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All Journal JURNAL PENDIDIKAN DASAR TARBIYA : Journal Education in Muslim Society Journal of Islamic Studies and Humanities JPK (Jurnal Pancasila dan Kewarganegaraan) Pendas : Jurnah Ilmiah Pendidikan Dasar Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal on Education COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan International Journal of Educational Research and Social Sciences (IJERSC) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya FARABI: Jurnal Matematika dan Pendidikan Matematika Journal of Social Responsibility Projects by Higher Education Forum MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran An-Nahdlah: Jurnal Pendidikan Islam Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Journal Of Human And Education (JAHE) Journal Research in Islamic Education Journal Evidence Of Law PEDAGOGI: Jurnal Ilmiah Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Tsaqofah: Jurnal Penelitian Guru Indonesia MASALIQ: Jurnal Pendidikan dan Sains Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Madako Elementary School Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat Bangsa International Journal of Multidisciplinary Approach Research and Science Journal of Modern Islamic Studies and Civilization Journal of Progressive Law and Legal Studies Journal of Education Method and Learning Strategy Jurnal Riset Multidisiplin dan Inovasi Teknologi Enigma in Education Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Journal of Innovative and Creativity kawanad Journal of Elementary School EDUTREND: Journal of Emerging Issues and Trends in Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
OKTA ROSFIANI
Universitas Muhammadiyah Jakarta, Indonesia
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Efektivitas Metode Demonstrasi dalam Meningkatkan Pemahaman Konsep Bangun Datar Siswa Kelas III SDN Tanjung Barat Rosfiani, Okta; Viallo, Wa Ode Adelia Citra; Safitri, Dhea; Abdullah, Ayatullah Said
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 1 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i1.995

Abstract

According to preliminary findings, class III mathematics instruction at SDN Tanjung Barat 09 that uses lecture and Q&A formats is less successful in producing the best learning results when it comes to flat geometry content. Just 42.3% of pupils have finished studying this content. By using the demonstration technique, this study seeks to address this issue and enhance student learning outcomes. Two cycles of Classroom Action Research (CAR) were conducted. To boost students' active engagement in learning, the demonstration technique was used in conjunction with instructional aids and learning materials like movies in each cycle. and it achieved a really satisfactory 92.31% in the second cycle. This improvement in learning outcomes demonstrates how well the demonstrative method works for teaching flat geometry content. This is because kids may learn visually and kinesthetically through the presentation approach, which makes the concept more tangible and simpler to recall. Additionally, using a variety of instructional resources and learning materials can boost students' willingness to learn.
Pola Perencanaan Pembelajaran SD/MI Melalui Pembelajaran Terdiferensiasi Berbasis Minat Gunawan Santoso; Cecep Maman Hermawan; Okta Rosfiani; Nadiah Rohadatul Aisy Shabri
Jurnal Pendidikan Transformatif Vol. 2 No. 6 (2023): Desember 2023
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v2i6.1344

Abstract

Pembelajaran Terdiferensiasi (PT) menyajikan pendekatan pembelajaran di mana seorang guru secara proaktif mengantisipasi dan menanggapi kebutuhan peserta didik yang beragam. Dalam kelas yang Terdiferensiasi, guru secara proaktif merencanakan dan melakukan berbagai pendekatan terhadap isi, proses, dan produk untuk mengantisipasi dan menanggapi perbedaan siswa dalam hal kesiapan, minat, dan kebutuhan belajar. Hal ini menjadi sarana pengembangan profesional guru untuk menerapkan perencanaan pembelajaran terdiferensiasi. Pembelajaran diferensiasi harus dimulai dengan pemahaman guru atas siswa yang kemudian melakukan model pembelajaran yang menunjukkan aktivitas kelas, kelompok kecil maupun individu untuk meningkatkan kompetensi siswa yang beragam. Beberapa penelitian berfokus pada harapan dan kenyataan pembelajaran terdiferensiasi yang dinamis atau perspektif pimpinan sekolah. Belum ada penelitian yang fokus mendalami perencanaan pembelajaran terdiferensiasi berbasis minat yang dilakukan oleh guru atau sekelompok guru. Tujuan penelitian ini adalah untuk mengkaji kemampuan guru merencanakan pembelajaran terdiferensiasi yang begitu dinamis dan memerlukan pemahaman dan kompetensi guru yang tinggi, baik dalam konten, proses, maupun produk pembelajaran. Penelitian ini menggunakan metode penelitian kualitatif Studi Kasus yang dilakukan kepada beberapa guru di SD/MI di Tangerang Selatan yang belum maupun sudah mengikuti bimbingan teknis pembelajaran terdiferensiasi. Data dikumpulkan melalui observasi dan wawancara mendalam. Data dianalisis dengan melakukan triangulasi.
Merancang Modul Ajar dan Melaksanakan Pembelajaran Terdiferensiasi Untuk Capaian Keterampilan Abad Ke-21 Gunawan Santoso; Cecep Maman Hermawan; Okta Rosfiani; Zahratul Aini; Elfirza
Jurnal Pendidikan Transformatif Vol. 2 No. 6 (2023): Desember 2023
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v2i6.1345

