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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Abdimas Kartika Wijayakusuma el-Madib: Jurnal Pendidikan Dasar Islam ALAYYA: Jurnal Pendidikan Islam Anak Usia Dini TOFEDU: The Future of Education Journal Proceeding Of International Conference On Education, Society And Humanity Jurnal Geosaintek Edcomtech: Jurnal Kajian Teknologi Pendidikan
Sugeng Kurniawan
IAI Yasni Bungo
Religion Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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The Implementation of Artificial Intelligence in Islamic Religious Education: An Analysis of Its Impact on Students’ Religious Moderation Literacy at SMA 8 Bungo Sovia Alacuba; Siti Khamim; Wiwin Narti; Sugeng Kurniawan; Ulfa Adilla
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1978

Abstract

The integration of Artificial Intelligence (AI) into Islamic Religious Education (IRE) offers significant potential for pedagogical transformation; however, its empirical impact on students’ religious moderation literacy remains underexplored. This study aims to analyze the level of AI implementation in Islamic Religious Education and its impact on the religious moderation literacy of students at SMA 8 Bungo. The research employed an explanatory sequential mixed-methods design involving students from Grades X–XII as the study population. Quantitative instruments included a religious moderation literacy scale adapted from the indicators developed by the Indonesian Ministry of Religious Affairs (2021) and a questionnaire measuring AI adoption in Islamic Religious Education. These instruments were complemented by in-depth interviews and participant observations. Quantitative data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), while qualitative data were examined through thematic analysis. The findings indicate that the level of AI implementation was categorized as moderate to high (M = 3.82, SD = 0.61). AI implementation had a positive and significant effect on students’ religious moderation literacy (β = 0.412, p < 0.001), particularly in the dimensions of tolerance, national commitment, and anti-violence attitudes. Qualitative findings revealed that AI facilitated cross-school-of-thought exploration, contemporary case-study simulations, and personalized value reflection. Nevertheless, challenges remained, including digital access disparities and insufficient teacher training in AI-based content curation. The study recommends the development of verified AI-integrated Islamic Religious Education modules, digital pedagogical training for teachers, and school policies that support ethical technology-based learning ecosystems.
A Local Wisdom Based Islamic Character Education Model for Developing Religious Moderation among Students at MA Diniyyah Al-Azhar Bungo Nailis Sa'adah; Sugeng Kurniawan; Joni Juli Yandra; Wiwin Narti; Noviriani Noviriani
The Future of Education Journal Vol 2 No 4 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i4.1983

Abstract

This study aims to formulate and analyze a local wisdom-based Islamic character education model for fostering moderate attitudes among students at MA Diniyyah Al-Azhar Bungo, Jambi. Employing a qualitative approach with a case study design, data were collected over a six-month period through in-depth interviews, participant observation, and document analysis. The participants included the madrasah principal, Islamic Religious Education (IRE) teachers, students, and local customary leaders. Data were analyzed using Braun and Clarke’s thematic analysis technique, supported by source and method triangulation to ensure trustworthiness. The findings reveal that the integration of Jambi Malay local wisdom values—such as adat bersendi syarak, syarak bersendi kitabullah (custom founded upon Islamic law, and Islamic law founded upon the Qur’an), deliberative traditions (musyawarah), and the spirit of communal solidarity (salingka nagari)—into the hidden curriculum, contextual learning practices, and character habituation programs successfully strengthened four pillars of religious moderation: tawassuth (moderation), tasamuh (tolerance), i‘tidal (justice and balance), and muwatanah (citizenship). The resulting model consists of five strategic components: (1) identifying local values aligned with Islamic principles; (2) integrating these values into lesson plans and student profile strengthening projects; (3) implementing community-based character habituation programs; (4) positioning teachers as uswatun hasanah (role models); and (5) conducting multidimensional authentic assessments. These findings contribute to the development of a contextual Islamic Religious Education pedagogy that is aligned with the national agenda of religious moderation and adaptable to madrasahs in culturally diverse settings. Future studies are recommended to test the model quantitatively and longitudinally to validate its long-term impact on students’ religious attitudes.
INTERNALISASI NILAI-NILAI MODERASI BERAGAMA MELALUI PEMBELAJARAN PAI DI SEKOLAH MULTIKULTURAL: STUDI KASUS DI SMA NEGERI 17 TEBO Yanti, Ely; Sabli, Muhammad; Kurniawan, Sugeng; Andryadi; Yulia Friska, Sonia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i03.51476

