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Agus Fakhruddin

Universitas Pendidikan Indonesia

Author-ID : 2878924

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering 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 Physics Public Health Social Sciences Other

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Penerapan Metode Problem Solving dalam Pembelajaran PAI: Upaya Meningkatkan Kemampuan Berpikir Kritis Siswa di SMPN 15 Bandung Sri, Afifah Rufianti; Fakhruddin, Agus; Surahman, Cucu
Jurnal Pendidikan Islam Vol. 15 No. 01 (2024)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

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

The problem solving method in Islamic Religious Education (PAI) learning aims to increase students’ understanding of problems, develop skills in finding creative solutions, and improve critical thinking abilities. This research aims to determine the application of learning using the Problem Solving method in PAI subjects at SMPN 15 Bandung. By using a qualitative descriptive design, researchers as key instruments used observation, interviews and documentation in collecting research data. To ensure the validity of the data, researchers used triangulation. The results of the research show that SMPN 15 Bandung has implemented a learning process using problem solving methods in PAI subjects. This is based on the fact that every student must dare to express an opinion and start thinking critically. The stages of applying problem solving methods in PAI learning include learning design, learning steps, and learning evaluation. Teachers have an important role in preparing the Learning Implementation Plan (RPP) and carrying out learning steps, from observing to communicating. Learning evaluation is carried out through authentic assessments that cover three domains: cognitive, affective and psychomotor.

Program Keagamaan di Sekolah Inklusi untuk Pembinaan Akhlak ABK Sabrina, Nadhilah Nur; Fakhruddin, Agus; Budiyanti , Nurti
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7541

Pembinaan akhlak bagi Anak Berkebutuhan Khusus (ABK) di sekolah inklusi masih menghadapi berbagai kendala, baik dari segi perilaku siswa yang belum sepenuhnya mencerminkan nilai-nilai Islami maupun keterbatasan kurikulum yang adaptif. Penelitian ini bertujuan untuk mendeskripsikan program keagamaan sebagai upaya pembinaan akhlak, mencakup pelaksanaan kegiatan, pendekatan yang digunakan, serta perkembangan akhlak anak. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus yang dilaksanakan pada bulan April hingga Agustus 2025. Data dikumpulkan melalui wawancara dengan satu kepala sekolah, satu guru PAI, satu guru pedagogik, tujuh wali kelas, sembilan guru asisten, dan tiga orang tua peserta didik, kemudian observasi terhadap tujuh belas ABK, dan disertai studi dokumentasi. Analisis data menggunakan model Miles dan Huberman dengan triangulasi sumber, teknik, dan member check untuk menjamin kredibilitas temuan. Hasil penelitian menunjukkan bahwa pembinaan akhlak dilakukan melalui program keagamaan seperti pembiasaan ibadah harian, pembelajaran Al-Qur’an dengan metode Tilawati, tadabbur Al-Qur’an, serta kisah teladan yang diterapkan secara adaptif sesuai kebutuhan anak. Program-program tersebut berkontribusi pada perubahan perilaku siswa dalam aspek kedisiplinan beribadah, kepedulian terhadap sesama, dan kepedulian terhadap lingkungan. Penelitian ini memberikan manfaat praktis bagi pembinaan akhlak di sekolah inklusif serta memperkuat secara teoretis pentingnya pembiasaan dan penyesuaian pendekatan belajar sesuai karakteristik peserta didik.

The Role of Non-Formal Education in Strengthening Students' Moral Character Aprilia, Nindy Putri; Fakhruddin, Agus; Hermawan, Wawan
Journal of Islamic Education Students (JIES) Vol. 4 No. 2: November 2024
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v4i2.13457

This study aims to examine the role of non-formal education in strengthening students' moral character through programs at Madrasah Diniyah Takmiliyah Al-Karimah. Using a qualitative descriptive approach, data were gathered through observation, interviews, and documentation. The findings indicate that curriculum optimization and the implementation of programs like Thursday Berinfaq, Friday Berkah, and gender-based activities significantly contribute to character development among students. Additionally, teachers serve as essential role models, facilitating the internalization of moral values in students' everyday lives. These findings underscore the importance of collaboration between educational institutions and teachers to support effective and sustainable moral education.┬á┬á

Increasing Student Engagement in Islamic Jurisprudence Learning through SHARIA Board Game Media in Elementary Schools Istikha, Vinanda; Fakhruddin, Agus; Faqihuddin, Achmad
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36269

