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All Journal Jurnal Ilmiah Psikologi Terapan Proyeksi: Jurnal Psikologi Analisis: Jurnal Studi Keislaman Islam Futura Lisanuna: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Englisia Journal Jurnal Al-Tadzkiyyah Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Bunayya : Jurnal Pendidikan Anak Edukasi: Jurnal Pendidikan dan Pengajaran Gender Equality: Internasional Journal of Child and Gender Studies JURNAL IQRA´ Jurnal Ilmiah Peuradeun Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Pendas : Jurnah Ilmiah Pendidikan Dasar IQRO: Journal of Islamic Education JETL (Journal Of Education, Teaching and Learning) DAYAH: Journal of Islamic Education Psikoislamedia : Jurnal Psikologi Jurnal Dedikasi Pendidikan Atfaluna: Journal of Islamic Early Childhood Education Syntax Idea Tadabbur: Jurnal Peradaban Islam Dedikasi: Jurnal Pengabdian Masyarakat Jurnal At-Taujih : Bimbingan dan Konseling Islam Fitrah: International Islamic Education Journal International Journal of Social Learning (IJSL) Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Jendela Pendidikan TAFSE: Journal of Qur'anic Studies Jurnal Riset dan Pengabdian Masyarakat Ikhtisar: Jurnal Pengetahuan Islam Proceedings Series on Social Sciences & Humanities Jurnal Al-Fikrah TEACHER : Jurnal Inovasi Karya Ilmiah Guru Realita: Jurnal Penelitian dan Kebudayaan Islam Spiritual Healing: Jurnal Tasawuf dan Psikoterapi Jurnal Ilmiah Guru Madrasah (JIGM) Educational Journal of Islamic Management (EJIM) SKILLS: Jurnal Riset dan Studi Manajemen Pendidikan Islam Jurnal Keperawatan 'Aisyiyah Global Education Journal Jurnal Konseling Pendidikan Islam Dirasah: International Journal of Islamic Studies Al-Jadwa: Jurnal Studi Islam Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam Malewa: Journal of Multidisciplinary Educational Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative and Creativity ISTIFHAM FATHIR: Jurnal Studi Islam Jurnal Ikhtibar Nusantara Journal of Indonesian Primary School Indonesian Journal of Library and Information Science (IJLIS) Ameena Journal IJELaSS: International Journal of Education, Language and Social Scince Anatesa : Kajian Pendidikan, Sosial dan Keagamaan PESHUM JTA Jurnal Cendekia Islam Indonesia Jurnal Kolaborasi Akademika Al-Bahtsu: Jurnal Penelitian dan Pendidikan Islam TIFLUN : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Ilmiah Guru Madrasah (JIGM) Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan Sustainable
Salami Mahmud
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Relasi Agama dan Struktur Budaya dalam Pembentukan Etika Lingkungan: Penelitian Diki Saputra; Salami Mahmud; Zulfatmi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6911

Abstract

Penelitian ini bertujuan untuk menganalisis relasi antara nilai-nilai agama dan struktur budaya dalam membentuk etika lingkungan masyarakat serta mengatasi krisis ekologi global. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian pustaka (library research). Pengumpulan data dilakukan secara sistematis memanfaatkan perangkat mesin pencari Publish or Perish (PoP) melalui database Google Scholar, dan ResearchGate. Data yang terkumpul disaring menggunakan kriteria inklusi dan eksklusi, kemudian dianalisis menggunakan teknik deskriptif-analitis serta interpretasi isi. Hasil penelitian menunjukkan bahwa agama dan struktur budaya memiliki hubungan simbiotis yang kuat dalam menciptakan kesadaran ekologis. Agama berfungsi sebagai penyedia legitimasi moral dan doktrin teologis yang abstrak, sementara struktur budaya lokal bertindak sebagai jembatan operasional yang mentransformasikan nilai spiritual tersebut menjadi aksi nyata pelestarian alam dalam kehidupan sehari-hari. Melalui rekonstruksi pendidikan agama Islam yang integratif dan penerapan prinsip ekoteologi, paradigma antroposentris yang eksploitatif dapat digeser menjadi kesadaran ekosentris yang holistik. Di tengah tantangan pembangunan ekonomi modern, penguatan modal spiritual dan kebudayaan terbukti menjadi penyeimbang krusial demi menjaga harmoni sosial sekaligus mencegah destruksi ekosistem. Studi ini menegaskan bahwa keberhasilan pelestarian alam sangat bergantung pada integrasi harmonis antara teks keagamaan yang normatif dengan struktur sosial kemasyarakatan yang praktis.
Tingkat Kesadaran Religius Siswa: Tantangan di Era Globalisasi Nurlailan Kandi; Salami Mahmud; Miftahul Jannah
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.8278

