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All Journal Jurnal Pendidikan Karakter Paradigma : Journal of Science, Religion and Culture Studies Publikasi Pendidikan Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan International Journal of Nusantara Islam Progresiva : Jurnal Pemikiran dan Pendidikan Islam Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Potensia Auladuna Kalimah Jurnal Studi Agama dan Pemikiran Islam Jurnal Al-Tadzkiyyah Jurnal Ijtimaiyya Jurnal Pendidikan Islam Religio : Jurnal Studi Agama-agama Abjadia, International Journal of Education Medina-Te : Jurnal Studi Islam Isamic Communication Journal Al-Wijdan : Journal of Islamic Education Studies Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Alhadharah: Jurnal Ilmu Dakwah FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan AL-Hikmah: Jurnal Studi Agama-agama Jurnal Pendidikan Islam PEDAGOGI Jurnal Dinamika Sosial Budaya Transformatif At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam JUSPI (Jurnal Sejarah Peradaban Islam) Ta'dibuna: Jurnal Pendidikan Islam Tawazun: Jurnal Pendidikan Islam Islamic Review : Jurnal Riset dan Kajian Keislaman Journal on Education EduReligia : Jurnal Pendidikan Agama Islam Jurnal al-Murabbi Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter JISIP: Jurnal Ilmu Sosial dan Pendidikan Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Al-Mada: Jurnal Agama, Sosial, dan Budaya Darajat: Jurnal Pendidikan Agama Islam Al-Hikmah: Jurnal Dakwah dan Ilmu Komunikasi Islamika: Jurnal Keislaman dan Ilmu Pendidikan Masyarakat Madani: Jurnal Kajian Islam dan Pengembangan Masyarakat Ta'dib: Jurnal Pendidikan Islam Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam AL-HIKMAH (Jurnal Pendidikan dan Pendidikan Agama Islam) Mumtaz: Jurnal Studi Al-Quran dan Keislaman An Naba Jurnal Pemikiran dan Penelitian Pendidikan Islam IJECA (International Journal of Education and Curriculum Application) Indonesian Journal of Islamic Education Studies (IJIES) At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam PAKAR Pendidikan Jurnal Mu'allim MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Paedagogie: Jurnal Pendidikan dan studi ISlam Al-Ulum: Jurnal Pendidikan Islam AR-RIAYAH : Jurnal Pendidikan Dasar Journal of Science and Education (JSE) Al-Fikru: Jurnal Ilmiah Jurnal Riset dan Inovasi Pembelajaran LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Journal of Instructional and Development Researches Ma'alim: Jurnal Pendidikan Islam Taklim : Jurnal Pendidikan Agama Islam TARBAWY: Indonesian Journal of Islamic Education Journal of Education Research Alhadharah: Jurnal Ilmu Dakwah QULUBANA: Jurnal Manajemen Dakwah Jurnal Iman dan Spiritualitas Al-Ulum: Jurnal Pendidikan Islam Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Arfannur: Journal of Islamic Education Jurnal Educative: Journal of Educational Studies Bulletin of Indonesian Islamic Studies JURNAL MUARA PENDIDIKAN Edudeena : Journal of Islamic Religious Education Prima Magistra: Jurnal Ilmiah Kependidikan Nuris Journal of Education and Islamic Studies International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Journal of Islamic Education Students EDUCARE: Journal of Primary Education Ahlussunnah: Journal of Islamic Education International Journal of Nusantara Islam Jurnal Pendidikan Islam Indonesian Journal of Islamic Education Studies (IJIES) Jurnal Pendidikan Anak Eduprof ATTARBIYAH: Journal of Islamic Culture and Education Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Al-Hikmah: Jurnal Ilmu Dakwah dan Pengembangan Masyarakat Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Agus Fakhruddin
Universitas Pendidikan Indonesia
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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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

Abstract

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

Abstract

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

Abstract

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.
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

Abstract

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.
The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education Salamat, Nabilah Safira; Fakhruddin, Agus; Firmansyah, Mokh. Iman; Muflih, Abdillah
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah (In Press)
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.19940

