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All Journal Jurnal Pendidikan Indonesia Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Ta´dib Conciencia Jurnal Intelektualita: Keislaman, Sosial, dan Sains Tadrib: Jurnal Pendidikan Agama Islam Bio Ilmi: Jurnal Pendidikan FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Al Ishlah Jurnal Pendidikan Muallimuna : Jurnal Madrasah Ibtidaiyah Edukasi Islami: Jurnal Pendidikan Islam EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Jurnal PAI Raden Fatah Jurnal Perspektif JIIP (Jurnal Ilmiah Ilmu Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Muaddib: Islamic Education Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Al-Fikru: Jurnal Ilmiah Munaddhomah: Jurnal Manajemen Pendidikan Islam Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan ALACRITY : Journal Of Education Education Achievement: Journal of Science and Research INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Formosa Journal of Science and Technology (FJST) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Bestari: Jurnal Pendidikan dan Kebudayaan Jurnal Komunikasi Islam dan Kehumasan Gunung Djati Conference Series TOFEDU: The Future of Education Journal Indonesian Journal of Educational Management and Leadership Jurnal Konseling Pendidikan Islam Taqrib : Journal of Islamic Studies and Education Journal of Innovative and Creativity Journal of Education and Teacher Training Innovation (JETTI) Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah PESHUM Al-Irfan: Journal Of Arabic Literature and Islamic Studies Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan Sustainable
Abdurrahmansyah Abdurrahmansyah
Universitas Islam Negeri Raden Fatah Palembang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Analisis Konseptual Pembelajaran Student Oriented pada Kurikulum Merdeka Naila Izzatun Fathonah; Anisa Anisa; Muhammad Naufal; Muhammad Nabiel Augis Wianda; Abdurrahmansyah Abdurrahmansyah
ALACRITY : Journal of Education Volume 5 Nomor 3 Oktober 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i3.895

Abstract

This conceptual analysis explores the integration of student-oriented learning (SOL) within Indonesia’s Merdeka Curriculum, addressing the evolving needs of education in the post-pandemic era. The shift from traditional teacher-centered approaches to SOL is driven by the need to develop 21st-century skills critical thinking, collaboration, communication, and creativity amid rapid socio-economic changes and learning losses from COVID-19 disruptions. SOL empowers students as active agents in knowledge construction, with teachers acting as facilitators who tailor instruction to individual needs, motivations, and contexts. This aligns with the "Merdeka Belajar" initiative, launched by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2022, which emphasizes flexibility, autonomy, and holistic development to foster the Profil Pelajar Pancasila. The study aims to analyze SOL’s principles, its alignment with Merdeka’s components, including flexible learning designs, Projek Penguatan Profil Pelajar Pancasila (P5), and formative assessments, while identifying implementation challenges and offering practical recommendations. Employing qualitative library research, it synthesizes secondary sources from 2024-2025, including journals, policy reports, and books, analyzed through Miles and Huberman’s interactive model of data reduction, presentation, and conclusion drawing. Findings reveal that SOL enhances student engagement through project-based learning and personalized feedback, improving academic outcomes and soft skills. However, challenges such as partial teacher understanding and digital disparities in remote 3T regions hinder effective implementation, exacerbating educational inequalities. Recommendations include intensive Guru Penggerak training, infrastructure upgrades via public-private partnerships, and inclusive monitoring to bridge theory-practice gaps, ensuring sustainable and inclusive educational recovery in Indonesia.
Rebuilding Islamic Religious Education: Toward Meaningful Learning Through Teaching Innovation Eprianto; Ari Koswara; Abdurrahmansyah; Nurlaila
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/tjgdck98

