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All Journal KUMARA CENDEKIA Jurnal Pendidikan Islam Jurnal Pendidikan Agama Islam Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Inklusi Journal of Disability Studies QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Madania: Jurnal Ilmu-Ilmu Keislaman JURNAL MUQODDIMAH : Jurnal Ilmu Sosial, Politik dan Hummaniora al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Iseedu: Journal of Islamic Educational Thoughts and Practices Ta'dibuna: Jurnal Pendidikan Islam Aulad : Journal on Early Childhood EduReligia : Jurnal Pendidikan Agama Islam Tarbawiyah Jurnal Ilmiah Pendidikan DAYAH: Journal of Islamic Education MANAGERIA: Jurnal Manajemen Pendidikan Islam Islamika: Jurnal Keislaman dan Ilmu Pendidikan Jurnal Pendidikan dan Konseling Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Asy-Syukriyyah As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar Indonesian Values and Character Education Journal Educandum Jurnal Ilmiah Pendidikan Ideguru: Jurnal Karya Ilmiah Guru Al-Bidayah: Jurnal Pendidikan Dasar Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Hermeneutik : Jurnal Ilmu Al-Qur'an dan Tafsir Poros Onim International Journal of Health, Economics, and Social Sciences (IJHESS) Journal of Contemporary Islamic Education International Journal of Educational Review, Law And Social Sciences (IJERLAS) JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) DIKSI: Jurnal Kajian Pendidikan dan Sosial Journal of Early Childhood Education Jurnal Studi Islam dan Kemuhammadiyahan (JASIKA) Indonesian Journal of Islamic History and Culture NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Berkala Ilmiah Pendidikan INSANIA : Jurnal Pemikiran Alternatif Kependidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Takuana: Jurnal Pendidikan, Sains, dan Humaniora ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar At-Thullab : Jurnal Mahasiswa Studi Islam ABNA : Journal of Islamic Early Childhood Education Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Jurnal Pendidikan Indonesia (Japendi) Action Research Journal Indonesia (ARJI) Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Asghar: Journal of Children Studies Diksi: Jurnal Pendidikan dan Literasi Musala : Jurnal Pesantren dan Kebudayaan Islam Nusantara Jurnal Intelek Insan Cendikia Jurnal Asy-Syukriyyah Al-Bidayah : jurnal pendidikan dasar Islam Journal of Islamic Education Management Research As-Salam: Journal Islamic Social Sciences And Humanities AT-TAKLIM: Jurnal Pendidikan Multidisiplin Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Jurnal Cendekia Ilmiah Jurnal Pendidikan Progresif Al-Hayat: Journal of Islamic Education Al Ihsan : Jurnal Pendidikan Islam Anak Usia Dini COUNS-EDU: The International Journal of Counseling and Education Oasis: Jurnal Ilmiah Kajian Islam Al-Munawwarah : Jurnal Pendidikan Islam Jurnal Ilmiah Mizani: Wacana Hukum, Ekonomi Dan Keagamaan Muaddib: Jurnal Pendidikan Agama Islam At Turots: Jurnal Pendidikan Islam Al-Ilmiya: Jurnal Pendidikan Islam
Sibawaihi Sibawaihi
Universitas Islam Negeri Sunan Kalijaga, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Humanisasi Pendidikan dalam Perspektif Paulo Freire: Telaah Kritis terhadap Pendidikan Agama Islam Nur Fadilah Ramadhany; Nabila Sethia Izzati; Sibawaihi Sibawaihi
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.767

Abstract

Pendidikan kontemporer, termasuk Pendidikan Agama Islam (PAI), masih menghadapi persoalan dehumanisasi akibat dominasi pendekatan normatif-doktrinal dan pedagogi transmisif yang cenderung menempatkan peserta didik sebagai penerima pasif. Artikel ini bertujuan menganalisis konsep humanisasi pendidikan menurut Paulo Freire sebagai pisau analitis untuk mereorientasi PAI. Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan menelaah karya-karya utama Paulo Freire dan literatur akademik terkait pendidikan humanis dan PAI, data dianalisis menggunakan teknik analisis isi (content analysis) secara kritis-interpretatif. Hasil kajian menunjukkan bahwa praktik PAI di berbagai konteks masih mereproduksi pola banking education dengan penekanan pada aspek kognitif-ritual. Melalui kerangka humanisasi Freire, PAI dapat direorientasi sebagai pendidikan dialogis yang menempatkan peserta didik sebagai subjek pembelajaran serta mengintegrasikan dimensi spiritual, etis, dan sosial secara kontekstual. Reorientasi ini menegaskan PAI tidak hanya sebagai sarana transmisi ajaran agama, tetapi juga sebagai praksis pembebasan yang membentuk kesadaran keagamaan kritis, empatik, dan berkeadilan sosial.
Pembelajaran Bentuk Geometri Anak Usia 5–6 Tahun melalui Media Realita di RA Al Falah Banyuwangi Ninik Finalita Ficia; Sigit Purnama; Sibawaihi Sibawaihi
ARZUSIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i1.9171