Abstract

Islamic Religious Education (PAI) in elementary schools faces a specific problem: learning is predominantly cognitive and classroom-based, resulting in weak habituation and limited translation of religious knowledge into daily behavior. Existing studies broadly examine PAI within formal schooling or analyze Qur'an-based non-formal institutions (TPA) independently, leaving a gap in understanding how TPA functions as a complementary institution that holistically strengthens PAI learning. This study aims to analyze the complementary contribution of TPA to elementary PAI learning outcomes across cognitive, psychomotor, and affective domains. A descriptive qualitative methodology was employed using an analytical framework grounded in the three core domains of PAI. Data were collected through triangulation of documents, semi-structured interviews, and observations involving 17 participants, including TPA administrators, teachers, elementary PAI teachers, and students active in both institutions. The findings reveal three analytical patterns: (1) cognitively, TPA reinforces conceptual understanding through memorization repetition, tajwid mastery, and enrichment of Qur'an, aqidah, fiqh, akhlak, and Islamic history; (2) psychomotorically, TPA strengthens religious skills through systematic worship practices and experiential activities; and (3) affectively, TPA cultivates religious attitudes and character through structured habituation and teacher modeling. This study contributes to PAI scholarship by conceptualizing TPA as a strategic complementary institution that bridges the gap between religious knowledge and lived religious practice.
Deep Learning-Based Islamic Religious Education to Foster Religious Values among Generation Z Aprillianti, Della Putri; Fakhruddin, Agus; Firmansyah, Mokh. Iman
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40477

Abstract

Generation Z is a dominant demographic group in Indonesia with unique characteristics as a generation highly exposed to globalization and digital technology. The phenomenon of moral degradation experienced by this generation is characterized by a weakening of social ethical values, increasing individualism, and negative behaviors such as bullying and a lack of respect for social norms. Islamic Religious Education (PAI) plays a crucial role as a bulwark in the formation of the religious and moral character of Generation Z. This article examines Islamic Religious Education (PAI) learning, including PAI teachers' strategies in fostering students' religious awareness through an adaptive and contextual in-depth learning approach. This study used a mixed method with a Concurrent Embedded design, namely a combination of quantitative and qualitative approaches through observation, questionnaires, teacher interviews, and analysis of PAI curriculum documents in a high school in Bandung City. The results show that the PAI learning strategy based on in-depth learning improves deep religious understanding, learning motivation, and internalization of positive religious values. This growing religious awareness contributes to strengthening students' moral character, discipline, sense of responsibility, and tolerance. Major obstacles, such as the negative influence of social media and low interest in learning, can be overcome with innovative methods and collaborative support from teachers, parents, and the community. These findings indicate that developing Islamic Religious Education (PAI) learning strategies that adapt to the psychosocial and cultural needs of Generation Z is crucial in addressing moral decline and preparing the nation's next generation with strong and religious characters.
Curriculum Dynamics and Existence of PAI: Challenges and Synergy Opportunities in Strengthening Student Character Susetyo, Marwal Blantara; Fakhruddin, Agus; Helmy, Helmy Abdullah; Dzakiya , Mifta Ghina; Husaeni , Muhammad Fahri Ali
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2809

Abstract

Islamic Religious Education (IRE) within the national education system faces structural challenges that are both technical-curricular and ideological-pedagogical. This study analyzes the dynamics of IRE's existence and formulates a synergistic model to strengthen student character development through a Literature Review of 13 selected articles using a Critical Content Analysis lens. Findings reveal that technical challenges include limited instructional time and overlapping values across subjects. Meanwhile, more fundamental ideological challenges stem from the epistemological dichotomy between religious and general sciences and the dominance of transmissive teaching ("banking education"). Consequently, this study proposes the Theme-Based Reciprocal Synergy Model. This model positions IRE and general subjects in a dialogical relationship through cross-subject thematic integration, pedagogical collaboration (team teaching), and holistic character assessment via portfolios. Theoretically, it strengthens the paradigm of knowledge integration, while practically providing an applicable operational framework for character education within the national curriculum by considering teacher administration policy reforms.
PENERAPAN AFIRMASI POSITIF DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM OLEH GURU DI SEKOLAH Salma Maelani Marwah; Agus Fakhruddin; Mokh. Iman Firmansyah
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/5sv4t902