Abstract

Guru dapat melatih siswa membaca, menulis, memecahkan masalah melalui penggunaan berbagai campuran strategi pengajaran, dan ePortofolio. Namun pada kenyataannya, pengajaran yang dilakukan oleh guru belum mampu mengembangkan keterampilan abad ke-21 siswa, disebabkan masih rendahnya keterampilan literasi guru. Hal ini diantaranya dikarenakan, guru belum merancang perencanaan pembelajarannya (RPP) dengan menggunakan RPP konstruktivis yang mampu mendorong siswa membangun sendiri pengetahuannya, dan belum mengadaptasikan ke dalam pengajarannya. Guru belum membuat Lembar Kerja Proyek (LKP) dan mengadopsinya dalam pengajaran, padahal LKP dapat memfasilitasi siswa berpikir kritis dan memecahkan masalah secara berkelompok, serta mampu mendorong siswa mengkomunikasikan ide gagasan dan unjuk kerja kreativitas. Terakhir, guru belum memahami asesmen berbasis literasi membaca, alih-alih mengadopsinya di kelas. Hal ini mengakibatkan potensi siswa SD di Indonesia untuk memperoleh keterampilan literasi dan keterampilan abad ke-21 menjadi terhambat. Pengabdian kepada masyarakat ini bertujuan mengembangkan keterampilan abad ke-21 siswa kelas 5 dan 6 SD melalui meningkatkan keterampilan literasi membaca, menulis, berbicara, dan memecahkan masalah pada mata pelajaran Bahasa Indonesia, IPA, IPS, dan PKN. Hal tersebut dilakukan melalui memberikan coaching kepada guru SD/MI dalam merancang modul ajar dan melaksanakan pembelajaran berbasis proyek, dan asesmen literasi membaca.
Implementasi P5 kurikulum merdeka sebagai pembentukan karakter beriman siswa di SMPN Satu Atap Cibitung Bekasi Rosfiani, Okta; Ramadhanti, Elsa; Lutfiyanti, Azizah; Heryawan, Zaidan Nur; Manal, Muhammad Sahlul; Hermawan, Cecep Maman
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 3 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i3.26388

Abstract

This research discusses the implementation of the Pancasila Student Profile Strengthening Project (P5) in the Merdeka Curriculum at SMPN Satu Atap Cibitung Bekasi with a focus on building students' faith-based character. The introduction emphasizes the importance of P5 as a means to strengthen religious values in education, creating a generation of students who not only excel academically but also have faith-based character. The purpose of the study is to evaluate the effectiveness of P5 in developing students' religious character as well as identifying challenges and supporting factors in its implementation. The case study was conducted at SMPN Satu Atap Cibitung with a qualitative method, combining observation, and document study with the school. The results show that P5 contributes significantly to the formation of students' religious character, although there are obstacles such as limited facilities and teachers' understanding. The main recommendation is to improve teacher competence and support adequate facilities to achieve optimal results.
Pembelajaran kooperatif jigsaw: sebuah peningkatan hasil belajar siswa kelas V untuk mencapai tujuan pembelajaran matematika Rosfiani, Okta; Saiidah, Rihlah; Atmaja, Julia Vikri Dwi; Komala, Vivi; Hakim, Muhammad Roby; Ridho, Muhammad
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 3 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i3.26449