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat kesadaran religius siswa kelas VIII MTsN 2 Banda Aceh serta pengaruh tantangan globalisasi terhadap perilaku keagamaan mereka. Pendekatan yang digunakan adalah mixed methods dengan desain explanatory sequential, yaitu tahap kuantitatif diikuti dengan wawancara kualitatif. Sampel penelitian berjumlah 240 siswa yang dipilih melalui teknik proportional stratified random sampling. Data dikumpulkan menggunakan angket skala Likert yang diadaptasi dari Indonesian-Psychological Measurement of Islamic Religiousness (I-PMIR), serta wawancara semi-terstruktur dengan guru fikih dan siswa terpilih. Hipotesis penelitian menyatakan bahwa terdapat hubungan negatif antara tantangan globalisasi dan tingkat kesadaran religius siswa. Hasil analisis menunjukkan bahwa tingkat kesadaran religius berada pada kategori tinggi (rata-rata 80,4%), sedangkan uji korelasi Pearson menghasilkan nilai r = -0.421 (p < 0.05) yang menandakan korelasi negatif signifikan. Secara kualitatif, pengaruh media sosial dan budaya populer menjadi faktor penurunan spiritualitas, namun lingkungan madrasah dan kultur religius Aceh terbukti mampu menjadi benteng moral dalam menghadapi arus globalisasi.
THE TRANSFORMATION OF VALUES AND KNOWLEDGE IN THE YELLOW BOOK AT DAYAH DARUSSALAM LAMPOH TUAH GRONG GRONG IN THE DIGITAL AGE Daysra abrar Daysra abrar; Salami mahmud; Nurbayani Ali
Jurnal Ikhtibar Nusantara Vol 5 No 1 (2026): Jurnal Ikhtibar Nusantara
Publisher : STAI Nusantara Kota Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62901/j-ikhsan.v4i2.286

Abstract

This study investigates the transformation process of Islamic knowledge and values within Kitab Kuning learning at Dayah Darussalam Lampoh Tuah Grong Grong, focusing on how traditional Islamic educational institutions in Aceh navigate the digital age while maintaining their academic rigor and spiritual core. Across most dayah in Aceh, students are prohibited from using mobile phones, while digital technology access remains limited to educators (asatidz), religious scholars (teungku), and advanced students for educational, administrative, or instructional purposes. Employing a descriptive-qualitative approach supported by fieldwork observations and interviews, this study reveals that digital transformation in dayah education unfolds selectively and value-driven. Technology serves as a supplementary pedagogical resource for teachers rather than a central learning platform for students. Conventional instructional methods including halaqah (study circles), boh bareh (diacritical marking), syarah (interpretive exposition), and muthala'ah (self-directed reading) remain the cornerstone of knowledge transmission. Concurrently, digital instruments are utilized to enhance reference materials, boost efficiency, and support educators in content delivery. The restriction on mobile phone usage among students contributes to maintaining discipline, focus, and reverence for knowledge, fostering deep intellectual and spiritual development. Thus, the evolution of Kitab Kuning education within the digital landscape represents an ethical modernization approach—rooted in Islamic moral principles, humility, and the pursuit of blessed knowledge (barakah al-'ilm). This framework demonstrates the endurance and ongoing significance of Aceh's dayah institutions as custodians of classical Islamic learning amid swift global technological advancement.
RELIGIOUS AND COGNITIVE DEVELOPMENT AGES 6–12 Situ Nuraini Situ Nuraini; Salami Mahmud; Miftahuljannah; Zulfahmi
Jurnal Ikhtibar Nusantara Vol 5 No 2 (2026): Jurnal Ikhtibar Nusantara
Publisher : STAI Nusantara Kota Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62901/j-ikhsan.v5i2.568

