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All Journal Ulul Albab: Jurnal Studi Islam El-QUDWAH Maraji`: Jurnal Ilmu Keislaman Abjadia, International Journal of Education Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar J-PAI: Jurnal Pendidikan Agama Islam Journal EVALUASI Ta`Limuna : Jurnal Pendidikan Islam J-MPI (Jurnal Manajemen Pendidikan Islam) Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Al-Qalam Rahmatan Lil Alamin: Journal of Peace Education and Islamic Studies Proceedings of Annual Conference for Muslim Scholars Piwulang: Jurnal Pendidikan Agama Islam SUHUF: Jurnal Pengkajian Al-Qur'an dan Budaya Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Analisa: Journal of Social Science and Religion Alhikam Journal of Multidisciplinary Islamic Education (AJMIE)
Rosidin Rosidin
STAI Ma'had Aly Al-Hikam Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Bina' al-Fiqh al-Hajj al-Muyassar Rosidin Rosidin; Muhammad Gufron; Mohammad Rohmanan
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 1 No. 1 (2020): Juli-Desember
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v1i1.538

Abstract

حجاج إندونيسيا معظمهم من المسنين، حيث بلغ عددهم 60٪ في عام 2018. وللأسف أن كبار السن يعاملون معاملة الحجاج الصحاح الذين ليس لهم أي موانع في القيام بمنسك الحج. مع أن لديهم جملة من الضعف الجسدي والنفسي. ولذلك، فإن الباحث يقدم بناء أحكام الحج للمسنين عن طريق الفقه المقارن للمذاهب الأربعة ونظرية المعرفة للقضايا الفقهية المعاصرة التي أعلنها جاسر عودة و التي تقوم على ثلاثة مبادئ رئيسة و هي: المصلحة و التيسير و التعبد. و في إطار تطبيق ذلك، قسم الباحث أحكام الحج إلى قسمين: أحكام واقعية وهي التي تكون ثابتة على مر الزمن؛ و أحكام موضوعية وهي التي تكون متغيرة في الأزمنة و الأحوال. كما قسمها إلى قسمين: أحكام تعبّدية وهي التي أغلقت مجال الاجتهاد و أحكام تعقلية و هي التي تتيح مجالا للاجتهاد. أما الأول من القسمين، فقد اختار الباحث أيسر الآراء من بين المذاهب الأربعة. و أما الثاني منهما، فقد بنى الباحث رأيه بناء على مقاصد الشريعة الإسلامية لينتج المصلحة و التيسير للحجاج كبار السن.
Pendidikan Karakter Nabawi sebagai Strategi Problem Solving Pendidikan di Kota Malang Rosidin Rosidin; Moh. Sulthon
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 2 No. 2 (2021): Juli-Desember
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v2i2.840