Abstract

Islamic Religious Education (IRE) plays a crucial role in shaping students’ moral character and spiritual awareness. However, contemporary IRE remains dominated by teacher-centered instruction and rote memorization, limiting students’ ability to contextualize Islamic values. Despite ongoing reform discourses, a critical research gap persists: the absence of a systematic instructional framework that effectively bridges theological foundations with contemporary pedagogical, contextual, and digital realities. This study analyzes instructional design development in IRE through conceptual deconstruction to promote meaningful learning. The novelty of this research lies in proposing a theo-anthropocentric instructional framework that reconceptualizes IRE pedagogy by integrating student-centered strategies, contextual relevance, and digital technology. Employing qualitative library research, data from scholarly works (2020–2025) were synthesized using content and descriptive–analytical techniques. Findings reveal that traditional models overemphasize cognitive knowledge while neglecting affective and experiential dimensions. Consequently, IRE transformation requires innovative pedagogies and technological integration to connect religious teachings with authentic experiences. Ultimately, IRE must transcend mere knowledge transmission to cultivate meaningful learning that fosters moral responsibility, critical reflection, and spiritual growth in contemporary learners.
Development of Islamic Religious Education Curriculum Design Based on Learning Outcomes in the Implementation of the Independent Curriculum Rahayu Suprapti; Meli Puspita; Abdurrahmansyah; Nurlaila
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/424j4g58

Abstract

The implementation of the Independent Curriculum in Indonesia has introduced significant changes in educational practices, particularly in promoting competency-based and student-centered learning. Within this framework, learning outcomes serve as a fundamental component in guiding curriculum design, instructional strategies, and assessment processes. This study aims to develop a conceptual framework for Islamic Religious Education curriculum design based on learning outcomes in the implementation of the Independent Curriculum. The research employs a qualitative approach using library research methods by analyzing relevant academic literature, policy documents, and previous studies related to curriculum development, learning outcomes, and Islamic Religious Education. Data were collected through a systematic literature review and analyzed using qualitative analysis techniques involving data reduction, data display, and conclusion drawing. The findings indicate that a learning outcomes-based curriculum design for Islamic Religious Education should be developed through several systematic stages, including needs analysis, formulation of learning objectives, selection and organization of learning materials, design of learning experiences, and development of appropriate assessment strategies. This approach ensures alignment between curriculum objectives, teaching activities, and evaluation methods while promoting the development of students’ cognitive, affective, and psychomotor competencies. Furthermore, the integration of innovative teaching strategies and digital learning resources can enhance the effectiveness of curriculum implementation. The study concludes that a learning outcomes-based curriculum design supports the goals of the Independent Curriculum by fostering meaningful learning experiences and strengthening students’ moral character, critical thinking skills, and social responsibility.
DINAMIKA SOSIALISASI PENDEKATAN KURIKULUM MERDEKA DI SMPN 5 TALANG KELAPA KABUPATEN BANYUASIN Aisyah Anis; Dinda Amalia; Abdurrahmansyah; Inka Wahyu Khairunnisa; Yolanda Apriliatsani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13019

Abstract

The implementation of the Merdeka Curriculum is a significant initiative by the Indonesian government aimed at transforming the education system to be more adaptive, contextual, and student-centered. The success of this policy largely depends on how effectively it is communicated to teachers at the school level. This study aims to explore how the Merdeka Curriculum was introduced at SMPN 5 Talang Kelapa in Banyuasin Regency and to identify factors influencing teachers’ understanding and its implementation in practice. This research employed a qualitative method with a case study design. Data were collected through in-depth interviews with the principal, vice principal for curriculum, and teachers involved in the implementation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the dissemination of the Merdeka Curriculum was carried out through internal meetings, teacher training sessions, and participation in workshops organized by external institutions. Effective communication played a crucial role in enhancing teachers’ understanding and encouraging a shift toward more engaging and student-centered teaching practices. However, several challenges remain, including limited facilities and resources, variations in teachers’ competencies, and technical issues related to digital learning management. This study provides insights into curriculum policy communication at the school level and offers strategic recommendations to improve ongoing implementation.
REKONSTRUKSI TEORETIS BAHAN AJAR PAI: INTEGRASI LITERASI MEDIA DALAM PENGEMBANGAN MODUL DIGITAL DI ERA DISRUPSI M. Soinun Amrillah; Helmi Handoko; Abdurrahmansyah; Nurlaila
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15268