Abstract

Learning is an effort to teach students to understand how students want to learn and gain experience. The effectiveness of the learning model affects student learning outcomes. In small groups, you have the opportunity to exchange ideas, express opinions, and contribute to the development of shared understanding. The case study was conducted at SDS Islam An Nuriyah school using mixed methods. The author hopes to contribute to the development of a more effective learning model for fraction material, especially for elementary school students, and can improve student learning outcomes in mathematics learning. At the pre-cycle stage, the data showed that out of 35 students, only 17 students (48.6%) reached the Minimum Completion Criteria (KKM) of 70, while 18 students (51.4%) had not reached the KKM. This shows that there are problems in the learning process that need to be improved so that students are more active and learning outcomes improve. It can be concluded that the jigsaw cooperative learning model can improve student learning outcomes on fraction material in class V of SDS Islam An Nuriyah Jagakarsa in the 2017-2018 school year.
Strategi Guru dalam Meningkatkan Mutu Pembelajaran PAI melalui Pemanfaatan Teknologi Okta Rosfiani; Cecep Maman Hermawan; Devanita Novia Ardana; Hizrian Nugraha; Denis Ramadhan; Rihadatu Alifia
ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Vol. 5 No. 2 (2025): JUNI:ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/enggang.v5i2.22183

Abstract

This qualitative phenomenological study aims to explore strategies, supporting-inhibiting factors, and the impact of technology utilization by Islamic Religious Education (PAI) teachers in improving the quality of learning. Data were collected through in-depth interviews with selected PAI teachers and grade 8 students, participant observation of learning, and document analysis (RPP, digital content), the data was then analyzed using thematic analysis. The main supporting factors include the development of Technological Pedagogical Content Knowledge (TPACK) through the PAI Subject Teacher Deliberation (MGMP) and school policy support, while crucial obstacles include infrastructure gaps, student resistance, and ethical dilemmas in the use of AI. The use of technology has a holistic impact on the quality of learning 1) Increased student participation (40%) and critical engagement; 2) Strengthening cognitive understanding (+35% digital ethics analysis) and character (noble morals) (Mulyasa, 2021). This study contributes theoretically through the development of an Islamic values-integrated TPACK model and practically in the form of strategy recommendations for teachers, Islamic Education-specific TPACK training policies for teachers, and the development of sharia-compliant educational applications. The main conclusion confirms that the effectiveness of technology in Islamic Education depends on creative adaptations that synergize pedagogy, Islamic content, and socio-technical contexts.
METODE DEMONSTRASI DALAM PEMBELAJARAN PAI UNTUK MEMOTIVASI DAN MEMBERIKAN PEMBELAJARAN YANG BERMAKNA Rosfiani, Okta; Maulana, Rijal; ‘Azzah Amirah, Liza; Fauzi, Muhammad Akmal; Sofiyah, Sofiyah
Pedagogi: Jurnal Ilmiah Pendidikan Vol 11 No 2 (2025): Pedagogi: Jurnal Ilmiah Pendidikan
Publisher : FKIP Universitas Al Washliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v11i2.1171

Abstract

This qualitative study seeks to evaluate the implementation of the demonstration method in Islamic Religious Education (PAI) learning and analyse its impact on learning motivation and the creation of meaningful learning for students. The background of the study is motivated by the phenomenon of PAI learning, which is often textual and less involved with concrete experiences, thus potentially reducing students' interest and profound understanding. Data were collected through participant observation, in-depth interviews with teachers and students, and document analysis at SDN Pondok Ranji 03, South Tangerang City, Banten. This study involved several students and one PAI teacher as subjects. Data analysis used the Miles and Huberman thematic analysis technique. The research findings revealed that 1) the demonstration method significantly increased students' learning motivation through visualisation of worship practices (such as ablution, prayer, or Islamic history); 2) demonstrations create meaningful learning by connecting religious values with real-life contexts; and 3) supporting factors include teacher creativity, authentic media, and active student participation, while the main obstacles are time allocation and the readiness of facilities. The conclusion of the study confirms that the demonstration method has the potential as an innovative strategy in PAI to build emotional-intellectual engagement and internalisation of religious values. The implication is that educators need to design contextual and reflective demonstrations to optimise holistic Islamic religious education learning.
STRATEGI GURU DALAM MENGEMBANGKAN NILAI-NILAI KARAKTER MELALUI PENGEMBANGAN KURIKULUM PAI DI SMA MUHAMMADIYAH 7 SAWANGAN Rosfiani, Okta; Nabilla, Raysha; Chaerani, Hana; Sendi, Rama Putra Arya
Pedagogi: Jurnal Ilmiah Pendidikan Vol 11 No 2 (2025): Pedagogi: Jurnal Ilmiah Pendidikan
Publisher : FKIP Universitas Al Washliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v11i2.1206