This study aims to increase student engagement in Islamic Jurisprudence learning through the SHARIA Board Game in elementary schools. The research employed a descriptive qualitative approach supported by simple quantitative descriptive data, using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The participants consisted of one Islamic Religious Education teacher and 15 fourth-grade students. Data were obtained through observation, interviews, documentation, questionnaires, and test scores, and were analyzed using thematic analysis following Miles and Huberman’s (1994) model, including data reduction, data display, and conclusion drawing. The findings showed that the average student score increased from 70.77 to 80.67 (13.99%), and learning completeness improved from 46.15% to 73.33%. The SHARIA Board Game also strengthened student engagement across four dimensions: cognitive, behavioral, social, and spiritual. Students became more active, motivated, and collaborative during learning activities. Theoretically, this study contributes to Islamic Religious Education by demonstrating that game-based learning can transform abstract fiqh concepts into meaningful and contextual learning experiences. Practically, the SHARIA Board Game offers an effective, low-cost, non-digital learning alternative that can be implemented in elementary schools to enhance motivation, participation, and understanding of worship practices.

The Implementation of Cooperative Learning Method: Revitalizing the Learning Process of Islamic Religious Eduation Wahyuni Eka Sandy; Agus Fakhruddin; Muhamad Parhan
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8677

Good classroom management is the key to creating active learning in Islamic Religious Education (IRE) learning. Cooperative learning is an alternative method for teachers to revitalize IRE learning to be more enjoyable and increase student activity. The purpose of this study was to evaluate the impact of the cooperative learning method in increasing student activity in IRE learning in schools, especially at SMP Putra Pakuan Bogor. The research method used in this study was a descriptive qualitative approach with observation and interviews with teachers and students as data collection techniques. Data were analyzed using thematic analysis to identify core themes related to student activity in IRE learning. The results showed that the application of the cooperative learning method succeeded in increasing student activity in IRE learning in schools. By creating a fun learning environment, students become active participants in learning so that it has an impact on students in understanding the material more easily. From this study, the author recommends that teachers consistently apply the cooperative learning method in IRE learning to continue to increase student activity and understanding of the material being taught. Pengelolaan kelas yang baik menjadi kunci untuk menciptakan pembelajaran yang aktif dalam pembelajaran Pendidikan Agama Islam (PAI). Cooperative learning menjadi alternatif metode bagi guru untuk merevitalisasi pembelajaran PAI menjadi lebih menyenangkan dan meningkatkan keaktifan siswa. Tujuan penelitian ini adalah untuk mengevaluasi dampak metode pembelajaran cooperative learning dalam meningkatkan keaktifan siswa dalam Pembelajaran PAI di sekolah, khususnya di SMP Putra Pakuan Bogor. Metode penelitan yang digunakan pada penelitian ini yaitu menggunakan pendekatan kualitatif deskriptif dengan observasi dan wawancara terhadap guru dan siswa sebagai teknik pengumpulan data. Data dianalisis menggunakan analisis tematik untuk mengidentifikasi tema inti yang terkait dengan keaktifan siswa dalam pembelajaran PAI. Hasil penelitian menunjukkan bahwa penerapan metode cooperative learning berhasil meningkatkan keaktifan siswa dalam pembelajaran PAI di sekolah. Dengan menciptakan lingkungan pembelajaran yang menyenangkan membuat siswa menjadi aktif berpartisipasi dalam pembelajaran sehingga hal tersebut berdampak pada siswa dalam memahami materi menjadi lebih mudah. Dari penelitian ini penulis merekomendasikan agar guru secara konsisten menerapkan metode cooperative learning dalam pembelajaran PAI untuk terus meningkatkan keaktifan dan pemahaman siswa terhadap materi yang diajarkan.

Ngaji Rasa in the Islamic Boarding School Curriculum and Its Implications for Islamic Religious Education: An Analysis from the Perspective of Kyai Batula, Abu Warasy; Fakhruddin, Agus; Faqihuddin, Achmad
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6036

This study examines the Ngaji Rasa curriculum in Islamic boarding schools and its implications for Islamic Religious Education (IRE) from the perspective of kyai, against the backdrop of moral degradation in formal education environments that indicates cognitively oriented approaches in IRE have been ineffective in internalizing moral and spiritual values. As an inner development-based educational practice, Ngaji Rasa offers an alternative model grounded in life experiences, behavioral exemplars, and habituation. Using a qualitative phenomenological design, the study involves ten kyai from traditional Islamic boarding schools, with data collected through in-depth interviews, participatory observation, and documentation analysis. The findings show that Ngaji Rasa operates as an unwritten hidden curriculum that significantly shapes students’ character formation through the exemplary conduct of the kyai, systematic habituation of values, and gradual spiritual experiences. This model contributes to fostering honesty, patience, humility, and social responsibility among students. The implications for Islamic Religious Education (PAI) include the development of experience-based learning, the strengthening of teacher role modeling, the cultivation of appropriate behavior, and the creation of a virtuous classroom atmosphere. Overall, this educational model bridges modern pedagogical theory with classical Islamic tradition, offering a holistic and transformative framework for religious education.