Abstract

The low level of young children’s understanding of geometric shapes, which are generally still taught abstractly through two-dimensional images, highlights the need for more concrete and meaningful instructional approaches. This study aimed to describe the process and outcomes of learning geometric shapes through the use of real-object instructional media (media realita) for children aged 5–6 years at RA Al Falah Banyuwangi. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation over four weeks across eight learning sessions. The findings showed that the use of real-object media enhanced children’s enthusiasm, active participation, and understanding of the concepts of circles, triangles, and squares. Children were better able to identify shapes through tangible objects that could be touched and directly manipulated, making the learning process more meaningful by engaging sensorimotor experiences. This study contributes to strengthening concrete experience-based learning in early childhood education, particularly in developing foundational geometric concepts.
A COMPARATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN PARENTING STYLES AND STUDENTS’ MORALITY Hafidz Yuliansyah; Nurul Hidayah; Zumratul Azka; Ichsan Ichsan; Sibawaihi Sibawaihi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.11398

Abstract

This study aimed to analyze the influence of parenting styles on student morality at Madrasah Mu’allimin Yogyakarta, addressing the gap in empirical research regarding the causal relationship between parental approaches and moral development in Islamic educational settings. Employing a comparative quantitative design, the research compared the effects of democratic, authoritarian, and permissive parenting styles on the moral character of 12th-grade students. Data were collected through standardized questionnaires and analyzed using descriptive statistics, normality and homogeneity tests, one-way ANOVA, and Tukey HSD post-hoc analysis. The findings revealed that students raised with a democratic parenting style exhibit the highest mean moral scores, followed by those with authoritarian and permissive backgrounds. Statistical analysis confirmed a significant difference in moral outcomes between democratic and permissive parenting styles (p < 0.05), while differences between democratic-authoritarian and authoritarian-permissive styles were not statistically significant. The democratic style’s effectiveness was attributed to its balance of emotional support and rational behavioral expectations, fostering internalization of moral values and student autonomy. Conversely, permissive parenting correlated with weaker moral boundaries, and authoritarian approaches rely on obedience without deep moral comprehension. These results underscored the critical role of parenting in shaping student morality, highlighting the democratic style as the most conducive to moral development. Implication of this study that parents and educational institutions prioritized democratic parenting strategies to nurture morally upright future generations, with implications for policy and parental education programs in Islamic schools.
Strategi Sekolah dan Implementasi Guru dalam Transformasi Pembelajaran PAI Berbasis Teknologi Digital di MAN 2 Kulonprogo Ansorul Alim; Sibawaihi Sibawaihi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.309

Abstract

This study analyzes the strategy of integrating learning technology at MAN 2 Kulonprogo in balancing technological progress and Islamic values. Using a qualitative case study method with a change management approach and the TPACK framework, the study reveals three main findings. First, institutional strategies through the institutionalization of Jogja Madrasah Digital (JMD) and teacher training successfully transformed coercive regulations into a digital cultural habituation. Second, pedagogical TPACK implementation is applied through micro-learning strategies and multimedia visualization relevant to Generation Z student psychology. Third, digital evaluation transformation functions as a character education instrument to instill values of honesty (Siddiq) and accountability (Amanah) through a transparent system. It is concluded that the madrasah successfully positions technology as a wasilah (tool) that strengthens academic integrity and student morals, rather than merely modernizing tools.
PRINSIP PRAGMATISME DAN KONSEP EXPERIENCE JOHN DEWEY SEBAGAI PENGEMBANGAN PEMBELAJARAN PAI ABAD 21 Lutfina Aribah; Hani Zahrani; Reza Zanjabila; Usman Usman; Sibawaihi Sibawaihi
Tajdid: Jurnal Pemikiran Keislaman dan Kemanusiaan Vol. 10 No. 1 (2026): April
Publisher : LP2M IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/tajdid.v10i1.5882

