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Muhammad Nur Akbar Rasyid
Universitas Islam Negeri Alauddin Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Evaluasi Program Komunitas Belajar Guru dengan Pendekatan Responsive Model Ilyanti Hasirah Nurgas; Muhammad Nur Akbar Rasyid; Sitti Mania
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1994

Abstract

Penelitian ini bertujuan untuk mengevaluasi penerapan Program Komunitas Belajar Guru di UPT SPF SD Inpres Baraya I menggunakan pendekatan Responsive Model. Evaluasi ini dilakukan untuk memahami dampak program terhadap peningkatan profesionalisme guru. Penelitian menggunakan metode kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara, observasi, dan analisis dokumen. Partisipan terdiri atas 10 guru, 1 ketua komunitas belajar,1 kepala sekolah, 1 pengawas, dan 10 siswa. Analisis didasarkan pada 12 elemen Responsive Model, yakni: (1) komunikasi dengan pihak terkait, (2) penentuan cakupan program, (3) deskripsi aktivitas utama, (4) identifikasi tujuan dan masalah, (5) analisis isu utama, (6) kebutuhan data, (7) pemilihan pengamat dan alat ukur, (8) pemantauan pelaksanaan, (9) pembuatan deskripsi dan studi kasus, (10) validasi temuan, (11) format laporan, dan (12) penyusunan laporan akhir. Hasilnya menunjukkan model ini efektif untuk mengevaluasi keberhasilan program dan memberikan rekomendasi berbasis data untuk perbaikan ke depan. Temuan ini relevan bagi kebijakan pengembangan guru yang adaptif terhadap kebutuhan lokal. Disarankan agar program komunitas belajar guru diperkuat dengan peningkatan pelatihan berbasis kebutuhan yang berfokus pada pengembangan kompetensi pedagogik dan kompetensi professional serta teknologi selain itu perlu peningkatan dalam mengatur jadwal kegiatan agar lebih fleksibel sehingga tidak mengganggu tugas mengajar, menyediakan pelatihan tambahan dan pendampingan terkait pemanfaatan teknologi dalam pembelajaran, mengalokasikan sumber daya yang mencukupi untuk memastikan kelancaran pelaksanaan program merancang panduan yang lebih rinci untuk mendukung guru dalam menerapkan metode pembelajaran baru, memperkuat komunikasi dan koordinasi di antara pemangku kepentingan untuk menyelaraskan tujuan program, meningkatkan partisipasi aktif seluruh guru melalui diskusi yang lebih inklusif dan terarah.
Evaluasi Pelaksanaan Kegiatan Jumat Ibadah Menggunakan Model CIPP Heryanti Alamsyah; Muhammad Nur Akbar Rasyid; Sitti Mania
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2001

Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan kegiatan Jumat Ibadah di UPT SPF SD Inpres Kassi-Kassi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kegiatan Jumat Ibadah memiliki relevansi tinggi terhadap penguatan nilai-nilai spiritual siswa, meskipun terdapat beberapa aspek yang perlu ditingkatkan, seperti optimalisasi sumber daya dan efektivitas pelaksanaan. Pada komponen Context, program ini selaras dengan visi sekolah dalam membentuk siswa religius dan berkarakter, tetapi diperlukan variasi metode pelaksanaan untuk meningkatkan keterlibatan siswa. Input menunjukkan bahwa tenaga pendidik, khususnya guru agama, memiliki kompetensi yang memadai, meskipun fasilitas pendukung, seperti media pembelajaran interaktif, masih kurang. Pada komponen Process, kegiatan rutin berjalan sesuai rencana, meliputi shalat Dhuha berjamaah, ceramah, dzikir, dan laporan infaq, tetapi metode ceramah yang monoton menurunkan antusiasme siswa. Evaluasi Product menunjukkan dampak positif pada kedisiplinan, tanggung jawab, dan pemahaman nilai-nilai agama siswa, meskipun aspek empati dan kerja sama antar siswa masih perlu ditingkatkan. Kegiatan ini memberikan dampak positif pada pembentukan karakter siswa dan pemahaman agama, meskipun pengukuran dampaknya secara terstruktur belum konsisten. Penelitian ini merekomendasikan inovasi metode pembelajaran, peningkatan keterlibatan siswa, serta evaluasi berkelanjutan untuk memastikan keberlanjutan dan efektivitas program. Hasil penelitian diharapkan menjadi acuan untuk pengembangan dan perbaikan program keagamaan serupa di sekolah dasar lainnya.
Evaluasi Model CIPP terhadap Pendidikan Karakter dalam Program Inklusi di Taman Kanak-Kanak Islam Nur Apriyani; Muhammad Nur Akbar Rasyid; Sitti Mania; Mahyuddin Mahyuddin
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2174

