Muhbib Mukhson Nawawi Munadi, Yudhi Murniati Ruslan N. Lalah Alawiyah Naila Tuniam Nayla Salsabila Nisa, Sahla Adzkia Nur Kafid Nurhalimah. S Nurusy Syifa Olaul Hotimah Primadana, Ramadhan Jabal Rachmatul Azizah Rafi, Muhamad Rahmawati, Nita Putri Rahmawati, Siti Urianah Raswan Raswan, Raswan Rasyida Rafa Sidiq Rifki Abdillah Rifki Abdillah, Rifki Rifqi Miftahul Amili Rizky Amalia Rusli S, Shabilla Washol Safira Sahla Adzkia Nisa Salsabila Nova Fatimah Sativa, Oriza Septianti, Alya Putri Shabilla Washol S Shadiqul Wahdi Siti Humairah Siti Khadijah Siti Maisaroh Siti Nur Aziza Siti Nurul Azkiyah Siti Nurul Azkiyah Siti Uriana Rahmawati Siti Urianah Rahmawati Suparto Suparto Suparto Suparto Syafi'i, Muhammad Rayhan Syarip Hidayatullah Syifa, Nurusy Ubaid Ridho Ubaid Ridlo Ubay Ubay Ulpah Andayani Vhebe Angela Balkist Wahyu Maulana Masnur Wati Susiawati Wawan Saepul Bahri yazid hady, yazid Yusuf Rahman Zulkifli