Abstract

Artikel ini mengkaji prinsip Pragmatisme dan konsep Experience dalam pemikiran John Dewey sebagai kerangka filosofis untuk merekonstruksi pembelajaran Pendidikan Agama Islam (PAI) di era kontemporer. Penelitian ini menggunakan metode studi kepustakaan dengan analisis kritis-filosofis terhadap karya-karya utama Dewey seperti Democracy and Education, Experience and Education, dan How We Think. Hasil penelitian menunjukkan bahwa Pragmatisme Dewey menempatkan kebenaran sebagai sesuatu yang fungsional, diverifikasi melalui pengalaman, serta bernilai sejauh mampu memecahkan persoalan kehidupan. Sementara itu, konsep Experience Dewey menegaskan bahwa pendidikan harus berakar pada interaksi reflektif antara individu dan lingkungan, melalui prinsip continuity dan interaction. Kedua prinsip tersebut memiliki relevansi signifikan bagi pengembangan PAI yang selama ini cenderung teoritis dan tekstual. Melalui integrasi nilai Pragmatisme dan Experience, PAI dapat direkonstruksi menjadi pembelajaran yang fungsional, kontekstual, dan menghasilkan actionable knowledge. Artikel ini menawarkan tiga model pengembangan PAI berbasis Dewey, yaitu: Experiential Religious Learning, Problem-Based Islamic Learning, dan Democratic-Dialogic Islamic Learning. Ketiganya menempatkan pengalaman, dialog, dan pemecahan masalah sebagai fondasi pembelajaran yang mampu membentuk kompetensi spiritual, moral, dan sosial mahasiswa. Dengan demikian, pemikiran Dewey memberikan kontribusi epistemologis dan pedagogis yang penting bagi transformasi PAI menjadi pendidikan agama yang adaptif terhadap dinamika kehidupan modern.
Transformasi Mindset Guru Pendidikan Agama Islam Profesional di MTs Al-Barokah Robotika Dwi Afriyanto; Anatansyah Ayomi Anandari; Sukiman Sukiman; Sibawaihi Sibawaihi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1033

Abstract

Penelitian ini bertujuan untuk menginvestigasi transformasi mindset guru Pendidikan Agama Islam (PAI) di MTs Al-Barokah Robotika dengan fokus pada pengembangan profesionalisme. Latar belakang penelitian didasarkan pada kebutuhan mendalamnya pemahaman terhadap permasalahan mindset guru PAI dan urgensi menghadirkan solusi inovatif di tengah dinamika pendidikan modern. Metode penelitian kualitatif dilakukan melalui studi kasus di MTs Al-Barokah Robotika dengan pengumpulan data melalui wawancara mendalam dan observasi terhadap guru PAI serta kepala sekolah. Tinjauan literatur komprehensif mendukung pemilihan metode ini, sementara instrumen penelitian dirancang untuk menangkap aspek pengalaman mengajar, profesionalisme, transformasi mindset, dan penerapan teknologi dalam konteks pendidikan agama Islam. Hasil penelitian mengungkap dampak positif transformasi mindset guru PAI, termanifestasi dalam perubahan pendekatan mengajar yang dinamis, interaksi guru-murid yang inklusif, dan peningkatan pencapaian akademik peserta didik. Kepuasan guru dan peserta didik, bersama dengan reputasi positif madrasah, turut menciptakan lingkungan pendidikan yang berdaya saing dan relevan di era modern. Simpulan penelitian menegaskan bahwa upaya meningkatkan mindset guru berperan signifikan dalam mencapai tujuan pendidikan yang berkualitas di MTs Al-Barokah Robotika. Rekomendasi melibatkan penerapan sikap terbuka terhadap perubahan, pengembangan keterbukaan terhadap pembelajaran sepanjang hayat, kolaborasi, dan mindset reflektif.
Implementasi Bina Pribadi Islami sebagai Kegiatan Kokurikuler dalam Penguatan Karakter Religius Peserta Didik di SDIT Bunayya Afrizia, Lala; Sibawaihi, Sibawaihi; Fajri, Abrar Syahrul
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.35273