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas pendidikan karakter dalam program inklusi di TK Islam Athirah 2 Makassar dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Metode yang digunakan dalam penelitian ini meliputi wawancara, observasi, dan analisis dokumen untuk mengumpulkan data yang relevan. Hasil penelitian menunjukkan bahwa TK Islam Athirah 2 Makassar telah berhasil mengintegrasikan pendidikan karakter dalam kurikulum mereka, meskipun masih terdapat tantangan dalam pelaksanaan di lapangan. Evaluasi menunjukkan adanya komitmen sekolah dalam menerapkan program inklusi, dukungan orang tua yang signifikan, serta perlunya pelatihan lebih lanjut bagi guru untuk meningkatkan kualitas pengajaran. Hasil evaluasi juga menunjukkan dampak positif terhadap perkembangan sosial dan emosional peserta didik, serta interaksi antar teman yang meningkat. Penelitian ini memberikan rekomendasi untuk pengembangan pendidikan karakter yang lebih efektif dalam konteks inklusi, dengan harapan dapat menciptakan generasi yang tidak hanya cerdas secara akademis tetapi juga berkarakter baik.
Model Kirkpatrick dalam Evaluasi Program Sosialisasi Pembinaan Aparatur Sipil Negara (Asn) Kantor Kementerian Agama Kabupaten Mamasa Ramli L; Rasyid, Muhammad Nur Akbar; Mania, Sitti
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2645

Abstract

The purpose of this study is to describe the evaluation of the socialization program for ASN coaching at the Office of the Ministry of Religion of Mamasa Regency. This research method is qualitative research, information or data is collected using interview instruments, observations and document studies. This study also aims to measure, the extent to which this program is beneficial to the socialization participants and the good impact on the agency, therefore, to find out that the researcher uses the Kirkpatrick evaluation model using 3 levels: Level 1-Reaction, Level 2-Learning, and Level 3-Behavior. The evaluation began by measuring the participants' reaction to the socialization carried out, then continued by measuring the improvement of their knowledge and skills after participating in the program, furthermore, this study identified the behavioral changes that occurred among ASN as a result of the coaching. The results of this study show that the socialization program for ASN coaching at the Ministry of Religion Mamasa Office has succeeded in having a positive impact, both in terms of knowledge, behavior change, and contribution to improving ASN performance. These findings provide recommendations for the development of similar programs in the future with an emphasis on behavioral and performance aspects in the workplace.  
EVALUASI MODEL CIPP PADA PROGRAM LITERASI SEKOLAH DI SMP Ponto, Herlin Pebrianti Yuanita; Rasyid, Muhammad Nur Akbar; Mania, Sitti
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i2.4868