Abstract

This article classifies three types of educational problems in Malang, namely demoralization of children; online learning problems; and children caught up by drugs. As a problem solving strategy, this article offers a nabawi character education adapted from the work of Sa'id Isma'il ‘Ali entitled al-Sunnah al-Nabawiyyah: Ru’yah Al-Tarbawiyyah, then contextualized in three character educational patterns. First, moral knowledge (moral knowing) through a learning model classified as teacher-centered such as the story method (qissah) and metaphor (amthal); and the learning model classified as student-centered such as discussion (hiwar) and healthy reasoning ('aql salim). Second is moral deeds (moral doing) through the method of bayan 'amali (demonstration and simulation), mumarasah (exercises) and wasa'il ta'lim (facilities and infrastructure). Third is moral feeling through the qudwah or uswah method (exemplary) and muhasabah or muraqabah (self-introspection). As a practical offer, this article describes a number of alternative implementation of each method in these three character educational patterns, as a problem solving strategy for three educational problems in Malang.Artikel ini memetakan tiga jenis problematika pendidikan di Kota Malang, yaitu demoralisasi anak; problematika pembelajaran daring; dan anak terjerat narkoba. Sebagai strategi problem solving, artikel ini menawarkan pendidikan karakter nabawi yang diadaptasi dari karya Sa’id Isma’il ‘Ali yang berjudul al-Sunnah al-Nabawiyyah: Ru’yah al-Tarbawiyyah, lalu dikontekstualisasikan dalam tiga pola pendidikan karakter. Pertama, pengetahuan moral (moral knowing) melalui model pembelajaran yang tergolong teacher-centris, seperti metode kisah (qishshah) dan metafora (amtsal); serta model pembelajaran yang tergolong student centris, seperti diskusi (hiwar) dan penalaran sehat (‘aql salim). Kedua, perbuatan moral (moral doing) melalui metode bayan ‘amali (demonstrasi dan simulasi), mumarasah (latihan-pembiasan) dan wasa’il ta’lim (sarana dan prasarana). Ketiga, sikap moral (moral feeling) melalui metode qudwah atau uswah (keteladanan) dan muhasabah atau muraqabah (introspeksi diri). Sebagai tawaran yang bersifat praktis, artikel ini memaparkan sejumlah alternatif implementasi setiap metode pada tiga pola pendidikan karakter tersebut, sebagai strategi problem solving terhadap tiga problematika pendidikan di Kota Malang.
Desain Perkuliahan Metodologi Studi Islam pada Program Pascasarjana Dirasah Islamiyah Rosidin Rosidin
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 4 No. 1 (2023): Januari-Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v4i1.1908

Abstract

Artikel ini memberikan tawaran filosofis, metodologis dan praktis terkait desain perkuliahan Metodologi Studi Islam (MSI) yang relevan untuk diimplementasikan pada program Pascasarjana (Magister dan/atau Doktor) dengan konsentrasi atau jurusan Dirasah Islamiyah (Studi Islam). Desain perkuliahan yang ditawarkan, terdiri dari 13 tema perkuliahan, yang memuat Basis Filosofis, Metodologis dan Aplikatif dalam konteks studi Islam kontemporer. Temuan artikel ini ada tiga. Pertama, Basis Filosofis MSI membahas Logika Inkuiri versi Charles S. Pierce, Epistemologi Islam versi M. ‘Abid al-Jabiri dan Logika Sistem versi Jasser Auda. Kedua, Basis Metodologis MSI membahas pendekatan normatif dan deskriptif versi Charles J. Adams dan Richard C. Martin, pendekatan insider dan outsider versi Russel T. McCutheon dan Kim Knott, survei sejarah versi Ibrahim Abu Rabi’ serta hermeneutika versi Abdullah Saeed dan Khaled Abou El-Fadl. Ketiga, Basis Aplikatif MSI membahas tema Gender Mainstream versi Nasr Hamid Abu Zaid, Hukum Islam dan Hukum Internasional versi Mashood A. Baderin dan Fathi Osman, Salafisme Global versi Roel Meijer, Muslim Diaspora versi Steven Vertovec, Pendidikan Universal versi Fethullah Gulen dan Reformasi Ushul Fiqih versi Jasser Auda.  
Desain Perkuliahan Metodologi Studi Islam pada Program Pascasarjana Dirasah Islamiyah Rosidin Rosidin
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 4 No. 1 (2023): Januari-Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v4i1.1908