Abstract

This study examines the implementation of Islamic Personal Development (Bina Pribadi Islami/BPI) as a co-curricular program for strengthening students’ religious character at SDIT Bunayya and identifies the factors supporting and constraining its implementation. The study employed a qualitative case-study design. Six informants were purposively selected, comprising one principal, two BPI teachers or facilitators, and three students. Data were collected through non-participant observation and semi-structured interviews and were analyzed through data reduction, data display, and conclusion drawing and verification. Source triangulation, technique triangulation, and member checking were used to strengthen the credibility of the findings. The findings indicate that BPI was implemented through the recitation of Al-Ma’tsurat, hadith reading, student sermons, and Islamic halaqah activities. These activities provided a setting for religious habituation and enabled students to participate actively as recitation leaders, discussion moderators, and sermon presenters. Within the context of this study, BPI was associated with the development of worship discipline, politeness, responsibility, public-speaking confidence, and students’ willingness to express their views. Its implementation was supported by the principal’s role, teacher guidance, student participation, and communication with parents. The main constraints included limited time, variations in students’ concentration, and inconsistent religious habituation outside school. These findings are context-specific and should not be interpreted as evidence that BPI produces identical outcomes across all integrated Islamic elementary schools. Abstrak Penelitian ini bertujuan menganalisis implementasi kegiatan Bina Pribadi Islami (BPI) sebagai kegiatan kokurikuler dalam penguatan karakter religius peserta didik di SDIT Bunayya serta mengidentifikasi faktor pendukung dan hambatan pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan penelitian berjumlah enam orang, terdiri atas satu kepala sekolah, dua guru/pembina BPI, dan tiga peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi nonpartisipan dan wawancara semi-terstruktur, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa BPI dilaksanakan melalui pembacaan Al-Ma’tsurat, pembacaan hadis, tausiah peserta didik, dan halaqah keislaman. Kegiatan tersebut menyediakan ruang pembiasaan religius serta keterlibatan aktif peserta didik sebagai pemimpin pembacaan, moderator, dan penyampai tausiah. Dalam konteks penelitian ini, pelaksanaan BPI berkaitan dengan berkembangnya kedisiplinan beribadah, sopan santun, tanggung jawab, keberanian berbicara, dan kepercayaan diri peserta didik. Pelaksanaan BPI didukung oleh peran kepala sekolah, pendampingan guru, partisipasi peserta didik, dan komunikasi dengan orang tua. Hambatan yang dihadapi meliputi keterbatasan waktu, variasi konsentrasi peserta didik, dan belum konsistennya pembiasaan religius di luar sekolah. Temuan ini bersifat kontekstual dan tidak dimaksudkan untuk menggeneralisasi efektivitas BPI pada seluruh sekolah Islam terpadu.
Islamic Religious Education in the Formation of Spiritual Resilience in Drug Users: A Systematic Review of the Literature Ibnu Chudzaifah; Sukiman; Sibawaihi; Akhmad Roja Badrus Zaman
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.15706

Abstract

This study aims to explore the role of Islamic Religious Education and spirituality in the recovery process of drug addicts. with the Systematic Literature Review (SLR) approach. Through spiritual approaches such as dhikr, prayer, meditation, and introspection, Islamic education provides emotional support, improves mental health, and strengthens the psychological resilience of addicts. Several countries such as Uzbekistan, the United States, and Malaysia have implemented a spiritual-based rehabilitation approach that has proven effective, by adapting local values. In Indonesia, the Inabah method applied in Islamic boarding schools has succeeded in helping thousands of addicts in their recovery. In addition, the use of technology such as the Virtual-Inabah application increases the accessibility and effectiveness of spiritual-based therapy. These findings suggest that the integration of religious education and Islamic psycho-spiritual approaches can improve the quality of life of addicts and reduce the risk of relapse.
Merdeka Belajar Kampus Merdeka (MBKM) in Islamic higher education institutions: Ontological, epistemological and axiological reviews Mawi Khusni Albar; Sangkot Sirait; Sibawaihi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 1 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i1.10646