Abstract

This study aims to evaluate the implementation of the literacy program at SMP Negeri 2 Parigi using the CIPP Model (Context, Input, Process, Product). This model was chosen for its ability to comprehensively evaluate programs, from the context of program needs, the resources used, the implementation process, to the outcomes achieved. Data were collected through interviews, observations, and documentation involving the school principal, teachers, students, and librarian. Data analysis was conducted qualitatively with triangulation techniques to ensure data validity. The results show that the literacy program at SMP Negeri 2 Parigi is a strategic initiative to enhance students' literacy culture. Context evaluation revealed that the program was designed to address students' low reading interest and improve literacy skills, although integration of literacy into all subjects is still needed. In terms of input, human resources and facilities are available but remain limited, particularly in the collection of books and budget allocation. Process evaluation indicated that the program runs regularly every week with an average participation rate of 75%. However, consistency in implementation and the engagement of students with low literacy skills need improvement. Product evaluation showed significant improvements in reading interest and literacy skills, with 50% of students reaching the "good" category after one semester, although the results are not yet evenly distributed across all student groups. Strategic recommendations include increasing book collections, providing teacher training, supporting students with low literacy skills, and strengthening the monitoring and evaluation system. With appropriate modifications, the program is deemed feasible to continue, offering a more significant impact on the school's literacy culture. ABSTRAKPenelitian ini bertujuan untuk mengevaluasi pelaksanaan program literasi di SMP Negeri 2 Parigi menggunakan Model CIPP (Context, Input, Process, Product). Model ini digunakan karena kemampuannya mengevaluasi program secara menyeluruh, mulai dari konteks kebutuhan program, masukan yang digunakan, proses pelaksanaan, hingga hasil yang dicapai. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dari kepala sekolah, guru, siswa, dan pustakawan. Analisis data dilakukan secara kualitatif dengan teknik triangulasi untuk memastikan keabsahan data. Hasil penelitian menunjukkan bahwa program literasi di SMP Negeri 2 Parigi merupakan inisiatif strategis untuk meningkatkan budaya literasi siswa. Evaluasi konteks mengungkapkan bahwa program dirancang untuk mengatasi rendahnya minat baca siswa dan meningkatkan kemampuan literasi, meskipun diperlukan integrasi literasi ke seluruh mata pelajaran. Pada aspek input, sumber daya manusia dan fasilitas tersedia tetapi masih terbatas, terutama dalam koleksi buku dan alokasi anggaran. Evaluasi proses menunjukkan bahwa program berjalan secara rutin setiap pekan dengan partisipasi rata-rata 75%, namun konsistensi pelaksanaan dan keterlibatan siswa dengan kemampuan literasi rendah masih perlu ditingkatkan. Evaluasi produk menunjukkan peningkatan signifikan pada minat baca dan kemampuan membaca siswa, dengan 50% siswa mencapai kategori "baik" setelah program berjalan selama satu semester, meskipun hasil ini belum merata di semua kelompok siswa. Rekomendasi strategis meliputi peningkatan koleksi buku, pelatihan guru, dukungan bagi siswa dengan kemampuan rendah, serta penguatan sistem monitoring dan evaluasi. Dengan modifikasi yang sesuai, program ini dinilai layak untuk dilanjutkan guna memberikan dampak yang lebih signifikan terhadap budaya literasi di sekolah.
EVALUASI MODEL CIPP PADA PROGRAM PENDIDIKAN INKLUSIF DI SD Ernawati, Ernawati; Rasyid, Muhammad Nur Akbar; Mania, Sitti
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i2.4869