Abstract

The massive development of digital technology demands a transformation of the Islamic Religious Education (PAI) learning paradigm from conventional methods to interactive and adaptive learning resources. However, the abundance of digital information flows raises challenges in the form of the risk of exposure to extreme beliefs that require critical filtering abilities through media literacy in teaching materials. This research aims to theoretically analyze the transformation of PAI teaching materials through the development of modules that integrate aspects of media literacy. This research uses a library research method with procedures for determining topics, searching for information, evaluating sources, and analyzing data. Literature was collected through the Google Scholar database and digital libraries with the inclusion criteria of national and international journal articles published between 2019–2025 which focus on PAI digital modules and media literacy. Data were analyzed using content analysis techniques to synthesize the module development model. The study shows that the transformation of PAI teaching materials requires the application of systematic instructional design, such as the ADDIE model, which integrates the values ​​of religious moderation and digital ethics as information filtering instruments. Media literacy in the PAI module has proven to be crucial for building students' learning independence and critical thinking. The development of PAI modules based on media literacy is a strategic step to create learning that is relevant and able to answer the challenges of information disruption, with important implications for strengthening the digital competence of PAI teachers
A Review of Content Standards as the Foundation of Learning in the 2013 Curriculum Dhini Ihwani; Eka wira; Abdurrahmansyah
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1142

Abstract

This study examines the critical role, structure, implementation, and challenges of the content standards as the foundation of learning in the 2013 Curriculum in Indonesia. A qualitative research method with a library research approach was used, involving the collection and analysis of data from various scholarly literature, educational books, official documents, and journal articles published between 2021 and 2025. The population consists of all relevant literature on the content standards of the 2013 Curriculum, with purposive sampling. Data analysis employed content analysis techniques to synthesize the main findings. The results indicate that the content standards play an essential role in directing the scope of material, learning outcomes, and the development of competencies in cognitive, affective, and psychomotor domains. However, there are challenges such as teacher readiness, regional disparities, and the relevance of the curriculum to 21st-century skills. The conclusion underscores the need for continuous improvement in educators' capacity, periodic policy evaluations, and the development of a collaborative curriculum that integrates technology and global demands. This study serves as a comprehensive foundation for policymakers, curriculum developers, and practitioners to enhance the quality of education in response to current and future challenges.
Problems in the Implementation of Authentic Assessment in Akidah Akhlak Learning at MI Ar-Rahman Tamara Triandiny; Edis Aidilia; Alfina Ayu Rahmadianti; Abdurrahmansyah
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1167

Abstract

Akidah Akhlak learning is a crucial foundation in Islamic religious education at the madrasah ibtidaiyah level, aimed at shaping Islamic character from an early age. This study aims to identify the problems, expectations, and student responses regarding the implementation of authentic assessment in Akidah Akhlak learning at MI Ar-Rahman. The research employs a qualitative approach using a case study method. The population consists of all teachers and fourth- to sixth-grade students at MI Ar-Rahman, with a purposive sample involving teachers, the principal, and students. Data collection instruments include observation, semi-structured interviews, and documentation, analyzed using the Miles & Huberman model with triangulation techniques. The findings reveal that the main challenges relate to student characteristics, limited facilities, and teachers’ difficulties in designing assessment tools. However, teacher strategies such as material repetition, contextual approaches, and repeated evaluations were effective in enhancing student understanding. The study concludes the need to improve teacher competence and supporting facilities, as well as to strengthen collaboration between schools, parents, and the community to ensure the sustainable implementation of authentic assessment.
Strategies for Developing an Adaptive Curriculum to Address Social and Technological Challenges for Improving Education Quality Indah Dwi Cahyani; Hafizo; M. Mawardi; Riyanti; Abdurrahmansyah
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1186

Abstract

This study examines strategies for developing an adaptive curriculum that responds to social and technological challenges in Indonesia. This qualitative research employed a systematic literature review method by analyzing scientific articles and educational policy documents. The population consisted of relevant articles and policies selected through strict criteria, with a sample of 20 journals. The analysis technique used thematic content analysis. The findings reveal several key strategies: participatory and flexible curriculum management, the development of inclusive curricula for special needs and cultural diversity, and the integration of AI-based adaptive learning technologies. The challenges include limited infrastructure, low digital literacy among teachers, resistance to change, and issues related to data ethics. The conclusion emphasizes that effective collaboration among schools, the government, and industry is essential for bridging educational gaps and aligning the curriculum with the needs of the modern workforce. Future research is recommended to include empirical validation and practical applications.
From Meaningful Learning to Behavioral Change: The Implementation of Deep Learning in Religious Ethics to Prevent Student Delinquency Rudi Hamsyah; Abdurrahmansyah Abdurrahmansyah; Muhammad Abdillah Asmara
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/2r2dtx44