Abstract

Religious and cognitive development in children aged 6–12 years is a fundamental aspect that influences each other in the process of character building and moral understanding. At this stage, children enter the concrete operational stage according to Piaget's theory, which is characterised by logical thinking, reduced egocentrism, and increased ability to classify and understand cause-and-effect relationships. These developmental characteristics play an important role in how children interpret religious teachings, which are generally still literal and concrete in nature. According to Fowler's theory of religious development, children at this age are in the Mythic–Literal Faith stage, where moral values and religious teachings are understood through stories, symbols, and role models. In addition, moral development according to Kohlberg shows that children begin to adjust their behaviour to social norms and authorities that are considered important. The interaction between cognitive and religious development emphasises the importance of an approach to religious education that is appropriate to the child's stage of development. The use of concrete, narrative, and applicative learning methods is crucial to help children understand religious concepts in a more meaningful way. Thus, understanding the dynamics of this development can support effective religious education strategies oriented towards the formation of long-term moral values.
Integrasi Kearifan Lokal dan Revolusi Industri 5.0: Inovasi Manajemen Perpustakaan Ali Hasan, Nurhayati; Mujiburrahman; Mahmud, Salami; Safrilsyah
Indonesian Journal of Library and Information Science Vol. 7 No. 1 (2026): ​Indonesian Journal of Library and Information Science
Publisher : Program Studi Ilmu Perpustakaan, Fakultas Adab dan Humaniora Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ijlis.v7i1.10041

Abstract

The Fourth Industrial Revolution introduces a new paradigm that emphasizes synergy between humans and technology across various fields, including library service management. Library service management based on local wisdom is the transformation of libraries into modern knowledge centers that preserve cultural identity. This paper attempts to analyze the readiness for integrating local wisdom into innovative library service management in the face of the 5.0 Industrial Revolution, as well as the challenges libraries face in addressing the 5.0 Industrial Revolution. The method used is a literature review with a qualitative approach. The results of the study indicates most libraries realize the importance of integrating local wisdom with technology. Some libraries are still in the transition phase toward library digitalization. Services related to local wisdom are still provided in various forms: manual, hybrid, and digital. Limitations in human resources, gaps in digital infrastructure, financial constraints, the professionalism of librarians, policies supporting cultural digitalization—both in terms of funding and respect for the rights of indigenous communities—and the digital literacy of library users remain issues that need to be addressed. The integration of local wisdom services and technology holds great potential for society and the academic world, which continues to evolve through digital humanities research. Therefore, a cross-sectoral collaborative approach is needed to achieve a harmonious implementation between modern library services and cultural preservation.
Worship Motivation in Islam: An Islamic Psychological Analysis of Paradise and Hell Ramdhani, Dadan; Mahmud, Salami; Jannah, Miftahul
FITRAH: International Islamic Education Journal Vol. 8 No. 1 (2026): Fitrah: International Islamic Education Journal
Publisher : Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/fitrah.v8i1.8683

Abstract

This study examines worship motivation in Islam by integrating Islamic psychology with contemporary theories of motivation. The focus includes the validity of paradise-hell motivation, the stages of spiritual motivation evolution (maqamat), the dynamics of khauf (praiseworthy fear) and raja' (hope), and the pinnacle of this evolution, namely mahabbah (sincere love), which represents pure intrinsic motivation. The method employed is qualitative, using a library research approach to the Qur'an, authentic Hadith, and classical Sufi works, and analyzing them through content analysis and hermeneutics. The novelty of this research lies in integrating the Sufi concept of maqamat (khauf, raja', mahabbah) with Self-Determination Theory and Maslow's Hierarchy of Needs, revealing conceptual parallels between Islamic and Western psychology that have not been widely developed in prior Islamic psychology studies. This study offers a holistic perspective on the evolution of worship motivation from extrinsic to intrinsic, aiming to achieve inner well-being and Allah's pleasure, and to provide practical implications for the development of Islamic spiritual education.
Pemanfaatan Handphone dalam Pembelajaran Pendidikan Agama Islam di SMA Negeri 1 Baitussalam Izzah, Nurul; Mahmud, Salami; Nurbayani, Nurbayani
Tadabbur: Jurnal Peradaban Islam Vol. 8 No. 1 (2026): Tadabbur: Jurnal Peradaban Islam
Publisher : Master's degree Department of Islamic Education Postgraduate Program of Universitas Islam Negeri (State Islamic University) Ar-Raniry, Banda Aceh in cooperation with Center for Research and Community Service (LP2M)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/tadabbur.v8i1.903