Abstract

This study aims to evaluate the inclusive education program at SD Negeri 2 Malino using the CIPP (Context, Input, Process, Product) model for comprehensive analysis. Data collection involved observation, interviews with the principal, teachers, students, and documentation studies, which were analyzed qualitatively with data triangulation. The results of the context evaluation showed that this program is strategic for expanding access to education and increasing public awareness and acceptance of diversity, despite being constrained by facilities and training. The input evaluation identified various supporting factors for program implementation. The process evaluation found that program implementation still requires increased consistency and effectiveness. Meanwhile, the product evaluation showed an increase in students, but the assessment and reporting system for students with special needs needs to be improved. Recommendations proposed include improving government policies and commitments, training human resources for the preparation of accommodative curricula and Individual Learning Plans (RPI), improving supporting facilities, developing a more flexible curriculum, improving the assessment and reporting system, and strengthening periodic program monitoring and evaluation by trained supervisors. ABSTRAKPenelitian ini bertujuan mengevaluasi program pendidikan inklusi di SD Negeri 2 Malino menggunakan model CIPP (Context, Input, Process, Product) untuk analisis komprehensif. Pengumpulan data melibatkan observasi, wawancara dengan kepala sekolah, guru, siswa, serta studi dokumentasi, yang dianalisis kualitatif dengan triangulasi data. Hasil evaluasi konteks menunjukkan program ini strategis untuk memperluas akses pendidikan dan meningkatkan kesadaran serta penerimaan masyarakat terhadap keberagaman, meskipun terkendala fasilitas dan pelatihan. Evaluasi input mengidentifikasi berbagai faktor pendukung pelaksanaan program. Evaluasi proses menemukan bahwa pelaksanaan program masih memerlukan peningkatan konsistensi dan efektivitas. Sementara itu, evaluasi produk menunjukkan adanya peningkatan pada peserta didik, namun sistem penilaian dan pelaporan bagi siswa berkebutuhan khusus perlu disempurnakan. Rekomendasi yang diajukan meliputi peningkatan kebijakan dan komitmen pemerintah, pelatihan sumber daya manusia untuk penyusunan kurikulum akomodatif dan Rencana Pembelajaran Individual (RPI), peningkatan fasilitas pendukung, pengembangan kurikulum yang lebih fleksibel, perbaikan sistem penilaian dan pelaporan, serta penguatan monitoring dan evaluasi program secara berkala oleh pengawas terlatih.
EVALUASI PROGRAM LITERASI AL-QUR’AN UNTUK CALON PENGANTIN DENGAN MENGGUNAKAN MODEL EVALUASI DISCREPANCY DI KANTOR KUA KEC. WATANG SAWITTO Sulaeman, Sulaeman; Mania, Sitti; Rasyid, Muhammad Nur Akbar
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i2.5350

Abstract

The Quran literacy program is one of the strategic efforts to improve understanding, reading skills, and practice of the values ??of the Quran in everyday life. This study aims to evaluate the effectiveness of the Quran literacy program implemented in formal and non-formal educational environments. The evaluation was conducted using a qualitative descriptive approach using the Discrepancy Evaluation Model evaluation model to measure the success of the program in terms of context, resources, implementation process, and results achieved. Data were collected through interviews, observations, and document analysis from students, educators, and program managers. The evaluation results showed that the Quran literacy program had a positive impact on improving the ability to read and understand the Quran, especially for early childhood and adolescent students. However, there were several obstacles, such as limited resources, lack of training for educators, and inadequate support facilities. The recommendations produced include strengthening the curriculum, ongoing training for educators, and improving supporting facilities. These findings are expected to be the basis for developing policies and improving the Quran literacy program in order to create a generation with Islamic character and noble morals. ABSTRAKProgram literasi al-Qur'an merupakan salah satu upaya strategis untuk meningkatkan pemahaman, keterampilan membaca, dan pengamalan nilai-nilai al-Qur'an dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengevaluasi efektivitas program literasi al-Qur'an yang diterapkan di lingkungan pendidikan formal maupun nonformal. Evaluasi dilakukan dengan pendekatan deskriptif kualitatif menggunakan model evaluasi Model Evaluasi Discrepancy untuk mengukur keberhasilan program dari segi konteks, sumber daya, proses pelaksanaan, dan hasil yang dicapai. Data dikumpulkan melalui wawancara, observasi, dan analisis dokumen dari peserta didik, pendidik, serta pengelola program. Hasil evaluasi menunjukkan bahwa program literasi al-Qur'an memberikan dampak positif dalam meningkatkan kemampuan membaca dan memahami al-Qur'an, terutama pada peserta didik usia dini dan remaja. Namun, terdapat beberapa kendala, seperti keterbatasan sumber daya, kurangnya pelatihan bagi pendidik, serta dukungan sarana yang belum memadai. Rekomendasi yang dihasilkan mencakup penguatan kurikulum, pelatihan berkelanjutan untuk pendidik, dan peningkatan fasilitas penunjang. Temuan ini diharapkan menjadi dasar pengembangan kebijakan dan perbaikan program literasi al-Qur'an guna menciptakan generasi yang berkarakter islami dan berakhlak mulia.
Evaluasi Pengajian Kitab Kuning Menggunakan Model Cipp di Pondok Pesantren Alfakhriyah Multidimensi Makassar Huseng, Andi Maggalatung; Auliyauddin, Shoif; Rasyid, Muhammad Nur Akbar; N, Nursalam
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 1 (2025): Agustus
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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