Abstract

Artikel ini memberikan tawaran filosofis, metodologis dan praktis terkait desain perkuliahan Metodologi Studi Islam (MSI) yang relevan untuk diimplementasikan pada program Pascasarjana (Magister dan/atau Doktor) dengan konsentrasi atau jurusan Dirasah Islamiyah (Studi Islam). Desain perkuliahan yang ditawarkan, terdiri dari 13 tema perkuliahan, yang memuat Basis Filosofis, Metodologis dan Aplikatif dalam konteks studi Islam kontemporer. Temuan artikel ini ada tiga. Pertama, Basis Filosofis MSI membahas Logika Inkuiri versi Charles S. Pierce, Epistemologi Islam versi M. ‘Abid al-Jabiri dan Logika Sistem versi Jasser Auda. Kedua, Basis Metodologis MSI membahas pendekatan normatif dan deskriptif versi Charles J. Adams dan Richard C. Martin, pendekatan insider dan outsider versi Russel T. McCutheon dan Kim Knott, survei sejarah versi Ibrahim Abu Rabi’ serta hermeneutika versi Abdullah Saeed dan Khaled Abou El-Fadl. Ketiga, Basis Aplikatif MSI membahas tema Gender Mainstream versi Nasr Hamid Abu Zaid, Hukum Islam dan Hukum Internasional versi Mashood A. Baderin dan Fathi Osman, Salafisme Global versi Roel Meijer, Muslim Diaspora versi Steven Vertovec, Pendidikan Universal versi Fethullah Gulen dan Reformasi Ushul Fiqih versi Jasser Auda.  
ISLAMIC SPIRITUALITY AND SUPER SMART SOCIETY APPROACHES TOWARDS CHILD FRIENDLY SCHOOLS FOR STUDENTS WITH SPECIAL NEEDS (SWSN) AT MADRASAH IBTIDAIYAH TERPADU (MIT) AR-ROIHAN LAWANG MALANG: Pendekatan Spiritualitas Islam dan Super Smart Society dalam Mewujudkan Sekolah Ramah Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Terpadu (MIT) Ar-Roihan Lawang Malang Rosidin; Fenty Andriani; Nadia Agustin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/8q4w7r03

Abstract

Artikel ini menelaah Madrasah Ibtidaiyah Terpadu (MIT) Ar-Roihan Kecamatan Lawang, Kabupaten Malang, Provinsi Jawa Timur, sebagai sekolah inklusi dengan siswa ABK (Anak Berkebutuhan Khusus) terbanyak di Indonesia (85 siswa ABK, atau 11% dari 778 siswa). Temuan artikel menunjukkan bahwa MIT Ar-Roihan menerapkan nilai-nilai Spiritualitas Islam dan Super Smart Society secara simultan. Pertama, Masyarakat hidup aman dan nyaman melalui spiritualitas Islam berupa kasih sayang (rahmah) yang diberikan oleh kepala madrasah, guru dan siswa reguler kepada siswa ABK. Kedua, Pemenuhan kebutuhan masyarakat yang heterogen melalui spiritualitas Islam berupa keadilan (‘adalah) bagi siswa ABK dalam kurikulum pendidikan, praktik pembelajaran dan sarana-prasarana. Ketiga, Pemberian layanan terbaik kepada masyarakat melalui spiritualitas Islam berupa layanan berkualitas (ihsan) bagi siswa ABK terkait medis-fisiologis, psikis-sosial, dan edukatif-spiritual. Keempat, Masyarakat hidup dalam intensitas tinggi melalui spiritualitas Islam berupa perjuangan hidup (jihad) yang dididikkan kepada siswa ABK dalam bentuk binadiri, sikap spiritual dan prestasi belajar. Temuan artikel menghadirkan best practice implementasi pendidikan inklusi yang memadukan nilai-nilai spiritualitas Islam dan Super Smart Society, sehingga dapat dijadikan sebagai benchmarking praktik pendidikan inklusi di era Society 5.0 bagi lembaga pendidikan Islam di bawah naungan Kementerian Agama.  This article examines Madrasah Ibtidaiyah Terpadu (MIT) Ar-Roihan Lawang District, Malang Regency, as an inclusive school with the most SWSN (Students With Special Needs) in Indonesia (85 SWSN). The article’s findings show that MIT Ar-Roihan applies the values of Islamic Spirituality and Super Smart Society simultaneously. First, the creation of a child-friendly school for SWSN based on the values of love (rahmah) given by the headmaster, teachers and regular students. Second, meeting the needs of heterogeneous SWSN based on the values of justice (‘adalah) in the educational curriculum, learning practices and infrastructure. Third, providing the best service to SWSN based on the values of excellence (ihsan) for medical-physiological, psychological-social and educational-spiritual needs. Fourth, fostering independent life for SWSN based on the values of striving (jihad) for self-development, spiritual attitudes and learning achievements. The findings of the article present such best practices for implementing inclusive education, which combines the values of Islamic spirituality and Super Smart Society, that they can be used as benchmarking for Islamic education institutions under the auspices of the Ministry of Religion, regarding inclusive education practices that are child-friendly to SWSN and are relevant to the characteristics of the Society 5.0 era. Keywords: Inclusive Education; Islamic Spirituality; MIT Ar-Roihan Lawang; Students with Special Needs (SWSN); Super Smart Society. 
Islamic Education as Cultural Resilience: Malay Identity amid Religious Pluralism in Southern Thailand Umeirsyah Umeirsyah; Rosidin Rosidin; Siti Mutholingah; Mahammadaree Waeno
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36584