Exploring Meaningful Learning Practice in Islamic Religious Education Subjects at Senior High School Ibrohim, Muhammad Maulana Malik; Supriadi, Udin; Fakhruddin, Agus; Muflih, Abdillah; Ilyasa, Faisal Fauzan
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i1.7242

This study aims to describe the comprehensive process of meaningful learning in Islamic Religious Education (IRE). This study used a descriptive qualitative research method, with data collected through in-depth interviews, observation, and documentation. The collected data were analyzed using interactive analysis techniques, with data validation through source triangulation. The results of the study indicate that the implementation of meaningful learning has not thoroughly followed the procedural stages outlined by David Ausubel. However, the theory's core values are applied in practice. In the planning stage, teachers develop learning modules, emphasizing the selection of relevant learning objectives that have a real impact on students. The implementation stage focuses on active and participatory learning that connects the material to students' daily lives. Meanwhile, learning evaluation is conducted formatively and summatively and is complemented by regular supervision to reflect on teaching effectiveness. The implications of this study indicate that implementing a contextual, flexible, and meaningful learning approach can strengthen the quality of IRE learning while also serving as a reference for curriculum development and teacher training. These findings form the basis for further research aimed at exploring the integration of learning theory with Islamic values-based educational practices.

Pemetaan materi pendidikan seksual dalam buku ajar Pendidikan Agama Islam berdasarkan fase perkembangan anak Fadilah, Alma Nur; Hermawan, Wawan; Fakhruddin, Agus
TAWAZUN: Jurnal Pendidikan Islam Vol 18 No 3 (2025)
Publisher : Program Studi Magister Pendidikan Islam,Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tawazun.v18i3.21673

Islamic Religious Education (PAI) in schools plays an important role in shaping understanding of sexual education based on Islamic values through its teaching materials. This study aims to map and analyze the content of sexual education in PAI and Budi Pekerti textbooks according to the stages of child development based on Abdullah Nasih Ulwan’s theory. The research uses a descriptive qualitative approach with content analysis of PAI textbooks published by BSKAP Kemendikbudristek in 2021–2022 for elementary to senior high school levels. The analysis follows Ulwan’s four stages: tamyiz, murahaqah, baligh, and post-baligh. The findings show that sexual education materials are integrated progressively, but two inconsistencies remain: delayed sequencing, where murahaqah content appears only in grade X, and mis-sequencing, where baligh and post-baligh content are placed in grade XI. The study concludes that although Islamic sexual education values are presented in PAI and Budi Pekerti textbooks, their sequencing does not fully correspond with Ulwan’s framework. Keywords: Child Development Phases; Islamic Religious Education; Sexual Education Abstrak Pendidikan Agama Islam (PAI) di sekolah memiliki peran penting dalam memberikan pemahaman tentang pendidikan seksual berbasis nilai Islam melalui materi ajarnya. Penelitian ini bertujuan untuk memetakan dan menganalisis materi pendidikan seksual dalam buku ajar PAI BP sesuai dengan fase perkembangan anak berdasarkan teori Abdullah Nasih Ulwan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode analisis konten terhadap buku ajar PAI terbitan BSKAP Kemendikbudristek tahun 2021–2022 dari jenjang SD hingga SMA. Analisis dilakukan melalui pemetaan empat fase perkembangan anak menurut Ulwan, yakni tamyiz, murahaqah, baligh, dan pasca baligh. Hasil penelitian menunjukkan bahwa materi pendidikan seksual telah terintegrasi dalam kurikulum, namun terdapat dua bentuk ketidaksesuaian, yaitu keterlambatan penyampaian (delayed sequencing) pada materi murahaqah yang baru muncul di kelas X, serta ketidakteraturan urutan (mis-sequencing) antara fase baligh dan pasca baligh di kelas XI. Kesimpulan penelitian ini menegaskan bahwa meskipun nilai-nilai pendidikan seksual Islami sudah termuat dalam buku PAI BP, penyusunannya belum sepenuhnya sesuai dengan teori Abdullah Nasih Ulwan.