Abstract

This study examines the Merdeka Belajar Kampus Merdeka (MBKM) program in Islamic Higher Education Institutions (PTKI) from ontological, epistemological, and axiological perspectives. The research aims to understand the unique characteristics of MBKM and its impact on Islamic higher education in Indonesia. Employing a qualitative literature review methodology, data were collected through observations and documentation related to MBKM policies and their implementation in PTKI. Data analysis involved data reduction, presentation, and conclusion drawing/verification. Findings indicate that ontologically, MBKM differs from conventional curricula through its flexibility, direct student engagement with real-world contexts, and emphasis on contextual learning. These factors set MBKM apart from more static and rigidly structured curricula. Epistemologically, MBKM is grounded in an educational philosophy that emphasizes academic freedom, innovation, and student involvement in practical activities. This includes curriculum adjustments based on industrial and societal needs, ensuring high relevance and quality of education. Axiologically, MBKM significantly enhances students' practical skills and soft skills, such as critical thinking, problem-solving, and collaboration. The program's relevance is evident in bridging the gap between theory and practice, and between education and industry. Benefits of MBKM include improved graduate employability, expanded professional networks, and tangible contributions to national development through humanitarian and entrepreneurial projects. These advantages highlight MBKM as an adaptive and responsive educational model to global changes. The study concludes that MBKM has significant potential to enhance the quality of higher education at PTKI and contribute substantially to societal development.
Kecerdasan Spiritual dalam Kurikulum ISMUBA di SMA Muhammadiyah Imogiri: Penyelarasan dengan SDG 4 dan Peningkatan Kesejahteraan Siswa Nurul Hidayah; M. Syahrul Qhodi Alam; Ichsan Ichsan; Sibawaihi Sibawaihi; Samoth Phanichharath
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.14038