Abstract

The study of the yellow book is one of the most important traditions in the world of boarding schools that have always played a major role in shaping the character and knowledge of students. However, amid the rapidly changing times, a new challenge emerges: how to make the study of the Yellow Book remain relevant to the needs of today’s students living in an all-digital world and full of social dynamics. This study aims to evaluate the implementation of yellow book study in Makassar Multidimensional Alfakhriyah Boarding School using the CIPP (Context, Input, Process, Product) evaluation model. The research was conducted with a contextual qualitative approach through observation, interviews, and documentation. The evaluation results show that contextually, the book study program is still very important and relevant. In terms of inputs, the quality of teaching is excellent, yet it is still constrained by facilities and minimal utilization of technology. The learning process begins to shift from one-way methods to a more interactive and dialogic two-way approach. Meanwhile, the learning results showed that students were quite mastering the content of the book textually, but still needed reinforcement in critical thinking and the ability to communicate knowledge to the public. Based on these findings, it is recommended that boarding schools begin to pursue more contextualized curriculum innovations, opening spaces for exploration in learning, as well as equipping students with skills that support their role amid modern society.
Evaluasi Program Pembelajaran Tahsin Al-Qur’an Melalui Tutor Sebaya di Pondok Pesantren Putri Ummul Mukminin Berdasarkan Model Cipp Musfirah, Nurul; N, Nurbaya; Rasyid, Muhammad Nur Akbar; N, Nursalam
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 1 (2025): Agustus
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15970179

Abstract

This study aims to evaluate a tahsin coaching program through peer tutors in Ummul Mukminin Girls Boarding House using the CIPP (Context, Input, Process, Product) evaluation model. The study used a qualitative approach with an evaluation design that included analysis of the program context, inputs used, implementation processes, and outcomes achieved. The data source involved participants from Ummul Mukminin Girls Boarding School lodge. Data were collected through interviews, document analysis, and observation. The data analysis techniques used were data reduction, data presentation, and inference drawing. The results of the evaluation of the Qur’anic tahsin program through peer tutors in Ummul Mukminin Girls Boarding House were judged to be relevant and beneficial in improving the Qur’anic reading ability of students. Optimization of inputs and processes is required to achieve more maximized results. On the contextual aspect of the Qur’anic tahsin program through peer tutors is needed to answer the low Qur’anic reading ability of students coming from diverse religious educational backgrounds. The peer tutor approach was chosen because it is capable of creating a comfortable and effective learning atmosphere, as well as helping with teaching staff constraints. The resource input aspects of the tahsin program include teachers, peer tutors, Iqra’ books, and relatively adequate study rooms. Process aspects The implementation of the tahsin program goes with the peer tutor method which effectively builds interaction and learning convenience. Lastly, the product aspect will present the learners’ learning outcomes. Discussion will relate findings to related literature and theory, as well as relevant prior research. 
EFL Student's Experiences with AI Chatbots: A Critical Discourse Analysis Munir, Bayanuddin; Sulaiman, Umar; Rasyid, Muhammad Nur Akbar; Afiif, Ahmad
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.11438