Abstract

Identity polarization and potential intolerance at the secondary school level demand the strengthening of religious moderation internalization as a foundation for national character. This study aimed to map the internalization process of religious moderation values through Islamic Religious Education (PAI) in a multicultural school context. A qualitative case study design was implemented at SMA Negeri 17 Tebo Regency involving four PAI teachers, 15 students from diverse cultural/religious backgrounds, one principal, and one community leader. Data were collected through in-depth interviews, participatory observation (4 months, 24 meetings), and policy/RPP document analysis. Thematic analysis revealed three internalization dimensions: cognitive (contextual understanding of religious texts & religious literacy), affective (empathy, teacher modeling, interfaith dialogue), and behavioral (cross-identity collaboration, peaceful conflict resolution, social participation). Findings indicate that internalization effectiveness depends on teachers’ pedagogical strategies integrating moral exemplarity, multicultural case-based learning, and explicit-hidden curriculum synergy. Key challenges include limited affective-behavioral assessment tools, parental resistance to interfaith dialogue, and insufficient teacher training in moderation-oriented instructional design. This study recommends developing structured internalization assessment rubrics, PAI modules contextualized to Tebo, and teacher training oriented toward contact pedagogy. The contribution lies in mapping the micro-process of religious moderation internalization in PAI and providing an operational framework adoptable by similar multicultural schools.
HUBUNGAN ANTARA INTENSITAS MENGIKUTI EKSTRAKURIKULER KEAGAMAAN DENGAN PERILAKU SOSIAL SISWA DI MAN 1 BUNGO Disuwara, Gita; Kurniawan, Sugeng; Sabli, Muhammad; Baili; Yulia Friska, Sonia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51478

Abstract

Religious extracurricular activities in Islamic schools are normatively aimed at strengthening social ethics and peer group cohesion, yet their empirical impact on students’ social behavior remains associative and insufficiently measured across multiple dimensions. This study aimed to analyze the relationship between participation intensity in religious extracurricular activities and students’ social behavior, and to measure its predictive power. A quantitative correlational design was applied to 174 students of MAN 1 Kabupaten Bungo, selected via stratified random sampling. Instruments included standardized Likert scales for participation intensity (α = 0.86) and social behavior (α = 0.89), validated for construct validity (KMO = 0.812). Data were analyzed using prerequisite tests, Pearson correlation, and simple linear regression. Results indicated a significant positive relationship (r = 0.548; p < 0.001) with moderate strength. The regression model yielded R² = 0.300 (F = 73.41; p < 0.001), indicating that 30% of social behavior variance can be predicted by participation intensity. Discussion confirms that attendance frequency, duration of active involvement, and consistency of roles facilitate prosocial habituation through social learning mechanisms and peer modeling reinforcement. It is concluded that participation intensity in religious extracurricular activities significantly contributes to students’ social behavior formation. The study recommends optimizing collaborative project-based extracurricular designs, monitoring active participation, and integrating social behavior assessment into madrasah character development reports.
KOMPETENSI PEDAGOGIS DIGITAL GURU PAI DALAM MENERAPKAN PEMBELAJARAN BERDIFERENSIASI KURIKULUM MERDEKA: ANALISIS KEBUTUHAN DAN TANTANGAN IMPLEMENTASI Riyansyah; sabli, Muhammad; Kurniawan, Sugeng; Yulia Friska, Sonia; Baili; Andryadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Abstract