Abstract

This study examines the optimization of mobile phones as an effective medium for Islamic Religious Education (PAI) learning at SMA 1 Baitussalam, Aceh, Indonesia, focusing on their benefits, challenges, and strategies to overcome obstacles in the digital era. Employing a descriptive qualitative method grounded in postpositivism, data were collected through triangulation techniques including observations, interviews, and documentation over two months. Participants included 3 PAI teachers, 12 eleventh-grade students, and the school principal. The findings reveal that mobile phones facilitate access to digital PAI textbooks, additional references like Qur'anic interpretations, Islamic educational apps (e.g., MyQuran, Google Classroom), discussion platforms, and educational videos on YouTube, promoting flexible and interactive learning aligned with the school's vision of faith, character, and global readiness. However, strict school regulations, including teacher supervision and sanctions, are implemented to prevent misuse, such as accessing social media or games. Key challenges include limited internet access and data quotas, distractions from notifications, and teachers' inadequate digital skills. To optimize mobile phones in PAI, recommendations include providing school internet facilities, teacher training in digital tools, and ethical guidelines for students. This research contributes practical insights for PAI educators, schools, and policymakers to integrate technology wisely, addressing gaps in PAI-specific digital education literature and supporting national educational goals amid globalization.
Phases of human development: Comparing Western and Islamic theories and the implication in Islamic education Salami Mahmud; Nurul Fajri Ulfah; Syiva Fitria; Fatmawati Fadli
Atfaluna: Journal of Islamic Early Childhood Education Vol. 6 No. 2 (2023): July-December 2023
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v6i2.7192

Abstract

The physical, cognitive, and socio-emotional development determine every aspect of human life, including education. Providing appropriate education for children is determined by the child's developmental stage. The current study aims to describe the stages of human development according to Western and Islamic concepts and their implications in Islamic education. To ensure a comprehensive investment in human beings, attention to religious education and introducing religious instruction from the prenatal stage is deemed necessary, as this period forms the foundation for further development. The research methodology employed in this study is a Systematic Literature Review (SLR). After reviewing various literature sources, the researchers selected several references that were relevant to the topic. The study's results indicate that the prenatal phase in Islamic psychology is more extended than Western psychology's. The tamyiz and amrad phases, viewed in Islamic psychology as preparations for entering adulthood, correspond to the Western psychological perspective of puberty. The futuh phase, or the phase of wisdom in Islamic psychology, occurs when a person ages 40, whereas Western psychology labels this as the adult phase. The phase of the Hereafter is considered crucial in Islamic psychology, while Western psychology lacks an afterlife phase. Consequently, Muslims undergo lifelong education from early birth to death. In conclusion, every phase of human life must be educated according to the level of maturity, starting from prenatal, infant, early childhood, school age, adolescent, young adult, mature adult, to late adult.
Perkembangan Jiwa Keagamaan Remaja: Peran Pendidikan Agama Dan Keluarga Dalam Mencegah Kenakalan Remaja Anisa Misrida; Miftahul Jannah; Salami Mahmud
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 13 No. 2 (2025): Desember
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/tafaqquh.v13i2.4250

Abstract

Abstrak: Artikel ini membahas peran perkembangan agama dalam pembentukan akhlak remaja serta kaitannya dengan fenomena kenakalan remaja di era digital, yang dilatarbelakangi oleh meningkatnya perilaku menyimpang akibat ketidakseimbangan antara pertumbuhan fisik dan perkembangan psikospiritual. Penelitian ini menggunakan metode kajian pustaka dengan pendekatan deskriptif-analitis terhadap berbagai literatur dalam bidang psikologi perkembangan, psikologi agama, dan pendidikan Islam. Hasil kajian menunjukkan bahwa masa remaja merupakan fase krisis identitas yang ditandai oleh pencarian makna hidup dan internalisasi nilai keagamaan, di mana lemahnya perkembangan jiwa keagamaan berkontribusi pada rendahnya kontrol diri dan meningkatnya kenakalan remaja, baik konvensional maupun digital. Sebaliknya, internalisasi nilai agama yang sehat berfungsi sebagai faktor protektif dalam pembentukan akhlak dan perilaku moral. Pendidikan agama yang kontekstual serta peran keluarga yang suportif dan komunikatif terbukti memiliki kontribusi signifikan dalam mencegah kenakalan remaja, sehingga penguatan perkembangan psikospiritual melalui sinergi pendidikan agama dan keluarga menjadi strategi penting dalam membentuk remaja yang berkarakter dan bertanggung jawab.
Maslow and Rogers’ Humanistic Theory: A Conceptual Analysis and Its Implications for Islamic Education Marlina, Cut Nyak; Ak, Warul Walidin; Mahmud, Salami
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.33608