Abstract

Character education, vital amidst youth moral challenges, is strongly supported by Islamic Religious Education (PAI) and the Merdeka Curriculum. SMA Muhammadiyah 7 Sawangan is deeply committed to fostering students with noble character through innovative PAI curriculum. This research aims to examine PAI teachers' strategies in developing character values through PAI curriculum innovation, identifying instilled values, evaluating implementation effectiveness, designing a relevant strategy model, and analyzing supporting and inhibiting factors.This qualitative case study at SMA Muhammadiyah 7 Sawangan (March-June 2025) is unique for integrating PAI curriculum development with character strategies within a Muhammadiyah context, employing mixed methods, and focusing on digital native generations. The findings indicate interactive and character-based learning supported by conducive classroom environments, active learning dynamics, and the inculcation of religious, disciplined, tolerant, and responsible values through various methods. Comprehensive curriculum development strategies include a character-based curriculum, collaboration, and continuous evaluation, proving effective in enhancing students' character values and PAI academic achievement. In conclusion, PAI teachers' strategies at SMA Muhammadiyah 7 Sawangan successfully develop student character, though continuous improvement and development are still needed.
Core Strategy of Islamic Religious Education Teachers in Forming Student Piety Through Contextual and Meaningful Learning at Madrasah Tsanawiyah Al-Munawaroh Tangerang Cecep Maman Hermawan; Sayyida Nafisa; Muhammad Randy Islami; Elfia Zahra; Hasbi Ramadhan; Chairil Raddin; Okta Rosfiani
Journal of Research in Islamic Education Vol. 7 No. 1 (2025): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v7i1.6253

Abstract

Islamic Religious Education (PAI) learning is often trapped in a textual approach that is less effective in forming students' holistic piety. Integration of contextual and meaningful learning is a potential solution, but the strategic role of PAI teachers as key actors has not been explored in depth. The purpose of this study was to find the core strategies of PAI teachers in designing and implementing contextual and meaningful learning to form students' piety. Qualitative research was used as a research approach, with a case study design in Tangerang. Data collection through in-depth interviews with 6 PAI teachers, 25 students, 1 Curriculum Deputy, participant observation, and document studies. Data analysis used an interactive model with source triangulation. Key research findings identified four core strategies: 1) Contextualization of religious values ​​with students' socio-ecological realities (e.g., integration of local wisdom in Akidah Akhlak material; 2) Design of meaningful experiential learning based on projects (e.g., Ecological Dhikr, Literacy Hijrah); 3) Modeling contextual piety (living curriculum) through behavioral examples; 4) Structured reflection based on Qur'anic values ​​(Qur'anic Mirroring). The impact of this strategy is proven to form holistic piety including individual (consistency of worship), social (empathy, collaboration), and ecological (environmental concern) aspects, with social piety as the most responsive domain (80%). The implications of this finding theoretically strengthen the Contextual Spirituality Pedagogy model through an integrative cycle of contextualization-experience-reflection, practically: Providing an operational framework for teachers and schools in designing transformative learning based on local context.
PENGGUNAAN MODEL DISKUSI KELAS DALAM PEMBELAJARAN PAI UNTUK MENGEMBANGKAN KETERAMPILAN BERKOMUNIKASI SISWA DI SEKOLAH MENENGAH PERTAMA MUHAMMADIYAH 29 SAWANGAN Rosfiani, Okta; Fashila, Shifa Annazwa; Syaikhoni, Muhammad Aril; Rajab, Farazy; Farida, Ida
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i2.5757