The implementation of the Merdeka Curriculum requires Islamic Religious Education (PAI) teachers to integrate differentiated learning with meaningful use of digital technology. However, the gap between policy and classroom practice indicates uneven digital pedagogical competence among PAI teachers in designing learning that responds to students' diverse learning profiles. This study aims to map needs and identify implementation challenges of PAI teachers' digital pedagogical competence in applying differentiated learning under the Merdeka Curriculum. The research employed a sequential explanatory mixed-methods design. The quantitative sample consisted of 156 junior and senior high school PAI teachers across three districts/cities selected via stratified random sampling. Quantitative data were collected using a digital pedagogical competence questionnaire (α=0.91) and professional development needs survey, analyzed descriptively and inferentially. The qualitative sample comprised 18 teachers selected purposively based on extreme competence scores, with in-depth interviews and FGDs. Thematic analysis revealed four main challenge dimensions: (1) infrastructure gaps and contextual digital literacy, (2) pedagogical unpreparedness in digitally diagnosing learning profiles, (3) administrative burden and assessment misalignment, and (4) ethical-spiritual dilemmas in integrating technology into religious education. Findings show that 68% of PAI teachers are at a basic digital competence level, with the highest training needs in data-driven differentiation design and adaptive formative assessment. This study recommends a sustained digital-based Professional Learning Community (PLC) mentoring model, administrative policy simplification, and development of digital pedagogical modules integrated with Islamic values. The results contribute to strengthening PAI teacher competence development policies in the Merdeka Curriculum era.
INTEGRASI KEARIFAN LOKAL DALAM MATERI PAI UNTUK PENGUATAN SIKAP TOLERANSI DAN MODERASI BERAGAMA: STUDI ETNOPEDAGOGI DI MTS DAERAH MULTIKULTURAL Umam, Khotibul; Kurniawan, Sugeng; sabli, Muhammad; Yulia Friska, Sonia; Andryadi; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53529

Abstract

Islamic Religious Education (PAI) at Islamic junior high schools (MTs) in multicultural regions faces contextual challenges in fostering tolerance and religious moderation amid ethnic, cultural, and religious diversity. This study aims to explore the forms, strategies, and impacts of integrating local wisdom into PAI materials as an ethnopedagogical approach to strengthening tolerance and religious moderation attitudes. The research employed a qualitative design using an ethnopedagogical study approach that combined participatory observation, in-depth interviews, document analysis, and focus group discussions (FGD). Subjects included 4 PAI teachers, 1 cultural/traditional leader, and 24 eighth-grade students at an MTs in a multicultural area, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model and reflexive thematic analysis. Findings identified three relevant forms of local wisdom: (1) the tradition of silih asah-asih-asuh and interfaith mutual cooperation, (2) customary deliberation as a conflict resolution mechanism, and (3) the settlement pattern of adjacent houses of worship symbolizing social cohesion. Pedagogical integration was implemented through contextualization of Module Ajar content, collaborative project-based learning, reflective dialogue, and attitude portfolio assessment. Results indicate that the ethnopedagogical approach effectively strengthens cognitive understanding (diversity as sunnatullah), affective internalization (empathy, prejudice reduction), and behavioral manifestation (cross-background cooperation, inclusive language, conflict mediation) among students. The study concludes that local wisdom serves as a pedagogical wasilah bridging universal Islamic values with socio-cultural contexts, making PAI more relevant, transformative, and contextual. Recommendations include developing standardized ethnopedagogical modules, teacher training through Professional Learning Communities (PLCs), and flexible policy support from the Ministry of Religious Affairs and Ministry of Education.
PERSEPSI DAN KESIAPAN GURU PAI TERHADAP ASESMEN AUTENTIK BERBASIS PROYEK PADA KURIKULUM MERDEKA: ANALISIS DESKRIPTIF DI SMA NEGERI 2 KABUPATEN BUNGO Pahmi Idris; Andryadi; Yulia Friska, Sonia; Baili; sabli, Muhammad; kurniawan, sugeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Abstract

The Merdeka Curriculum shifts the assessment paradigm from conventional summative tests to project-based authentic assessment oriented toward developing the Pancasila Student Profile. Islamic Religious Education (PAI) teachers play a crucial role in operationalizing this shift, yet the gap between policy and classroom practice indicates barriers in understanding, designing, and implementing authentic assessment. This study aims to map PAI teachers' perceptions and readiness regarding project-based authentic assessment under the Merdeka Curriculum. The research employed a descriptive quantitative design with qualitative triangulation. Subjects included all PAI teachers at SMA Negeri 2 Regency Y (N=12) selected via census. Instruments consisted of perception and readiness questionnaires (1–5 Likert scale, α=0.91) and semi-structured interview guides. Quantitative data were analyzed descriptively (mean, standard deviation, frequency distribution), while qualitative data underwent thematic analysis for contextual deepening. Results indicate that teachers' perceptions of project-based authentic assessment fall into the positive category (M=3.84; SD=0.52), with strong conceptual understanding but concerns regarding feasibility. Overall readiness is moderate (M=3.61; SD=0.63), with significant disparities in technical-pedagogical dimensions (rubric design, process tracking, digital documentation) and administrative aspects (workload, report card alignment). Qualitative findings reveal four main challenges: lack of contextual PAI operational guidelines, limited time for teacher collaboration, misalignment in reporting systems, and the need for sustained mentoring. The study concludes that PAI teachers cognitively and affectively accept authentic assessment, but implementation readiness remains constrained by technical, systemic, and school capacity factors. Recommendations include developing standardized PAI assessment modules, strengthening Professional Learning Communities (PLCs), simplifying administration, and implementing continuous mentoring programs. The results provide empirical input for policy development on PAI teachers' assessment competencies in the Merdeka Curriculum era.
STRATEGI INKLUSIF GURU PAI DALAM MENGAKOMODASI GAYA BELAJAR DAN KEBUTUHAN SPESIFIK SISWA DI SEKOLAH REGULER: STUDI FENOMENOLOGI DI TIGA SMA INKLUSI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Sriani; Mulyani, Ranti; Baili; Sabli, Muhammad; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.53614