Abstract

This article aims to analyze the humanistic learning theories proposed by Abraham Maslow and Carl Rogers, examining their implications for Islamic education. The study employed a library research method, reviewing literature sources such as books, journal articles, and scientific works relevant to humanistic theory and Islamic education. The steps for conducting this research are as follows: 1) Preparing tools and equipment in the form of ideas and research topics; 2) Compiling relevant information on the topic; 3) Maintaining discipline in terms of time and clarifying the focus of the research; 4) Classifying reading materials; 5) Reading and compiling research notes; 6) Enriching reading materials; 7) Writing the research. The results show that Maslow's hierarchy of needs theory emphasizes the importance of fulfilling students' basic needs, from physiological and safety needs to social and esteem needs, and ultimately, self-actualization. This fulfillment greatly influences motivation and learning success. In the context of Islamic education, understanding these needs is important for educators to design effective strategies and methods and create a conducive learning environment. Meanwhile, Carl Rogers's humanistic theory emphasizes meaningful learning and freedom in learning. It also emphasizes the role of educators as facilitators who provide empathy, unconditional acceptance, and sincerity. Rogers' theory has clear implications for Islamic education, as evidenced by efforts to help students achieve self-realization according to their unique potential, not only cognitively, but also affectively and psychomotoriy. Thus, integrating Maslow and Rogers' humanistic theories into Islamic education can encourage students to become faithful individuals with noble character who can practice Islamic values in their daily lives. Abstrak Artikel ini bertujuan untuk menganalisis secara konseptual teori belajar humanistik yang dikemukakan oleh Abraham Maslow dan Carl Rogers serta mengkaji implikasinya dalam pembelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan metode library research dengan menelaah berbagai sumber literatur berupa buku, artikel jurnal, dan karya ilmiah yang relevan dengan teori humanistik dan pendidikan Islam. Adapun langkah-langkah dalam melaksanakan penelitian ini adalah: 1) menyiapkan alat perlengkapan berupa ide serta topik penelitian; 2) menyusun informasi yang relevan dengan topik; 3) disiplin waktu dan pertegas fokus penelitian; 4) klasifikasikan bahan bacaan; 5) membaca dan menyusun catatan penelitian; 6) melakukan pengayaan bahan bacaan; 7) menuliskan penelitian. Hasil kajian menunjukkan bahwa teori hierarki kebutuhan Maslow menegaskan bahwa pemenuhan kebutuhan dasar peserta didik, mulai dari kebutuhan fisiologis, rasa aman, sosial, penghargaan, hingga aktualisasi diri, sangat berpengaruh terhadap motivasi dan keberhasilan belajar. Dalam konteks pembelajaran PAI, pemahaman terhadap kebutuhan tersebut menjadi landasan penting bagi pendidik dalam merancang strategi, metode, dan lingkungan belajar yang kondusif. Sementara itu, teori humanistik Carl Rogers menekankan pentingnya pembelajaran yang bermakna (significant learning), kebebasan belajar, serta peran pendidik sebagai fasilitator yang memberikan empati, penerimaan tanpa syarat, dan ketulusan. Implikasi teori Rogers dalam pembelajaran PAI tampak pada upaya membantu peserta didik mencapai perwujudan diri (self-realization) sesuai dengan potensi dan keunikan masing-masing, tidak hanya pada aspek kognitif, tetapi juga afektif dan psikomotorik. Dengan demikian, integrasi teori humanistik Maslow dan Rogers dalam pembelajaran Pendidikan Agama Islam mampu mendorong terbentuknya peserta didik yang beriman, berakhlak mulia, mandiri, serta mampu mengamalkan nilai-nilai ajaran Islam dalam kehidupan sehari-hari.