Abstract

The Deep Learning approach is one of the educational innovations developed to foster meaningful, reflective, and transformative learning. In the context of Islamic Religious Education, Akidah Akhlak instruction is not only intended to enhance students’ conceptual understanding but also to shape character and foster positive behavioral change. This study aims to analyze the implementation of the Deep Learning approach in Akidah Akhlak instruction and its contribution to preventing student delinquency in madrasahs. The study employed a qualitative approach using a case study method at MTs Negeri 1 Musi Banyuasin from November 2025 to April 2026. Research informants included the madrasah principal, Akidah Akhlak teachers, the vice principal for student affairs, guidance counselors, and students selected using purposive sampling. Data were collected through in-depth interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data reduction, data presentation, and drawing conclusions. The research results indicate that the implementation of Deep Learning in Akidah Akhlak instruction is carried out through contextual learning, reflection on experiences, critical discussion, collaborative learning, and authentic assessment, which encourage students to understand and internalize Islamic values in their daily lives. This meaningful learning process contributes to strengthening moral awareness, self-control, social responsibility, and reducing tendencies toward delinquent behavior such as violations of school rules, bullying, and undisciplined behavior. The research findings produced a conceptual model of behavioral change indicating that meaningful learning through Deep Learning fosters the internalization of values, character development, and behavioral transformation among students. The contribution of this research lies in the development of a Deep Learning perspective in Islamic Education that is not only oriented toward academic achievement but also toward behavioral change and the prevention of student delinquency as part of the goals of character education in the era of educational transformation.
Reframing State Religion Governance: A Comparative Philosophical-Pedagogical Analysis of Religious Moderation in Indonesia and Wasatiyyah in Malaysia Ismail Ismail; Nurlaila Nurlaila; Fahmi Fahmi; Lukman Sumarna; Abdurrahmansyah Abdurrahmansyah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.3032