Abstract

The implementation of inclusive education in regular schools requires Islamic Religious Education (PAI) teachers to develop pedagogical strategies responsive to diverse learning styles and specific student needs. This study aims to explore the lived experiences of PAI teachers in designing, implementing, and reflecting on inclusive strategies in regular classrooms that accommodate students with special needs in Bungo Regency, Jambi. The research employed a qualitative descriptive phenomenology design using Colaizzi’s seven-step analysis procedure. Subjects consisted of 12 PAI teachers from three inclusive public high schools in Bungo Regency, selected through purposive sampling based on criteria of at least three years of experience and teaching load in inclusive classes. Data were collected through semi-structured in-depth interviews, participatory observation, learning document analysis, and member checking. Analysis revealed four essential themes: (1) diagnostic mapping that transcends clinical labels toward holistic learning profiles, (2) flexible instructional design based on Universal Design for Learning (UDL) with contextual adaptations in worship and moral content, (3) structured collaborative ecosystems adapted to regional resource constraints, and (4) spiritual-emotional anchoring integrating Islamic values with Malay-Jambi local wisdom. Findings indicate that PAI teachers' inclusive strategies are not merely technical-pedagogical but transformative practices that unify differentiation competencies, multiprofessional collaboration, and internalization of religious values to create equitable, meaningful, and humane learning spaces in a semi-urban context. The study recommends strengthening inclusive pedagogical competencies in teacher professional education, developing contextual UDL-based PAI adaptation modules, and Bungo Regency Education Office policies that facilitate collaboration time and sustained mentoring. Results contribute to enriching the literature on inclusive PAI pedagogy and strengthening inclusive education policy implementation in the Jambi region.
SINERGI RUMAH-SEKOLAH-MASYARAKAT DALAM PENGUATAN PEMBELAJARAN PAI BERBASIS KARAKTER: MODEL KOLABORASI TRIPARTIT DI DAERAH BUNGO, JAMBI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Faliza; Sriani; Baili; Yulia Friska, Sonia; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.53849

Abstract

Character-based Islamic Religious Education (PAI) often experiences fragmentation due to disconnected roles of home, school, and community in internalizing religious and moral values. This study aims to explore tripartite synergy patterns, construct a collaboration model, and identify supporting and inhibiting factors in strengthening character-based PAI learning in Bungo Regency, Jambi. The research employed a descriptive qualitative case study design grounded in Bronfenbrenner’s social ecology theory and Epstein’s collaboration framework. Subjects consisted of 24 participants (12 PAI teachers, 8 parents, 4 community/religious leaders) from three junior/senior high schools selected purposively. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using reflexive thematic analysis and cross-case synthesis. Findings reveal four tripartite synergy mechanisms: (1) integrated character indicator mapping, (2) structured communication forums leveraging local wisdom and simple digital platforms, (3) community-based experiential learning (social internships, religious projects, youth majelis taklim mentoring), and (4) shared accountability systems through character journals, portfolios, and multi-stakeholder feedback. Supporting factors include the adat bersendi syarak value, community leader commitment, and collaborative school leadership. Inhibiting factors encompass parental time constraints, lack of dedicated budget allocation, digital literacy gaps, and misalignment between formal curriculum demands and informal community practices. The study concludes that the tripartite collaboration model transforms PAI from classroom-bound instruction into a holistic, contextual, and sustainable character formation ecosystem. Policy recommendations include institutionalizing synergy forums, developing collaboration guide modules, aligning regional character education budgets, and strengthening teachers' community pedagogy competencies. Findings contribute to Islamic character education theory and Merdeka Curriculum implementation in semi-urban regions.  
PEMBELAJARAN PAI BERBASIS PROYEK (PROJECT-BASED LEARNING) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL-EMOSIONAL SISWA MTs KECAMATAN BUNGO: EKSPERIMEN KUASI Baili; Paradila; Mabruri; Andryadi; Kurniawan, Sugeng; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.53860