Abstract

This study examines the crucial role of Islamic education for the Malay community in Pattani, Southern Thailand, in safeguarding cultural identity amid the challenges of religious pluralism and national assimilation policies in daily practices. The study employs a qualitative approach with an interpretive case study design, collecting data through participatory observation, in-depth interviews and document analysis. The findings reveal that the dynamics of Islamic education are characterized by the implementation of a dual curriculum that combines the national curriculum with religious content, generating identity tensions among Muslim students. Cultural preservation is effectively carried out through traditional educational institutions such as pondok pesantren (Islamic boarding school) and “Malay schools,” which instill Malay values and use the local language as the medium of instruction. In addition, the values of multiculturalism and tolerance are deeply embedded in the learning process, for example, even though Santiwitya is an Islamic school, the curriculum still adapts the national compulsory curriculum in the form of general subjects which include examples of teachings from Buddhism. The novelty of this research lies in its holistic approach because this approach viewing Islamic education not only as a fortress of cultural preservation but also as an active agent in cultivating tolerance and serving as a bridge for dialogue. Theoretically, the study demonstrates that strong religiosity can coexist with inclusive attitudes, while practically it offers a model of community-based education as an effective strategy for cultural reconciliation and the preservation of minority identities.
KH. HASYIM MUZADI’S EDUCATIONAL MANAGEMENT FOR MEMORIZER 30 JUZ OF AL-QUR’AN Rosidin; Yuli Salis Hijriyani; Subur Wijaya; Iklil Athroz Arfan
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/7vrw2x15

