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M. Yunus Abu Bakar

Universitas Islam Negeri Sunan Ampel Surabaya

Author-ID : 464757

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Pemikiran Pendidikan Karakter Guru Sekumpul Muhammad Nurkholis Kholik; M. Yunus Abu Bakar; Ali Mas’ud
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 9 No 2 (2025): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Laboratorium Prodi Pendidikan Agama Islam UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.009.02.05

This article discusses the concept of Islamic moral education in the thought of KH. Zaini Abdul Ghani, better known as Guru Sekumpul, is a response to modern social dynamics characterized by moral degradation among the younger generation. This research uses a qualitative approach with the literature study method, which examines his lectures, works, and educational practices. Guru Sekumpul offers a noble morality-based character education approach rooted in Sufistic values and Islamic spirituality, with the aim of forming a perfect human being (insan kamil). His thoughts were chosen because of their wide influence and are still felt today. Some findings, such as the emergence of the Abah Guru social volunteer community at the haul event, seem to address modern social issues that are increasingly distant from humanistic values. These findings are also highly relevant to addressing the moral challenges of modern society through an emphasis on exemplary behavior, gentleness, and holistic spiritual guidance.

Connecting Spiritual Rational Humanism: The Trend of Religious Moderation in the Modernization of Madrasah Sri Bulan; M. Yunus Abu Bakar; Ah. Zakki Fuad; Hikmawati Rahayu
Edukasia Islamika : Jurnal Pendidikan Islam Vol 8 No 1 (2023): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v8i1.362

The rapid intellectual development of Islam in Indonesia has necessitated the modernization of Islamic education, particularly in Madrasah Aliyah Negeri (MAN/ Public Islamic High School) Insan Cendekia Pekalongan, which integrates spiritual rational humanism with religious moderation. This study examines the connection between religious values and rational modernization through the transformation of five core programs: digital madrasah, foreign language development, adiwiyata madrasah, research madrasah, and homestay programs. Employing a qualitative field research method, data was collected through in-depth interactive communication with key stakeholders, including the head of the madrasah, deputy heads, and research supervisors. The findings reveal that the rational-spiritual connection is manifested through program modernization, which integrates multicultural values, tolerance, and local wisdom into the madrasah’s academic environment. The modernization framework is inspired by Habibie's intellectual and technological advancements, aiming to cultivate holistic human development through the synergy of faith, science, and technology. This study highlights the strategic role of religious moderation in balancing Islamic spirituality and rational thought, enabling students to navigate contemporary educational challenges while maintaining their cultural and religious identity. The implications of this research underscore the necessity of curriculum transformation in Islamic education to enhance scientific literacy, critical thinking, and social intelligence, thereby fostering a generation of Muslim scholars and professionals who embody intellectual and ethical excellence. Future studies should explore the longitudinal impact of these modernization programs on students' academic and socio-religious trajectories.

REINTERPRETING NURCHOLISH MADJID’S THEORIES OF SECULARIZATION: REAPPLYING THESE THEORIES TO INDONESIA’S CONTEMPORARY ISLAMIC EDUCATION CURRICULUM Ulya, Vita Fitriatul; Abu Bakar, M. Yunus; Masud, Ali
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 03 (2025): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i03.8524

This study examines how Nurcholish Madjid’s theories on secularization have been reinterpreted and their impact on Indonesia’s current Islamic curriculum. Madjid’s perspective on secularization is not a rejection of religion but rather a process that can strengthen faith and foster a more inclusive educational system. Using a qualitative literature review, the research demonstrates how Madjid’s concepts of separating religious and political authority can serve as a foundation for a curriculum that integrates general knowledge with Islamic values. This approach aims to cultivate students critical thinking and tolerance. The findings highlight the relevance of Madjid’s ideas to contemporary issues in Indonesia, such as globalization and pluralism. The study concludes with recommendations for curriculum development aligned with Madjid's philosophy and advocates for further research into the practical application of his concepts in educational settings. Ultimately, this research contributes to understanding how Islamic education can adapt to a modern, multicultural society while maintaining its spiritual core.