Abstract

ABSTRACT Islamic Religious Education (PAI) at Islamic junior high schools (MTs) still tends to focus on normative knowledge transmission and memorization, resulting in suboptimal development of students' critical thinking and social-emotional learning (SEL) skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving both variables among MTs students in Bungo District, Jambi. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected through cluster random sampling from two MTs, divided into an experimental group (n=32) and a control group (n=32). Instruments included a critical thinking test (25 items, α=0.88) and an SEL questionnaire (24 items, α=0.91). Data were analyzed using prerequisite tests, MANOVA, paired and independent sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) PjBL significantly improves critical thinking skills (p=0.000; N-gain=0.58; d=1.21), (2) PjBL significantly improves SEL (p=0.000; N-gain=0.52; d=1.32), and (3) simultaneously, PjBL explains significant variance in both dependent variables (Wilks’ Λ=0.412; F=34.67; p=0.000). Findings confirm that PjBL in PAI not only activates higher-order cognition through contextual problem-solving but also facilitates the development of self-regulation, empathy, collaboration, and responsible decision-making. The study recommends integrating structured PjBL into PAI Learning Modules, strengthening teachers' facilitative competencies, and supporting policies that provide collaboration time and authentic assessment. Results contribute to the development of 21st-century PAI pedagogy aligned with the Merdeka Curriculum and Pancasila Student Profile.
Co-Authors Abdul Hobir Abdul Hobir Adi Wijayanto Ahlia Ramadini Ahmad Farid Alrudi Yansah, Alrudi Andryadi Andryadi, Andryadi Anita Kurniasari Aprillia, Hanifa Ardi Ardi Ayu, Mela Putri Baili Baili Baili Baili Bella Selvina Carli Wiseza, Fitria Chairul Amriyah Dea Rahmadona Dedi Yuisman Deri Firmansah Disuwara, Gita Dwa Desa Warnana Eka Dela Padmawati Faliza Fartika Ifriqia Fitria Carli Wiseza Halimah Tusadiyah Heni Pujiastuti Iber Marza Ibermarza, Ibermarza Istikomah Istikomah Joni Juli Yandra Juan Pandu Gya Nur Rochman Khairi, Umul Khamim, Siti Khotibul Umam Mabruri Mabruri Mabruri Marsya Khainurrisma Mela Putri Ayu MELI YANTI Miftachudin Miftachudin Mona Novita Muhammad Sabli Muhammad Solihin, Muhammad Mukarromah, Aenullael Mulyani, Ranti Muzakki Muzakki Nadia Nurrosyda Putri Nailis Sa'adah Nita Erlina Novi Riani Noviriani Noviriani Novita Nurul Hidayah Nurwijayanti Pahmi Idris Paradila Pitriyani Putri D, Khairunnisa Ananda Putri Rahmawati Rahmat Reziq Ramadhan Rido Susanti Riyansyah Robi’ah Rodhiyah Romi Romi Rosyidi, Andri Sabli, Muhammad Safitri, Tasya Dia Sari, Lisa Nitya Seprina, Seprina Anjelika Siddiq, M Fajar Nur Siska Amelia Siska Amelia, Siska Siti Khamim Siti Rofiatul Mukaromah Sonia Yulia Friska Sovia Alacuba Sri Wahyuni Sriani Sriani Sriani Susanti, Rido Syamsudin, Syamsudin - Tusadiyah, Halimah Ulfa Adilla Ulik Budiarti Umatin, Ana Rosyidatu Wiseza, Fitria Carli Wiwin Narti Yanti, Ely Yasri, Muhammad Yeni Aulia Yuda Ariyanto, Soni Yuisman, Dedi Yulatas, M. Ali Yulatas Yulia Friska, Sonia Yunita, Eva Yurnalisma Dewi