Abstract

A crucial problem facing Islam in Indonesia is that those who have memorized Al-Qur’an (hafiz) are not trained to become ulama (Islamic scholars), while ulama do not hold the status of hafiz. KH. Hasyim Muzadi addressed this problem through the educational management at the Sekolah Tinggi Kulliyatul Qur’an (STKQ) Al-Hikam in Depok, which only accepts students who have memorized all Thirty-Juz of Al-Qur’an. This article was written using a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation. The data were then analyzed using the interactive model. The article presents three findings: First, the preservation of the Thirty-Juz Qur’an memorization through three strategies: a) structured review conducted daily, weekly, monthly, and by semester; b) flexible independent review during obligatory prayers, voluntary prayers, and free time; c) assigning first- and second-semester students to lead congregational prayers using the khataman system. Second, the development of Qur’anic knowledge through three programs: a) STKQ Al-Hikam’s intracurricular courses that study disciplines in accordance with Ilmu Al-Qur’an dan Tafsir (IAT) program; b) the Diniyah Ma’had Jami’ah extracurricular program that studies classical Islamic texts (turath); c) organizing academic forums ranging from local to international levels. Third, the practical application of the Qur’an through three activities: a) serving as educators at the Al-Hikam Qur’anic Education Center (TPQ) for children and adolescents; and the Qur’an Reading and Writing Guidance Program (BBTA) for adults and the elderly; b) actively participating in local community activities; c) participating in the Prosakti (Community Service Program) for one year in 3T (Frontier, Remote, and Underdeveloped) areas spread across various provinces in Indonesia. The contribution of this article is to present the best practices of KH. Hasyim’s educational management, which transforms Qur’an memorizers into scholars of the Qur’an. Keywords: Educational Management, Hasyim Muzadi, Memorization of Qur’an, STKQ Al-Hikam, Tahfiz al-Qur’an.   Abstrak Problem krusial Islam di Indonesia adalah penghafal Al-Qur’an (hafizh) tidak dibina menjadi ulama, sedangkan ulama tidak berstatus hafizh. Problem ini diberikan solusi oleh KH. Hasyim Muzadi melalui manajemen pendidikan di Sekolah Tinggi Kulliyatul Qur’an (STKQ) Al-Hikam Depok yang hanya menerima hafizh 30 Juz sebagai mahasiswa. Artikel ini disusun menggunakan pendekatan kualitatif, jenis studi kasus dan desain penelitian lapangan. Data diperoleh melalui observasi, wawancara dan dokumentasi. Lalu dianalisis dengan model interaktif Miles, Huberman dan Saldana. Ada tiga temuan artikel: Pertama, pelestarian hafalan Al-Qur’an 30 Juz melalui tiga strategi: a) muraja’ah terstruktur yang bersifat harian, mingguan, bulanan dan semester; b) muraja’ah mandiri secara fleksibel dalam shalat fardhu, shalat sunah dan jam kosong; c) penugasan sebagai imam shalat jamaah bagi mahasiswa semester satu dan dua dengan sistem khataman. Kedua, pengembangan wawasan Al-Qur’an melalui tiga program: a) perkuliahan intrakurikuler STKQ Al-Hikam yang mempelajari disiplin ilmu sesuai Program Studi Ilmu Al-Qur’an dan Tafsir (IAT); b) program ekstrakurikuler Diniyah Ma’had Jami’ah yang mempelajari kitab kuning (turats); c) penyelenggaraan forum ilmiah berskala lokal hingga internasional. Ketiga, praktik Al-Qur’an melalui tiga kegiatan: a) menjadi pendidik di Taman Pendidikan Al-Qur’an (TPQ) Al-Hikam untuk anak-anak dan remaja; serta Bimbingan Baca Tulis Al-Qur’an (BBTA) untuk orang dewasa dan lansia; b) menjadi peserta aktif dalam kegiatan masyarakat sekitar; c) menjadi peserta dalam Prosakti (Program Masa Bakti) selama satu tahun di daerah 3T (Terdepan, Terpencil dan Tertinggal) yang tersebar di berbagai provinsi di Indonesia. Kontribusi artikel ini adalah menyajikan best practice manajemen pendidikan KH. Hasyim yang memproses hafiz Al-Qur’an menjadi ulama ahli Al-Qur’an. Kata Kunci: Hafalan Al-Qur’an, Hasyim Muzadi, Manajemen Pendidikan, STKQ Al-Hikam, Tahfiz Al-Qur’an.
Program “Sekolah Sak Ngajine” dan Implikasinya terhadap Pendidikan Agama Islam Holistik di Sekolah Dasar Islam: “Sekolah Sak Ngajine” Program and Its Implications for Holistic Islamic Education in Islamic Elementary Schools Lisna Yunita; Rosidin; Rahmatullah; Mochamad Nurcholiq
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 7 No. 1 (2026): Juni 2026
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/tc2sjj37