Abstract

This study aims to deeply explore how Islamic Religious Education (PAI) teachers interpret and apply positive affirmations as an integral part of student character development. This study used a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and document analysis. A thematic analysis of the experiences of nine PAI teachers revealed that positive affirmations are not merely motivational techniques, but rather a form of love, trust, and respect for children's potential, expressed through consistent and sincere words. The findings identified transformations in students' attitudes, strengthening of spiritual identity, and behavioral changes rooted in reflective, contextual affirmation practices supported by the teachers' social and emotional environment. The implications of this study emphasize the importance of integrating positive affirmations into a humanistic, spiritual, and sustainable educational strategy. Its contribution to national and global educational development is reflected in its support for SDGs Goal 4 (Quality Education) and SDG Goal 3 (Mental and Emotional Well-being), by transforming the classroom into an ecosystem for the holistic growth of children's character and spirituality. This research enriches the perspective of Islamic pedagogy and underscores the urgency of a humanizing affirmative approach.
Pendidikan Karakter Berbasis Ngaji Rasa di Pesantren Salaf dan Implikasinya terhadap Penguatan Pembelajaran PAI Batula, Abu Warasy; Fakhruddin, Agus; Faqihuddin, Achmad
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/r2qztv57

Abstract

This study aims to explore spirituality-based character education through theNgaji Rasa program in salaf Islamic boarding schools and its implications forstrengthening Islamic Religious Education (PAI) in formal schools. Using aqualitative method with a case study approach at the Azziyadah Islamic BoardingSchool, data was collected through in-depth interviews, participatory observation,and documentation studies. The results reveal that Ngaji Rasa is implementedthrough four main pillars: direct learning, religious tourism, creative economicempowerment, and respect for the kiai. Through this ecosystem, santri internalizeessential character values such as obedience, patience, sincerity, responsibility,and tazkiyatun nafs or purification of the soul. The findings show that Ngaji Rasafunctions as experiential moral education that balances the dimensions of dzikir(spiritual), fikir (rational), and amal (practical action). The implications for PAI informal schools include the need for a paradigm shift towards a holistic approachthat integrates cognitive, affective, and psychomotor aspects. This studyrecommends strengthening the role of teachers as spiritual role models (murabbi)and implementing experience-based learning to overcome the moral crisis of theyounger generation. The integration of the inner values of Islamic boardingschools is expected to create more meaningful and transformative PAI learningfor students' character in the contemporary era.
POTENTIAL VIOLATION OF RELIGIOUS NORMS IN STUDENT LIFE AT UNIVERSITY AND ITS ANTICIPATION Monica, Marcia; Fakhruddin, Agus; Hijiah , Syivaul Hikmatul
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 9 No. 1 (2024): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v9i1.5213

Abstract

This research aims to explore the potential for violations of religious norms in the lives of students at the Indonesian University of Education and anticipatory strategies. The research background includes the important role of religious norms in shaping individual identity and behavior, especially in higher education environments which are often influenced by social pressure and academic demands. This research method involves surveys to identify factors that influence students in violating religious norms. The research results highlight various factors such as peer influence, high academic load, and lack of understanding of religious teachings. In conclusion, this research recommends anticipatory strategies involving educational approaches, social support, and fostering religious values ​​to prevent potential violations of religious norms among students.
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 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 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 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 Fazar, Fahmi Febrianti, Bilqis Nafilah Firyal Iftikhar Cikalkinanty Ganjar Eka Subakti Hadid, Mulyana Hana Khoirun Nisa Hanif Syafrian Purnama Haritsahrizal, Muhammad Zaid Harsika, Agrifina 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 Nasrudin, Ega Neng Rina Rahmawati Nindy Putri Aprilia Novitasari, Ita Nunuy Nurjanah Nurafipah, Nain Siti Nurfitri, Desi Nurfitri, Desi NURJANNAH, DINI Nurti Budiyanti Oktaviani, Tanti Prabowo, Sultan Hadi Pratiwi, Agis Aji Pratiwi, Agis Aji Pratiwi, Kania Agustina 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 Ab Rahman, Roslan Abdur Rahmania, Puput 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 Risdiani, Nopi Risna Rahmawati Rizal Permana Rofik Nursahid, Rofik 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 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