Inovasi Penilaian Mufrodat Menggunakan Media Audio Visual Berbasis Teknologi QR Code Pada LKS Bahasa Arab Sa'adah, Nailis; Bakar, M. Yunus Abu
Muróbbî: Jurnal Ilmu Pendidikan Vol. 9 No. 2 (2025): September
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v9i2.3936

Assessment is part of the learning process. As time goes by 8innovation in assessment is also needed so that the objectives of learning are implemented optimally. This is no exception to the innovation of mufrodat assessment or what is also called Arabic vocabulary. Nowadays, the rapid development of technology has become the basis for innovation in learning assessment. LKS, which is one of the teaching materials for Arabic language lessons, of course contains a mufrodat assessment instrument. The existence of conventional teaching materials is certainly less attractive when presented in today's digital era education system. Therefore, the assessment of Arabic vocabulary innovates by presenting audio-visual media packaged in a QR code. So the function of the LKS itself has experienced significant innovation in learning and keeps up with the times. This research uses the library study method, which is a list of references from all types of references such as books, journal papers, articles, dissertations, theses, theses, hand outs, laboratory manuals, and other scientific works. The aim of this research is to provide information about the importance of innovation in mufrodat assessment, so that QR codes emerge as a technology that packages audio-visual learning media and worksheets in one teaching material

Teori Belajar Humanistik Sebagai Upaya Peningkatan Motivasi Belajar Siswa di MTs Miftahul Qulub Polagan Galis Pamekasan Kholilullah, Mohammad; Abu Bakar, M. Yunus
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 3 (2025): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i3.3479

Motivasi belajar merupakan determinan utama keberhasilan proses pendidikan karena berperan sebagai penggerak internal yang mendorong peserta didik mencapai kompetensi optimal. Namun, fenomena rendahnya motivasi belajar masih menjadi tantangan di berbagai satuan pendidikan, termasuk MTs Miftahul Qulub Polagan Galis Pamekasan. Penelitian ini bertujuan untuk menganalisis penerapan teori belajar humanistik sebagai upaya strategis dalam meningkatkan motivasi belajar siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa strategi reflektif, pembelajaran berpusat pada siswa, dan pemberian penghargaan positif mendorong tumbuhnya motivasi intrinsik. Siswa menjadi lebih aktif, percaya diri, dan bertanggung jawab terhadap proses belajarnya. Meski demikian, tantangan berupa keterbatasan pemahaman guru dan kesiapan siswa masih perlu diatasi agar pendekatan ini dapat diimplementasikan secara optimal.

MENCIPTAKAN ECOENTREPRENEURIAL CAMPUS MELALUI PEMBELAJARAN BERBASIS KEWIRAUSAHAAN Bakar, M. Yunus Abu
Al Tadib : Jurnal Ilmu Pendidikan Vol 4 No 1 (2014)
Publisher : PAI FAI UNHASY Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/altadib.v4i1.95

College graduates are required to not only capable of acting as a job seeker, but also must be able to act as the creator of the work, both of which require entrepreneurial spirit. For a person, it is reflected in the variety of areas including leadership skills, independence (including the persistence), teamwork, creativity, and innovation. One possible cause of the weakness of the entrepreneurial spirit of college graduates is considered by the learning process in the college which is still limited to only a theory and has not been conditioned to build the entrepreneurial spirit in the activities of the industry and the real world of work. Other causes are lectures are still based on how learning is lecturer Teacher Center as a center of learning. Entrepreneurship education is also not limited to only certain subjects. Each course can basically be integrated into a variety of other fields. Each field can be combined with the entrepreneurial life. Thus, students have many options and not just to be a worker. Therefore, one of the future government policy is to make universities as Ecoentrepreneurial Campus, one term to develop its opportunities in college is ideal, the campus must show hospitality environment is equipped with an entrepreneurial infrastructure. Campus ecoentrepreneurial it can be combined with a game that trains the courage to make decisions, especially in the animation reaches the level of self-employment.Keywords: Ecoenterpreneurial campus

ESENSI MANUSIA DALAM PERSPEKTIF FILSAFAT ISLAM DAN FILSAFAT BARAT Azmi, Izzam; Chilya Nur Hidayah; Zukhrufa Diana Azza; M. Yunus Abu Bakar
At-Tabayyuun: Journal Islamic Studies Vol. 6 No. 2 (2024): AT-TABAYYUN - JOURNAL ISLAMIC STUDIES
Publisher : Pascasarjana IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/atjis.v6i2.1989