Abstract

This study aims to describe the implementation and implications of the Sekolah Sak Ngajine Program in enhancing holistic Islamic Religious Education (PAI) at Miftahul Ulum Islamic Elementary School, Klemunan, Wlingi, Blitar. Methods: The research employs a qualitative approach with a single case study design. Data were collected through observation, in-depth interviews with the principal, teachers, and students, as well as document analysis. Data analysis followed the Miles and Huberman model (data reduction, data display, and conclusion drawing). The program implementation consisted of two main stages: (1) The conceptual/planning stage included Program Planning, Foundation Consolidation, Curriculum Integration, and Procedure Development; (2) The practical stage involved Socialization, Execution/Implementation, and Monitoring & Evaluation. The program had positive implications across three holistic education domains: (a) Increased understanding of PAI materials (Qur'an, Fiqh, Aqidah-Akhlaq); (b) Enhanced student character, responsibility, spiritual awareness, and worship discipline; (c) Improved skills in reading the Qur'an with tartil and practicing worship (ablution, prayer). Sekolah Sak Ngajine Program has proven effective as an integrative model for realizing holistic PAI, aligning with Ki Hajar Dewantara's "Cipta, Rasa, Karsa" (Cognitive, Affective, Psychomotor) concept. The program's success is supported by the synergy of the three educational centers (school, foundation, family) and systematic managerial implementation.
ASSESSING THE FEASIBILITY OF MALANG RAYA MOSQUES IN THE RELIGIOUS MODERATION PROGRAM Rosidin Rosidin; Handoko Handoko; Sukron Ma'mun
Al-Qalam Vol. 30 No. 2 (2024)
Publisher : Balai Penelitian dan Pengembangan Agama Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31969/alq.v30i2.1537

Abstract

This article aims to assess the feasibility of Malang Raya mosques in the Religious Moderation Program through the perspective of Durkheim, Parsons, and Merton’s functionalist sociological theories. Employing a qualitative approach, the research utilizes a case study methodology across multiple sites, specifically Al-Ghozali Mosque (Islamic education institution area), Al-Mukhlisin Mosque (residential area), and Al-Barokah Mosque (housing area). The findings align with four indicators of religious moderation: First, all three mosques fulfill the National Commitment standards based on empirical data related to organic solidarity that fosters a functional society, as evidenced by the manifest and latent functions exhibited by the mosques in the context of national commitment (Mu’ahadah Wataniyyah) and adherence to laws (Dusturiyyah). Second, the mosques meet the tolerance standards through their affiliations with mass organizations, namely Nahdlatul Ulama and Muhammadiyyah, which have historically demonstrated tolerance (Tasamuh), as well as the principle of justice (‘Adliyyah) upheld through financial transparency and accountability. Third, the mosques satisfy the anti-violence standards through programs promoting care and compassion (Rahamutiyyah) for women, children, the elderly, orphans, and the impoverished, alongside the active involvement of women (Mubadalah) in mosque activities, mainly as educators and staff at Al-Qur’an Learning Centre (Taman Pendidikan Al-Qur’an or TPQ) affiliated with the mosque. Fourth, the mosques adhere to the standards for acceptance of tradition through activities that reflect local traditional values (‘Urfiyyah), such as the mosque's architectural style; humanity (Insaniyyah), exemplified by economic assistance for disaster victims; and public welfare (Maslahah), demonstrated by their concern for the rights of road users.
Co-Authors Akhmad Nurul KAWAKIP Bachri, Syabbul Fenty Andriani Handoko Handoko Handoko Ja’far Iklil Athroz Arfan Lisna Yunita Mahammadaree Waeno Masyithah Mardhatillah, Masyithah Mochamad Nurcholiq Moh. Sulthon Mohammad Rohmanan Muhammad Gufron Muhammad Gufron Nadia Agustin Rahmatullah siti Mutholingah Subur Wijaya Sukron Ma'mun Syamsul Arifin Umeirsyah Umeirsyah Yuli Salis Hijriyani Yuli Salis Hijriyani