Abstract

Communication skills are one of the essential competencies needed by students to interact effectively in a multicultural society. However, in practice, Islamic Religious Education learning is often still dominated by lecture and memorization models, so that in this Islamic Religious Education subject it is sometimes difficult to provide space for students to develop their character and communication skills. The purpose of this study is to comprehensively investigate the practice of using the class discussion model in the Islamic Religious Education learning process. This study applies a qualitative approach through an intrinsic case study research method at SMP Muhammadiyah 29, Depok City, West Java, involving a number of students in grades VII-IX, and one Islamic Religious Education teacher, and the principal. Data were collected using observation notes and video recording instruments; semi-structured interview instrument guides; and assessment rubric instrument documents, student discussion result journals, and student learning outcomes. The research findings note that the implementation of the discussion model in Islamic Religious Education learning shows its own complexity. This model offers great opportunities to develop students' communication skills and independent material exploration abilities, but challenges such as students' difficulties in adapting the material and low student participation require teachers to continue to improvise during learning. The findings of this study suggest an approach that pays attention to student readiness through prior material preparation, as well as effective discussion group arrangements. ABSTRAKKeterampilan berkomunikasi menjadi salah satu kompetensi esensial yang dibutuhkan siswa untuk berinteraksi secara efektif dalam masyarakat yang multikultural. Namun, dalam praktiknya, pembelajaran PAI sering kali masih didominasi oleh model ceramah dan hafalan, sehingga dalam mata pelajaran PAI ini terkadang sulit untuk memberikan ruang bagi siswa untuk mengembangkan karakter dan keterampilannya dalam berkomunikasi.  Tujuan penelitian ini untuk menginvestigasi secara komprehensif praktik penggunaan model diskusi kelas dalam proses pembelajaran PAI. Penelitian ini menerapkan pendekatan kualitatif melalui metode penelitian studi kasus intrinsik di SMP Muhammadiyah 29 Kota Depok Jawa Barat, dengan melibatkan sejumlah siswa kelas VII-IX, dan satu guru PAI, serta kepala sekolah. Data dikumpulkan menggunakan instrumen catatan observasi dan video rekaman; panduan instrumen wawancara semi-terstruktur; serta dokumen instrumen rubrik penilaian, jurnal catatan hasil diskusi siswa, serta hasil belajar siswa. Temuan penelitian mencatat bahwa implementasi model diskusi dalam pembelajaran PAI menunjukkan kompleksitas tersendiri. Model ini menawarkan peluang besar untuk mengembangkan keterampilan komunikasi dan kemampuan eksplorasi materi mandiri siswa, namun tantangan seperti kesulitan siswa mengadaptasi materi dan rendahnya partisipasi siswa mengharuskan guru untuk terus berimprovisasi selama pembelajaran. Temuan studi ini menyarankan pendekatan yang memperhatikan kesiapan siswa melalui persiapan materi sebelumnya, serta pengaturan kelompok diskusi yang efektif.