Manusia didefinisikan gabungan antara jasmani dan rohani, manusia memiliki perbedaan dengan makhluk ciptaan Tuhan lainnya. Manusia memiliki rasa ingin tahu terhadap dunia sekitarnya yang kemudian menjadi sumber pemikiran, dan filsafat berakar dari hasrat rasa ingin tahu. Melalui praktik berfilsafat, manusia dapat mencapai tingkat pengetahuan yang lebih tinggi. Adapun esensi manusia dalam perspektif filsafat Islam yang menegaskan bahwa manusia adalah ciptaan Allah. Dengan menciptakan manusia, Allah memberikan potensi-potensi yang terkait dengan fitrah manusia, sehingga manusia memiliki potensi dan sifat-sifat yang sesuai dengan rancangan Ilahi. Sedangkan esensi manusia dalam perspektif filsafat Barat yang didasarkan pada kesadaran terhadap materi, sehingga semua prinsip, potensi, dan nilai manusia dievaluasi dari perspektif materialistik, dan telah berkembang selama ribuan tahun, mencakup beragam teori dan pandangan, masih menjadi topik perdebatan dan penelitian yang mendalam dalam dunia filsafat modern. Berdasarkan penjelasan di atas, artikel ini mengulas mengenai konsep esensi manusia dalam kerangka filsafat islam dan barat. Dalam penelitian ini digunakan metode analisis komparatif. Melalui pendekatan ini dibandingkan pandangan tentang esensi manusia yang dikemukakan oleh para filosof Barat dan Islam.

Pendidikan Bahasa Arab Dalam Perspektif Filsafat Ilmu Malika, Childa; Bakar, M. Yunus Abu
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol 13 No 1 (2025): Al-Tadris: Jurnal Pendidikan Bahasa Arab
Publisher : Faculty of Education and Teachers Training of UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/tadris.2025.13.1.441-465

ملخص: لتعليم اللغة العربية دور استراتيجي في السياقات الدينية والثقافية والأكاديمية. ومع ذلك، فإن التحديات في تعلم اللغة العربية في العصر الحديث، مثل انخفاض الدافع للتعلم وعدم تكامل القيم العلمية، تتطلب نهجًا أكثر جوهرية. تهدف هذه الدراسة إلى استكشاف العلاقة بين فلسفة العلم وتعليم اللغة العربية، ووضع إطار مفاهيمي قائم على فلسفة العلم لتطوير تعليم اللغة العربية. باستخدام نهج نوعي مع دراسات الأدب والتحليل الفلسفي، تناقش هذه الدراسة ثلاثة أبعاد رئيسية لفلسفة العلم، وهي الأنطولوجيا ونظرية المعرفة وعلم القيم، في سياق تعليم اللغة العربية. تشير نتائج الدراسة إلى أن: (1) من الناحية الأنطولوجية، تتمتع اللغة العربية بمكانة فريدة كعلم يدمج الجوانب اللغوية والثقافية والدينية؛ (2) من الناحية المعرفية، تشمل أساليب تعلم اللغة العربية مناهج قائمة على النصوص والتجريبية والتكنولوجية؛ و(3) من الناحية القيمية، يغرس تعليم اللغة العربية القيم الأخلاقية والأخلاق والتفاهم بين الثقافات. تُقدّم هذه الدراسة نموذجًا لدمج فلسفة العلوم في تعليم اللغة العربية، يُمكن أن يُشكّل أساسًا لتطوير مناهج وطرق تعلم وتقييم أكثر فعالية. تُساهم هذه الدراسة نظريًا في دراسة فلسفة العلوم في التعليم، بينما تُقدّم عمليًا توصيات استراتيجية لتحسين جودة تعلم اللغة العربية. الكلمات المفتاحية: تعليم اللغة العربية، فلسفة العلوم Abstract: Arabic language education has a strategic role in religious, cultural, and academic contexts. However, challenges in learning Arabic in the modern era, such as low motivation to learn and lack of integration of scientific values, require a more fundamental approach. This study aims to explore the relationship between the philosophy of science and Arabic language education, and to develop a conceptual framework based on the philosophy of science for the development of Arabic language education. Using a qualitative approach with literature studies and philosophical analysis, this study discusses three main dimensions of the philosophy of science, namely ontology, epistemology, and axiology, in the context of Arabic language education. The results of the study indicate that: (1) ontologically, Arabic has a unique position as a science that integrates linguistic, cultural, and religious aspects; (2) epistemologically, Arabic language learning methods include text-based, experiential, and technological approaches; and (3) axiologically, Arabic language education instills moral values, ethics, and cross-cultural understanding. This study produces a model of integration of the philosophy of science in Arabic language education that can be the basis for the development of a more effective curriculum, learning methods, and evaluation. Theoretically, this study contributes to the study of the philosophy of science in education, while practically, it offers strategic recommendations to improve the quality of Arabic language learning. Keywords: Arabic Language Education, Philosophy of Science Abstrak: Pendidikan bahasa Arab memiliki peran strategis dalam konteks keagamaan, budaya, dan akademik. Namun, tantangan dalam pembelajaran bahasa Arab di era modern, seperti rendahnya motivasi belajar dan kurangnya integrasi nilai-nilai keilmuan, membutuhkan pendekatan yang lebih mendasar. Penelitian ini bertujuan untuk mengeksplorasi hubungan antara filsafat ilmu dan pendidikan bahasa Arab, serta menyusun kerangka konseptual berbasis filsafat ilmu untuk pengembangan pendidikan bahasa Arab. Menggunakan pendekatan kualitatif dengan studi literatur dan analisis filosofis, penelitian ini membahas tiga dimensi utama filsafat ilmu, yaitu ontologi, epistemologi, dan aksiologi, dalam konteks pendidikan bahasa Arab. Hasil penelitian menunjukkan bahwa: (1) secara ontologis, bahasa Arab memiliki kedudukan unik sebagai ilmu yang mengintegrasikan aspek linguistik, budaya, dan agama; (2) secara epistemologis, metode pembelajaran bahasa Arab mencakup pendekatan berbasis teks, pengalaman, dan teknologi; dan (3) secara aksiologis, pendidikan bahasa Arab menanamkan nilai-nilai moral, etika, dan pemahaman lintas budaya. Penelitian ini menghasilkan model integrasi filsafat ilmu dalam pendidikan bahasa Arab yang dapat menjadi dasar bagi pengembangan kurikulum, metode pembelajaran, dan evaluasi yang lebih efektif. Secara teoritis, penelitian ini memberikan kontribusi terhadap kajian filsafat ilmu dalam pendidikan, sementara secara praktis, menawarkan rekomendasi strategis untuk meningkatkan kualitas pembelajaran bahasa Arab. Kata Kunci : Pendidikan Bahasa Arab, Filsafat Ilmu

Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation Markus, Markus; Abu Bakar, M. Yunus; Kholis, Nur
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.400

This study focuses on integrating the Tringo Ki Hadjar Dewantara concept into the evaluation of Islamic education learning, aiming to enhance the educational function of assessing students' abilities in the learning process. The Tringo Ki Hadjar Dewantara concept is identified as a suitable framework for integration into the independent curriculum's learning evaluation. The research employs a literature study approach to elucidate these two aspects. The study uses content analysis and interpretation for data analysis, drawing from primary and secondary data sources. Using a deductive approach, the author collects and synthesizes relevant literature to contextualize the research discussion. The research addresses a crucial need due to the adaptable nature of the independent curriculum, requiring concept comparisons and adjustments, particularly in the realm of Islamic education. The study's novelty lies in integrating the Tringo Ki Hadjar Dewantara concept into the development of Islamic education learning evaluation. This uniqueness stems from the need for prior research on this concept's connection with learning evaluation. While existing studies have explored the Tringo concept's application in various educational contexts, they have yet to examine its integration into the assessment of Islamic education. Therefore, this study addresses an unexplored area within educational practice. By integrating the Tringo concept, educational practitioners can conduct comprehensive checks encompassing cognitive, affective, and psychomotor domains. These innovative evaluation approaches can be effectively implemented in Islamic education, leading to more impactful and engaging learning experiences.

Traces of KH. M. Hasyim Asy'ari Thought: Relevance for the Development of Islamic Education in Indonesia Abu Bakar, M. Yunus
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.483

This research aims to see and provide the results of an analysis of the development of Islamic education from the perspective of KH. M. Hasyim Asy'ari. Using post positivism rationalism, data was obtained through documentation, observation and interview techniques. The data analysis uses deductive inductive analysis, reflective analysis, constant comparative analysis and typological analysis. The research results show that KH. M Hasyim Asy'ari as a great scholar has studied several fields of study, ranging from religious, educational, social, cultural to political issues. In contrast to the religious views of some kiai which are sometimes syncretic, Kiai Hasyim Asy'ari's thoughts on religion tend to be puritanical. Likewise, in his views on education, his perspective can be categorized as progressive and is in line with figures, especially the modernization of Islamic education in Indonesia, namely Islamic boarding school education. View of KH. M. Hasyim Asy'ari regarding learning means learning not only ta'lim al-nafs, but also ta'lim rabbani, and his views on knowledge can be divided into two types of knowledge, hudhuri (ladunni), and husuli (kasbi). Meanwhile, his view of the interaction between teachers and students is religious ethics which is ideological, theological and transcendent.