Abstract

While existing literature highlights the affective and technical affordances of chatbots, limited attention has been given to their discursive and structural impact on classroom power relations and learner identity. To address this gap, this qualitative study draws upon four theoretical frameworks: Digital Empowerment (Passey, 2014), Communicative Competence (Hymes, 1972), Social Constructivism (Vygotsky, 1978), and Critical Discourse Analysis (van Dijk, 1998). Data were collected through semi-structured interviews with twelve EFL students who regularly engaged with AI chatbots as interactive speaking partners. Employing thematic and discourse analysis, the study identifies three significant findings. 1) Chatbots foster digital autonomy and enhance learner confidence by providing emotional safety, immediate feedback, and opportunities for self-regulated learning; 2) Students acknowledge that chatbot interactions often lack adequate sociolinguistic nuance and contextual sensitivity, limiting their effectiveness in fully authentic communication scenarios; and 3) The integration of chatbots into language practice represents a pedagogical shift that encourages active learner engagement and disrupts traditional teacher-centered classroom authority. Collectively, these findings indicate that chatbots transcend their roles as mere technological tools, actively influencing learners' sociocognitive experiences and identities. This research contributes theoretically by applying Critical Discourse Analysis to AI-mediated learning contexts and practically by guiding educators and chatbot developers toward creating inclusive, empowering, and learner-centered digital tools.
Co-Authors Abdul Rahman Sakka ABUTE, ERNIWATI LA Agus Salim Agussalim Agussalim Ahmad Afiif, Ahmad Ahmad Junaedy Aisyah, Sri Akhmad, Nur Amaliah Alfian Alfian Alias, Hamzah Aqsha, Adly Arif Efendi A.S. Auliyauddin, Shoif Azhar Arsyad Cut Natasha Soraya Dian Sanuri Djafar, Chece Djamereng, Jumharia Ernawati Ernawati Fahrul Rahman Gusni, Gusni Hania, Hania Haryati Haryati Hasan Basri Hasriadi Hasriadi Helmi Syukur, Helmi Herman Hermawansyah - Heryanti Alamsyah Huseng, Andi Maggalatung Husnussaadah Ilyanti Hasirah Nurgas Iryani, Juniarti Jusniati, Jusniati H Kartini Kartini Mahyuddin Mahyuddin Mania, Siti Marjuni Marjuni Marjuni, Andi Masruraini Masruraini Masykur Rauf, Masykur Mawaddah, Nurul MISYKAT MALIK IBRAHIM Muhammad Amri Muhammad Amri Muhammad Yaumi Munir, Bayanuddin Musfirah, Nurul N, Nursalam Napsawati, Napsawati Nasrum Nur Amaliah Akhmad Nur Apriyani Nur Asik Nurbaya N, Nurbaya Nurwahida Nurwahida, Nurwahida Ponto, Herlin Pebrianti Yuanita Purwasetiawatik, Titin Florentina RAHMAN, FAHRUL Rahmawati, Rahmawati Rahmiati Rahmiati Rahmiati Rahmiati Ramli L Risfaisal Risfaisal, Risfaisal Rizki Ayu Amaliah Rosmah Tami, Rosmah Saiful Akmal Sardian Maharani Asnur, Sardian Maharani Serliah Nur, Serliah Sidik, Firman Siti Syamsudduha Siti Syamsudduha Sitti Mania Sitti Mania Sitti Mania Sitti Mania Sitti Mania, Sitti Soraya, Cut Natasha St. Syamsudduha, St. Sulaeman Sulaeman Supardi Widodo Syah, Zul Kaisar Aimar Syahruni Junaid, Syahruni Syamsudduha, Siti Umar Sulaiman Usa, Amri Yuliar Masna ِAbdul Kadir