Co-Authors A'zizah, Hikmatussalmah Nur AA Sudharmawan, AA Abdullah, Ayatullah Said Abdultawab, Mohamed Metwaly Abidzar Algifari Abrar-ul-Hassan, Shahid Achie, Nisbun Achmad Abdur Rozaq Adlan Fauzi Lubis Aeni , Syafrina Zahratul Afandy Muharrom Agil, Pujoseno Agustin, Cahya Lestari Ahmad Fauzan Ahmad Harlan Fahrurozi Ahmad Miftahfarid Ain, Siti Qurrotul Aina Mardiyah Aini, Mutia Nur Aini, Zahratul Akbar, Ma’ruf Al Islami, M Ridwan Al-Fajry, Moh Faiz Al-Fikri, M. Abdu Al-Ghifari, Abizar Al-Iklatussolehah, Dwi Putri Al-Kafi, Muhammad Caesar Alamsyah, Najwa Aqiylah Putri Alfarisi, Usman Alfian, Nabil Alif, Muhammad Fikram Amelia Fitri Aminah, Nur Amiruddin, Nurannisa Rahmadani Amos Neolaka Amraini , Iqra Ananda, M. Rizqi Ananda, Rizky Mulya Andri, Eldrida Andriyansyah, Muhammad Angellika, Putri Anggreini, Novita Angkasa Putra Mandala Guna Anisa Anggraeni, Anisa Anjani, Lalita Shafa Aprilliano, M. Ravito Atmajaya Ardiyanti, Heni Ariansyah Ariansyah Ariel, Muhammad Aripin, Bustamil Assyifa Kamila Astri Sutisnawati Atmaja, Julia Vikri Dwi Aulia, Hasanah Aulia, Muhammad Hanif Aulia, Suci Syakila Aulia, Vina Avisena, Dimas Lutfi Azaly, Intan Azis, Muhamad Faisal King Abdul Azkiya, Silvy Nada Azzahra, Nesya Bakry, M. Haikal Basyarahil, Ammar Muhzim Cahya Lestari Agustin Cahyani, Diah Gita Cecep Rahman Hermawan Chaerani, Hana Chairil Raddin Cika Auliya Nurrohmah Daffa, Tajaufa Maulitaj Danisa Amalia Sidqi Dasyani , Anita Daulay, Raju Gusti Denia Agustina Putri Denis Ramadhan Devanita Novia Ardana Devansyah, Azriel Dewi Sukma Dzakira, Abidah Elfia Zahra Elfirza Elfirza, Elfirza Ernawan, Reyhan Fachrezy Fadhilah, Sahra Fadhillah, Muhammad Rizky Fadil, Labib Faizhikam Arham Fajar, Muhamad Fajriani, Nurul Fakhrurazi Fakhrurazi, Fakhrurazi Fardhan Zahid Musyaffa Farida, Zulpa Fashila, Shifa Annazwa Fatayaturrohmah, Naila Syafa Fatimah Azzahra Fatimah Azzahra Faturrahman, Radja Fauza Rizqiya Fauzi, Muhammad Akmal Fauziah, Iven Nabila Fawaz, Ataya Thalita Febriansyah, Malika Febriansyah, Vicky Feliana Pramesdita Amelia Fikriyah, Nur Firdaus, Kesha Irsyad Firliansyah, Farhan Fitrha Ramadhan Fuadah, Syifa Fitri Fuadah Furqon, Sayyid Ali Gani, Irfan Abdul Ghufron Syakaril Gula, Rajiv Nazry Faizullah Sina Gunawan Santoso Gunawan Santoso Habib, Izzul Habibi, Ilyas Hafnida, Tri Widya Haidir, Narulita Kinandhani Hakim, Muhammad Roby Hanif, Farhan Nur Hasan, Nailah Najwa Hasbi Ramadhan Hawari, Sulthan Helmi Fathurrahman, Helmi Hendrayani, Dini Hermawan, Cecep Maman Hermawan, Cecep Maman Hermawan Hermawan, M Cecep Maman Heryana, Rafi Muzaki Heryawan, Zaidan Nur Hesti Hesti Hibrizi Adzin Hizrian Nugraha Husain, Fajar Nur Husni Mubarok Husnul Hanifah Kamawi Putri Ibnu Azie Ida Ayu Putu Sri Widnyani Ida Farida Ikbal Story, Khairunisa Ikhwan, Rafi Ilham Asyam Fajariyanto Wisnu Intan Aprillia Iqbal, Ros Muhammad Irawan, Miko Dwi Irfan Abdul Gani Irma Saraswati Irma Srirantika Irmanika, Ananta Islami, Muhammad Randy Islami, Muhammad Ridwan Al Ismiati, Mely Itsnaini, Muhammad Fahmi Jakarta, Universitas Muhammadiyah Jalalludin, Imam Kamil, Moh Nizham Kartika, Rini Fatma Kevin Dilly Junior Khaerani, Najwa Putri Khairunnisa, Hafidzah Khamdi Iskandar Khiyarannahari, David Kirana, Andi Ade Diandra Komala, Vivi Kuswiyanti, Tanti Sri Lalita Shafa Anjani Lestari, Lisa Puji Lestari, Selvia Lukman Effendy, Lukman