Abstract

This study aimed to develop a conceptual model for fostering students’ spiritual intelligence through the ISMUBA curriculum at SMA Muhammadiyah Imogiri, Indonesia, with a focus on promoting sustainable educational practices in alignment with Sustainable Development Goal 4 (Quality Education). It employed a qualitative case study design and purposive sampling; participants comprised students from grades X–XII, ISMUBA teachers, and school management as key informants. Data were collected through semi-structured interviews, participant observation, and documentary analysis of the curriculum and school programs. Thematic analysis was used to identify patterns in the integration of spiritual values, and findings were linked to theories of spiritual intelligence and Islamic education through literature synthesis. The results revealed that the six ISMUBA subjects Al-Qur’an and Hadith, Aqidah Akhlak, Fiqh, History (Tarikh), Muhammadiyah Studies, and Arabic collectively enhanced students’ transcendental awareness, meaning-making, ritual discipline, empathy, and social responsibility, all of which contribute to the realization of SDG 16 (Peace, Justice, and Strong Institutions). The proposed model explained implementation mechanisms such as interactive-reflective approaches, teacher exemplarity, habitual religious practices, and adaptation to contemporary issues. The implications of this research provide a practical framework for Muhammadiyah educators and curriculum developers to strengthen the spiritual dimension in teaching.
Co-Authors 'Aziz, Hafidh Abdul Muis Abdurahman Abdurrahman Adikusuma, Melati Puspitajati Afaful Ummah Afifah, Eva Asngadzatul Afrizia, Lala Ahmad Abdul Rochim Ahmad Musadad Akhmad Asyari Akhmad Dasuki Akhmad Roja Badrus Zaman Akhmad Roja Badrus Zaman Akhmad Sholeh Alsulami, Naif Daifullah Altamimi, Mansour Ibrahim Amri Saputra Ana Dwi Wahyuni Anatansyah Ayomi Anandari Angga Febiyanto Anis Wahdati Annisa Aprilia Ansorul Alim Anwar Dhobith Astuti, Sriyati Dwi Asy'ari, Ary Aufa Fatchia Rahma Aulia Mutiara Putri Aulia Rahmawati, Aulia Aulia, Zahro Awallia Romadhona Awallia Romadhona Cahniyo Wijaya Kuswanto Chudzaifah, Ibnu David Ricardo Dedi Siswanto Delimanugari, Daluti Diah Rusmala Dewi Dian Nur Anna, Dian Nur Dinda Nopiana Sari Z Dini Rahmawati Dini Septi Harianti Dini Septi Harianti Dini Septi Harianti Dwi Afriyanto Dwi Ratnasari Dwi Wulan Sari Dwi Wulan Sari Edo Alvizar Dayusman Elvi Tri Astuti Rohmah Endang Sulistiyowati Fadhilla Putri Fahmi, Muhammad Zaki Fajri, Abrar Syahrul Fathurrohman, Rizal Fatimah Fatimah Fitri Junianti Fitri Junianti Hafidz Yuliansyah Hanasto, Hanasto Hani Zahrani Hasan Basri Hasanuddin, Sultan Havid Nur Solikhin Hermi Cahyawati Holis Holis Ibnu Chudzaifah Ichsan Ichsan Ichsan Ichsan Ichsan Ichsan Iffah Khoiriyatul Muyassaroh Iksan Indriyani Ma'rifah Juniati, Fitri Kastiawan, Joko Khamim Zarkasih Putro Khoirotin Khoirotin Khoirotin Khoirotin, Khoirotin Lala Lala Lathiefatul Aghniyah Lathiefatul Aghniyah Lativa Lativa Lely Nur Hidayah Syafitri Lutfiah Holifa Balkis Lutfiah Holifah Balkis Lutfina Aribah M Abdullah Umar M. Affan Ramadhan M. Juliansyah M. Syahrul Qhodi Alam Maesaroh Maesaroh Maesaroh Mahmud Arif Maksudin . Mansour Ibrahim Altamimi Maragustam Mariana, Mela Mawi Khusni Albar Melanie Brooks Melati Puspitajati Adikusuma Mesrawati Mesrawati Moh. Saddad Muhibbi Moh. Solikul Hadi Mohd. Arifullah Muh Fatkhan Muhammad Muhammad Abid Al Faqh Muhammad Abid Al Faqh Muhammad Abid Al Faqh MUHAMMAD ALI MUHAMMAD FAHMI Muhammad Farij Al-Kahfi Muhammad Haidar Hilmi Muhammad Irsyad Muhammad Muhammad Muhammad Taisir Muhammad Yusuf MULYADI Muqowim, Muqowim Muqowim, Muqowim Mustafa Tekke Mustaqim, Mustaqim - N.S. Lubbi Abdur Rahman Wakhid Nabila Sethia Izzati Nadia Futhira Nadia Futhira Nadila Adiansa Nadlir Nadlir Nafi'ah, Eriza Choirotin Nia Kurniasari, Nia Ninik Finalita Ficia Norhapizah Mohd Burhan Nur Anna, Dian Nur Azizatul Haqiah Nur Fadilah Ramadhany Nurdiani Nurdiani, Nurdiani Nurhadi nurhadi Nurjannah Nurul Al Fadhillah Nurul Hidayah Nurzamsinar Nurzamsinar Ovi Soviya Pamungkas Stiya Mulyani Permana, Ahmad Bayu Pratiwi, Annisa Rizki Purnama, Sigit Purnama, Sigit Putri, Aulia Mutiara Rangga Pratama Saputra Reffin Laily Nur Widyani Reza Zanjabila Ridwan Faqih Sihono Ridwan, Mahfudz Rita Sari Rizki Kurniati Rofiatus Sa’adah Romadhona, Awwalia Sabarudin Sabarudin Salis Wahyu Hidayati Salis Wahyu Hidayati Salsabila, Unik Hanifah Samoth Phanichharath Sangkot Sirait Santosa, Sedya Sari, Afifah Nabila Sholihah, Vety Sigit Prasetyo Sigit Prasetyo Sigit Prasetyo Sigit Prasetyo Sigit Prasetyo Sigit Purnama Sigit Purnama Siska Qurrota A'yun Siti Khodijah SITI KHODIJAH Siti Nursheila Khairuddin Yap Sri Anita Sri Purnami Sri Sumarni Suardi, Indra Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman Sukiman sulaeman ali Sumiati, Endang Sunariya Utama Supihatul Mahpudoh SUTRISNO Syamsi, Achmad Badarus Syarif Hidayatullah Syaripah Tri Ermayani Tri Pujiati Ulinnuha, Labib Umar, M. Abdullah Umi Latifah Umi Latifah Usman Usman Usman Usman Usman Usman Usman Vava Imam Agus Faisal Vava Imam Agus Faisal Wahyu Nurrohman Wahyu Restiafandi Wartinah Wartinah Winda Islamitha Nurhamidah Yanti Yanti Yap, Siti Nursheila Khairuddin Yayan Suryana Yumidiana Tya Nugraheni Z., Anis Fuadah Zakiya Sifa Amri Zeni Murtafiati Mizani Zulkipli Lessy Zulkipli Lessy Zumratul azka ⁠Mohd Faiz Mohd Yaakob