Co-Authors Abdul Manan Abdullah Abdullah Abdussalam Abdussalam Adi Saputra Adi Saputra Agustina, Restika Aisyah Aisyah Aiyub Jamaluddin, Aiyub Jamaluddin AK, Warul Walidin Alfiyanto, Afif Ali Hasan, Nurhayati Amiruddin, Hasbi Anisa Misrida Anton Widyanto Anwaril Hamidy Arias, Ariska Aris Mahfud Ash Shifa Annur Asnidar Asnidar Asyraf Muzaffar Athiyyah Athiyyah Athiyyah, Athiyyah Authar, Tanzil Azizah Azizah Barlinty Isbaaniyaa Baruza Baruza, Barlinty Isbaaniyaa Bayani, Nur Budianti, Yusnaili Cut Nyak Marlina Darwin Darwin Daysra abrar Daysra abrar Dedi Wahyudi Dessi Meifuliardi Dewi Fitriani Dewi, Rini Liana Diana Safitri Diki Saputra Dinar Pratama Diva Datul Isma Edimizwar Elliani, Fetti Ema Pratiwi, Ema Emawati emawati Fadli, Fatmawati Fahruddin Nasution Fajri Chairawati Fajriah Fajriah, Fajriah Fakri Fakri Fatmawati Fadli Fatmawati Fadli Fatmawati Fatmawati Fithriani Gade Fitria, Syiva Habiburrahim Habiburrahim Hafiz, Abdul Hajar, Ibnoel Hayati Hendriyanto Bujangga Hikmah Hikmah Hurul Maknum Ibnoel Hajar Ida Meutiawati Ida Meutiawati Izza, Nadhira Nurul IZZAH, NURUL Jali, Jafalizan Md Juli Andriyani Julijar, Julijar Karjuniwati Karjuniwati, Karjuniwati Khaidir Khaidir, Khaidir Kurniawan, Zeka M Nazarullah M Nur Akhyar M. Ikhwan Maghfirah Maghfirah Mahdhar, Muhammad Mahdi Mahdi Mahdi Mahdi Mahdi, Mahdi Mahfud, Aris Maiza Duana Marlina, Cut Nyak Mashuri Maulidia Maulidia Maulidia, Maulidia Meifuliardi, Dessi Mengki, Jias Mifahul Jannah Miftahul Jannah Miftahul Jannah Miftahul Jannah MIFTAHUL JANNAH Miftahul Jannah, Siti Rozaina Kamsani, Nurhazlina Mohd. Ariffin Miftahuljannah Misrida, Anisa Moenawar Moenawar Muchlinarwati Muchlinarwati Muchlinarwati, Muchlinarwati Muhaini, Muhaini Muhammad Furqan Muhammad Furqan Muhammad Furqan, Muhammad Muhammad Hamzah Muhammad Hanif Muhammad Mahdhar Muhammad Ridha Muji Mulia Mujiburrahman Mujiburrahman Mujiburrahman Munir, Masnadi Musanna, Syarifah Musfirah, AM Riska Musfirah, AM. Riska Nasution, Fahruddin Nazarullah, M Nida Jarmita Nova, Vera Nufiar Nufiar Nur Ainiah, Nur Nurbayani Ali Nurbayani Nurbayani Nurdiani Nurdiani, Nurdiani Nurdin, Realita Nurlailan Kandi Nurmanzili Nurmasyitah Nurmasyitah Nurul Fajri Ulfah Nurul Fajri Ulfah Nurul Izzah Nurullah Nurullah Nuryah Nuryah, Nuryah NZ, Adriansyah Olalekan Asashoro Ganiyu Paridon, Paridon Ramadhani, Cut Putri Ramdhani, Dadan Randi Muhammad Gumilang Rasyidah Rasyidah Restika Agustina Rizqa, Sarita Rizqia Ulfa Rohabdo M. Pazlan Sidauru rohmaniyah, vivid Rois, Nur Rosmalita, Rosmalita Safariah, Safariah Safrilsyah Safrilsyah Saiful Akmal Sakdiah Sakdiah Sakdiah Salsabila, Cut Nadia Sehat Ihsan Shadiqin Septimi Hartati Natalia Silahuddin Silahuddin Siti Hajar Sri Hidayati Situ Nuraini Situ Nuraini Sofia Azzahra Sri Handayana Sri Rahmi Supardi Suraiya Suraiya Suriana Suriana Sy. Rohana Syabuddin Syabuddin Gade Syabuddin, Syabuddin Syabudin Gade Syabudin Gade Syamsiar, Syamsiar Syarifah Asma Shafira Syatria Adymas Pranajaya Syibran Mulasi Syiva Fitria Syiva Fitria Tabrani ZA Taufiqurrahman, Ariz Ulfa, Rizqia Ulfah, Nurul Fajri Ulhusni, Syifa Ulva, Salvina Umar bin Abd Aziz Vera Nova Wahyudin Wahyudin Wanty Khaira Warul Walidin Warul Walidin Warul Walidin Warul Walidin Ak Warul Walidin AK Warul Walidin Warul Walidin Warul Walidin Yunita Sari Yunita Sari Yusniar, Yusniar Z., Marwan Zainal Arifin Zilva Zilva Zubaidah Zubaidah R, Zubaidah Zubaidah Zubaidah Zubaili Zubaili, Zubaili Zulfahmi Zulfatmi Zulfatmi Zulfatmi