Religious transformation and character: a phenomenological study of pesantren ramadan experience in high school Sriwahyuni, Ranti Ayu; Fakhruddin, Agus; Surahman, Cucu
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 10 No. 2 (2025): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v10i2.225-241

As modernisation accelerates and religious engagement among adolescents declines, there is an urgent need for Islamic education models that prioritise meaningful character transformation over mere cognitive instruction. This study examines the transformative impact of religiosity and character development on students and teachers participating in the Pesantren Ramadan (SMARTTREN) program at a public high school in Bandung. Using a qualitative phenomenological approach, data were collected through observations, in-depth interviews, and document analysis. The findings indicate that SMARTTREN functions as a comprehensive learning environment that fosters spiritual, social, and moral development. Teachers view the program as a means of role modelling and spiritual renewal. Concurrently, students reported increased discipline in worship, a stronger emotional and spiritual connection to Allah, and noticeable positive changes in their daily interactions. These results suggest that SMARTTREN is an effective contextual model of Islamic education in public schools, providing sustainable pathways to enhance students' religiosity and character formation. The program has significant potential for replication and integration into curricula in similar educational settings.

Assessment for Learning and Value Internalization: Cognitive Assessment in Islamic Religious Education at Indonesian Middle Schools Lailatus Sa'adah; Agus Fakhruddin; Saepul Anwar
Bulletin of Indonesian Islamic Studies Vol. 4 No. 2 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i2.1683

Assessment in Islamic Religious Education (PAI) plays a strategic role in measuring cognitive achievement while simultaneously internalizing religious values. This aligns with the theory of assessment for learning, which emphasizes assessment as a continuous process of constructive feedback and Bloom’s taxonomy as a reference for developing cognitive questions from lower to higher-order thinking. This study analyzes the cognitive assessment practices of PAI teachers at a junior high school in Bandung, covering teachers’ understanding, planning, implementation, use of assessment results, and professional development. A qualitative approach with an instrumental case study design was employed, involving four purposively selected PAI teachers. Data were collected through structured interviews, classroom observations, and document analysis of teaching modules, test items, and rubrics, then analyzed using Huberman’s stages of reduction, presentation, and conclusion drawing. Findings reveal that assessment planning is supported by curriculum and MGMP forums, though rubrics remain holistic; implementation combines various techniques but written tests dominate; results are used for remedial; while professional development occurs through MGMP but still requires practical training on HOTS and analytic rubrics. This study contributes by mapping the contextual assessment cycle of PAI and recommending rubric strengthening, differentiation, and continuous professional development, enabling assessment to function as both a driver of holistic learning and a medium for value internalization.