Lutfiyanti, Azizah M. Abdul Halim M. Ardiansyah M. Ashar M. Azzami, Andi M. Fadhlurrahman M. Mu’thasim Billah Mahmudin Sudin Manal, Muhammad Sahlul Mandala Guna, Angkasa Putra Mansyuroh, Lailatul Mardiyah Mardiyah Marshinta, Adlia Marthazilla Febby Ahmad Maryatih, Maryatih Maulana, Azkiya Maulana, Rijal Ma’ruf Akbar Miftah Farid Miko Dwi Irawan Mohamed Metwaly Abdultawab Mubarak, M. Abdul Muchtar, Ahmad Dedi Muhammad Fachri Muhammad Farhan Muhammad Farhan Muhammad Iqbal Fahrezi Muhammad Randy Islami Muhammad Ridho Muhammad Ridwan Muhammad Rozaktana Muhayyar, Matlaul Mustofa, Miftakhul Ilmi Nabila, Putri Syifa Nabilla, Raysha Nadia Nadia Nadiah Rohadatul Aisy Shabri Nadillah, Lulu Nisa, Nur Azka Aulia Nisrina Maisun Ni’mah Fauziah Novi Roismiati Nur Elizah, Siti Nuraini, Aisyah Nuraini, Tri Nurcahyati, Ai Nurdianto, Wahyu Panduwardana, Syahputra Pohan, Fela Dewita Prasetya, Johan Ade Pratama, Ruchlan Putra Prawira, Azka Putra Purnama, Muhammad Anjas Lapiatul Putra, Putra Putri Ratu Bilqis El Amini Putri Ratu Bilqis El-Amini Putri, Alviana Putri, Husnul Hanifah Kamawi Putri, Nayaka Zahrani Rachman , Muhammad Rafly Nur Rachmawati, Anida Rahayu, Ade Ratna Putri Rahayu, Lisda Rahmah, Aqila Azizah Rahman, Putri Aulia Rahman, Ridwan Nur Rajab, Farazy Ramadhan, Agiel Ramadhan, M. Rizki Ramadhanti, Elsa Rani Sheilla Ray, M. Hapis Razaq, Fidi Razaq, Sahid Muhammad Rifaldi, Rafly Purnama Rifqi Garibaldi Khamaini Rihadatu Alifia Riki Rinaldi Riswandi, Fajar Rizky Ramadhan, Rizky Rizky, Marsyah Qoriatul Rizqiya, Fauza Robbi, Abdan Sabili Romlah Roswati, Siti Sabila, Salsa Sabili, Kholil Ahmad Sabina Nur Ghofiya Saddam, Anargya Safitri, Dhea Safitri, Farah Sani Sahara, Allma Saidah, Alimah Zaini Saidah, Marwatu Saidah, Rafika Kauna Saiidah, Rihlah Salsabiila, Syifa Salsabila, Ratih Salsabila Salsabila, Rizka Putri Sani Syafitri, Farah Santoso, Nisrina Azizah Sapitri, Intan Saputra, Galang Rafly Yus Saputra, Levi Elo Saskia Rachman Satrio Anugrah, Satrio Sayyida nafisa Selfiani Selvita, Amanda Sendi, Rama Putra Arya Shafa Faizani Nurhaliza Shahid Abrar-ul-Hassan Shaputra, Rizki Sheilla, Rani Sidqi, Danisa Amalia Silvia Fitriani Sinta Bella Siti Nur Elizah Siti Roswati Sofiyah Sofiyah Solly Aryza Sri Mulyani Maisaroh Sri Wahyuni Sri Wahyuni Sri Wahyuni Story, Siti Asmarwah Abd Sudin, Mahmudin Sukmana, Bayu Sulthan Hawari Sumanior, Saumi Suparjo, Kemal Fauzan Syafa, Naila Syafi, Muhammad Syahputra, Muhammad Faizal Ilham Ryannico Syahro, Alfiansyah Syaikhoni, Muhammad Aril Syamsudin Syamsudin Syamsudin Abdullah, Syamsudin Syarifah, Nanda Zakiyah Syifa Fitri Fuadah Fuadah Tajaufa Maulitaj Daffa Tanjung Essa Tanti Sri Kuswiyanti Tanti Sri Kuswiyanti Thoharroh, Ridho Nur Tu Zahroh, Siti Fatimah Turiskia, Fitra Ubaidillah, Muhammad Adhib Umaliah, Hiffatul Viallo, Wa Ode Adelia Citra Wafa, Nurul Wafi, Muhammad Zaim Wahyu Nurdianto Wardoyo, Verrel Attarik Wawan Setiawan Windu Syaeful Ridwan Wisnu, Ilham Asyam Fajariyanto Wulan, Dewi Yanti Oktaviani Yaqutah, Akmal Yelviani, Desya Asyifa Yoga, Aldian Yusup Zulfikar Zahraningtyas, Firda Zahraningtyas, Firdha Zahratul Aini Zahroh, Siti Fatimah Tu Zaky, Fauzan Zalsa Amalia Putri Zamany, Alfia Zahra Zaqyatul Fitri Zidni, Zahwa Zihni, Kayla Yusrina Zulfa, Aqila Zulfikar, Ahmad Farhan Zulfikar, Yusup ‘Azzah Amirah, Liza