Abstract

The global discourse on counterradicalism has prompted Muslim-majority countries to adopt a policy of integrating religious moderation into their respective state policies. Nevertheless, the translation of abstract theological concepts into bureaucratic structures remains a subject that is underexplored, particularly in terms of how such concepts are operationalized into distinct governance models within education systems. This study sets out to compare the institutionalisation of “Religious Moderation” in Indonesia and “Wasatiyyah” in Malaysia in the education sectors. Employing a comparative qualitative approach, this study analysed policy documents, national curricula, and semi-structured interview data from key policymakers, educators, and institutional actors in both countries. The data were examined using thematic coding and cross-case analysis to ensure analytical rigor and comparability. The findings reveal a fundamental divergence in the moderation governance model. Indonesia adopts a decentralized and participatory framework that conceptualizes moderation as a “public good” cultivated through Islamic higher education institutions (PTKI) and civil society engagement. In contrast, Malaysia employs a centralised and state-centric model, wherein Wasatiyyah serves as an instrument of “bureaucratic Islam” to ensure political stability and national unity under the auspices of the Prime Minister’s Department. Pedagogically, Indonesia emphasizes epistemological openness and ethical reasoning, while Malaysia utilizes a formative-instructive model relying on top-down standardization. This study contributes theoretically by proposing a multidimensional typology of moderation governance. It delineates the participatory-public model from the bureaucratic-instrumental model by unpacking their contrasting ontological (humanistic–structural), epistemological (reflective–instructive), and axiological (decentralized–centralized) paradigms. These findings imply that the effectiveness of religious moderation policies depends not only on theological articulation but also on the configuration of political authority and institutional design, offering important insights for policymakers and educators in plural societies.
Co-Authors Abdullah Idi Abdullah Idi Ade Akhmad Saputra Ade Firdaus Adelia Dwi Pareza Adelia Pratama Putri Adida Igandi Aflatun Muchtar Aflatun Muchtar Agung Mandala Putra Ahmad Zainuri Ai Yeni Yulianti Aida Imtihana Airin Wulandari Aisyah Anis Ajmain Ajmain Alfina Ayu Rahmadianti Alimah Inamasula Almuafi Dzakiyah Alya Khoirunnisah Amelia Dwi Pratiwi Anindya Diah Hartanti Anisa Anisa Anisa Zahara Annisa Apsari Areefa Zahira Putri Ari Koswara Ari Sandi Arikarani, Yesi Auren Fladhira Ayu Amelia BAITI, MASNUN Cah Ayu Tihuri Churairoh Churairoh Cukup Islamiarso Darmanto Darmanto Desty Pratiwi Dewa Ikhram Dewi Dewi Dewi Warna Dhini Ihwani Diah Mutmainnah Dian Andesta Bujuri Dimas Assyakurrohim Dinda Amalia Dino Pradana Dwi Wahyu Edi Ramlan Edis Aidilia Eftalina Eftalina Eka wira Endang Ekowati Eprianto Ermis Suryana Fabian Majid Yoga Isnawan Fahmi Faisal Febri Diana Yofar Fernando Fernando Fitriyanti Fitriyanti Fuad Abdurrahman Gamar Septianita Gita Oktafryani Hafizo Hamdan Sugilar Helmi Handoko Helna Efrianty Hendi Hendi Hilwa Azizah Husnul Khotimah Ikhwanudin Ikhwanudin Ima Rismawati Indah Dwi Cahyani Indrian Satria Inka Wahyu Khairunnisa Irham Abdul Haris Ismail Ismail Ismail Sukardi Jajang Rustandi Jannati Aliyah Juan Muliawan Fatrin Jumidi Eka Pratama K.A Bukhori Karoma Karoma Khusnun Nadza Al Aslami Kusnadi Kusnadi Lenny Misdiyanti Linda Sari Lisa Amilda Lukman Sumarna Lulu Saputri Lutfi Asyari M Aidil Fitri M. Mawardi M. Raihan Ar’rasyid M. Soinun Amrillah Mahardika Ganda Syaifulloh Maria Maria Meli Puspita Miftahul Cholifah Mohammad Syawaludin Muhamad Ardiansyah Muhamad Faizul Amirudin Muhamad Fauzi Muhamad Uyun Muhammad Abdillah Muhammad Adil Muhammad Alfath Qaff Muhammad Arsyad Said Muhammad Ash'aril Fajri Muhammad Nabiel Augis Wianda Muhammad Naufal Muhammad Sirozi Muhammad Zacky Fahurian Mujiyatun Mujiyatun Mukmin, Taufik Mulyadi Eko Purnomo Munir Munir Musthafa Haidar Mutrikahaini Nabela Veronika Nabiihah Nurshabila Naila Izzatun Fathonah Nur Jannah Nur Widiastuti Nurhayati Nurlaila Nurlaila Nurlaila Nurrohmatillah Nursa'adah Nursa'adah Nurseri Hasnah Nasution Nyayu Khodijah Nyayu Soraya Raffida Aliya BP Rahayu Suprapti Rahma Septa Ramadhan Rahmat Fadli Rahmatullah Akbar Rani Mega Utami Rati Febrianti Ratu Triana Ulya Relly Maulita Rendi Pratama Rian Oktiansyah Rini Chairunnisa Riska Nuraini Risnawati Risti Amelia Risti Rahmadini Rita Sugiarti Riyanti Rizqy Dwi Amrina Romadhon Romadhon Romli Romli Rudi Hamsyah Sahikmah Ezi Salsa Agustina Salsa Amanda Salsabilah Salsabilah Salsya Fadila Sania Hairunnisak Saskia Melandari Segar Sukrun Sila Monika Silda Salsabila Siti Aisyah Suci Hidayati Suci Mulia Sujenny Djeskyah Sukirman Sukirman Sumar Sumar Sunardi Sunardi Syarifah Syarifah Syarnubi, Syarnubi Tamara Triandiny Tatia Desfika Tri Alawiyah Tri Mulya Budi Ongkai Tri Mutia Tutut Handayani Umi Kaltsum Uswatun Fajriah Vemmy Ellengie Vicky Chandra Vidya Daniati Walian, anang Welly Ardiansyah Weriana Weriana Widya Astuty Wijaya Wijaya Wilia Apriani Wirda Hakim Yoka Rajabna Yolanda Apriliatsani Yopi Sumarlin Yulia Aziza Zahrah Chairunnisa Sukamto Zainal Arifin Zakaria Zakaria Zalika Afifa Zanuriah Zanuriah Zulfiyani Labib Abdillah