Co-Authors Aam Abdussalam, Aam Abas Asyafah Abas Asyafah, Abas Aceng Kosasih, Aceng Achmad Faqihuddin Adibatul Hafidhoh Afifah Rufianti Sri Afriatien, Toto Suryana Afrina Rambe, Anggi ahmad rasyid, ahmad Ahprisanna Rasyid Aburaera Aisy, Salwa Rihadatul Akmal, Miftahul Jannah Alawiyah, Risa Aldam Shaka Pradipta Alden Aditia Maulana Alfian, Muhammad Iqbal Rahmat Ali, Muhamad Mauris Faruqi Amalia Putri Salsabila Amanda, Restu Rizki Anggi Afrina Rambe Anita Widiasari Partini Annisa Ningtias Cevie Putri Ansori, Yoyo Zakaria Aprilia, Nindy Putri Aprillianti, Della Putri Arifianka Zusa Azzahra Ariyani, Risma Arya Rahardja, Muhammad Nurfaizi Aslamiah, Lisa Athifah, Ghaida Nurin Aulia Ramadanti, Salsa Aulia, Muhammad Hizba Aulya, Ghina Khoirunnisa Aulya, Ghina Khoirunnisa Azizah Dzikrina, Azizah Azmi, Afkarul Batula, Abu Warasy Budi Febriyanto Budiyanti , Nurti Bujang, Bujang Cucu Surahman Dian Mashfufah Disah Alya Nabila Djuwairiyah Djuwairiyah Dwi Putri Oktaviani Dzakiya , Mifta Ghina Edi Suresman Elan Sumarna Elia Anggraeni Ellitte Millenitta Umbarani Endis Firdaus Endis Firdaus, Endis Ermin, Anastasya Fadilah, Alma Nur Fahrudin Fahrudin FAIZIN, M. NUR Fajar Islamy, Mohammad Rindu Fauzi Noor Rahman Fauzia Adnin, Gina Febrianti, Bilqis Nafilah Firyal Iftikhar Cikalkinanty Ganjar Eka Subakti Hadid, Mulyana Hana Khoirun Nisa Hanif Syafrian Purnama Haritsahrizal, Muhammad Zaid Harsika, Agrifina Helma Malia Putri Helmy Abdullah Helmy Helmy, Helmy Abdullah Hijiah , Syivaul Hikmatul Hikayat, Bunga Anisa Hilman Taufiq Abdillah, Hilman Taufiq Husaeni , Muhammad Fahri Ali Hyangsewu, Pandu Ibrohim, Muhammad Maulana Malik Iffah, Izzatul Iffah, Izzatul Ildira Az Zahra Ilyasa, Faisal Fauzan Iman Firmansyah, Mokh Imanti, Divani Syamsi Putri Insani Nurul Imani Iqbal Syahrijar Irfan Rizkiana Raja Nugraha Irfandi Irfandi, Irfandi Irma Fitri Sakinah Istikha, Vinanda jaelani, Muhammad Rifki Karin, Nurul Karin, Nurul Khoerunnisa, Anggi Khoerunnisa, Anggi Khoerunnisa, Salsa Kinantia, Nabila Kosasih , Aceng Kumala Sari, Dyah Ayu Ratna Lailatus Sa'adah M. Ihsan Abdul Ghani Maswar, Rezi Maulidya Nisa milda ldp Mokh. Iman Firmansyah Monica, Marcia Mubarok, Zulfa Muntaha Al Muflih, Abdillah Muhamad Parhan Muhammad Fariz Baihaqi Muhammad Fikri Muhammad Maulana Malik Ibrohim Muhammad Nurfaizi Arya Rahardja Muhammad Yusuf Ihsan Mulky Munawar Munawar Rahmat Mungaran, Muhammad Alif Anugrah Mushthofa, Fadhlan Ghufron Muthmainah, Nur Adhibatun Mutmainah, Shania Nabila Erma nabila, Nabila Hasna Rafilah Nada Nadhifa Putri Nasrudin, Ega Neng Rina Rahmawati Nindy Putri Aprilia Novitasari, Ita Nunuy Nurjanah Nurafipah, Nain Siti Nurfitri, Desi Nurfitri, Desi NURJANNAH, DINI Nursani Awal Artha Nugraha Nurti Budiyanti Oktaviani, Tanti Pitra Gosha Patriasya Prabowo, Sultan Hadi Pratiwi, Agis Aji Pratiwi, Agis Aji Pratiwi, Kania Agustina Puput Rahmania Putri, Nada Nadhifa Putri, Syifa Fitri Hestianita Rabbani, Fauzan Rian Rachmadilla Indah Maulidina Rachmawaty, Silvia Siti Rafilah, Nabila Hasna Rahayu, Risma Putri Rahmadhani, Annisa Rahman, Roslan Abdur Rahmawati, Marshanda Rosy Raja Nugraha, Irfan Rizkiana Ramadhan, Ahmad Faishal Ramadhan, Raka Surya Ramdan, Muhammad Ramdan Mubarok Ramdani, Rijki Ramdani, Rijki Regi Laila Astuti Regita Ayu Reviana, Alma Shafira Rika Sartika Rinrin Sakinah Risa Alawiyah Risdiani, Nopi Risma Putri Rahayu Risna Rahmawati Rizal Permana Rofik Nursahid, Rofik Rosmayati Rosmayati Rust, Rustina Sabrina, Nadhilah Nur Saepul Anwar Salamat, Nabilah Safira Salis, Salis Salma Maelani Marwah Salsabila, Shavira Salsabila, Silvia Sandi, Muhammad Kurnia Sandy, Wahyuni Eka Sari, Sofi Wulan Siti Salma Shobihah Siti Zahra Pratiwi Sri, Afifah Rufianti Sriwahyuni, Ranti Ayu Sudirman Sudirman Sugestian, Gansah Sugestian, Gansah Sugiartika, Eka Nur Sugiartika, Eka Nur Sultan Hadi Prabowo Suprima Susetyo, Marwal Blantara Syafarina, Syafarina Syafei, Makhmud Syafei, Makhmud Syahidin Syahidin Syahidin Syahidin Syahidin Syahidin, Syahidin Syakirah, Rahma Dhita Sya’ban, Bildan Muhammad Syifa Mariyam Fauziah Tina, Rustina Toto Suryana Tri Winda Oktavia Udin Supriadi Usup Romli Vena Dwi Oktaviani Wahid, Rosid Wahyuni Eka Sandy Wawan Hermawan Wawan Hermawan Wa’dalloh, Kholish Roja Wirani, Syifa Aulia Yunita Latifah, Yunita Zaki Fahreza Sururi

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