Co-Authors A'izzi, Rosda Aisyatul A, Achmad Faisol A. Hilwa Syauqy Mazidah Abd Azis Tata Pangarsa Abdeljelil, Moncef Ben Abdillah Mahbubi Abdullah zaid Abdurakhmonovich, Yuldashev Azim Abdurrohim Abdurrohim, Abdurrohim Abir Umar Addin Mustaqim Agis Ayuningtias Ah. Zakki Fuad Ahmad Abdur Rokhim Ahmad Azhar Alauddin AHMAD CHAFIDUT TAMAM Ahmad Fahresi Ahmad Makinun Amin Ahmad Zidqy Azmy Hilmani Ahmad, Bima Nawa Ain, Hurul Aisa, Firda Aisyah Karunia Ramadhani Akbari, M. Yudo Agresi Al-Ulya, Naila Nafahatus Sahariyah Alberto Edmund Feliciano H. P Alfa Sabila Ainurrahma Alfi Manzilatur Rohma Alfi Manzilatur Rokhmah Alfi Manzilatur Rokhmah Alfi, Dewi Zainul Ali Mas’ud Ali Mas’ud Ali Mudlofir Ali Musthafa Almi Novita Aminatul Mukhlisa Amir Hamzah Amir Mahmud Amir Maliki Abitolkha An Nisa Rahma Andhin Sabrina Zahra Andhin Sabrina Zahra Anifa Wardah Apriliani, Widia Arif Rahman Arifuddin Arifuddin Arroyyanah F Assegaf, Abd Rachman Assegaf, Abd. Rachman Astutik, Lutfiani Athaya Yulidian Athaya Yulidian Aulan Nuriyah Aulia Salsabila Auliya', Hilyatul Ayu Ardila Ayu Nabilla Syaputri Ayu Shaumina Mubarokah Ayuningtias Yarun Az-Zahro, Fitri Charismaullah Azizatun Nafiah Azka, Sofiyyudin azmi, izzam A’lal Aqil Baharun, Hasan Bahri, Rosidi Baiq Tuhfatul Unsi Brian Prilliano Cahyani, Desi Yati Wulan Chikmah, Khofshoh Roichanatul Chilya Nur Hidayah Choirul Anam Dedi Junaedi Devi Rofidah Celine Dewi Khalwatus Salwa DIAN FATMAWATI Dwi Tantri Indrajita Eka Firmansyah Elsy Yulia Rahmani Endah Rahmawati Evi Fatimatur Rusydiyah Fadlillah, Nilna Falihah, Nadiyah Al Fariha Romadloniyah Fathirah, Annisaul Fathorrohman, Fathorrohman Fika Rahmayani Fiqrotul Azizah Firdasari, Auliya Adiba Rahma Firdaus Ulul Absor Firdaus, Nazilatul Fatihah Firmansyah, Yoga Adhitya Fredy Fitrotin Nisa’ Fuad, Zakki Furqon, M. Rully Hadi, Mochammad Nur Hafidhotur Rohmah Hamdah Hanifah Hamidatul Ula Hana Zafira Zahra S Hana Zafira Zahra Subagyo hanifah hanifah Hanifah Sabrina Aulia Hasan, Ali Akbar Al Hawa Kamila Al-Khanifah Hendi Sugianto Henny Rahma Maulidina Herwati Hikmawati Rahayu Homaidah Ihda Ulvi Ulia Muhasonah Ika Oktaviani Ikrimah Manjilah Auliya Ilma Luthfia Maziana Imam Ibnu Hajar Imam Karya Bakti Imam Nasa’i Inayah Inna Zulfa Muhsinin Intan Dwi Safitri Intan Dwi Safitri intan mafirroh Intan Nadiroh Isabella Auralia Salsabila Jakiyem, Jakiyem Jamilah Jamilah Johan Rafaro Julita Dwi Anggraeni Kamila, Farichatul Kamila, Khurun In Karim, Abdul Rahim Kasuwi Saiban Khabibatun Nisa Khofifah Dwi Wulandari Khoirun Nisa Kholilullah, Mohammad Kholis, Nur Khurriyah , Nurul Kodri, Jalilatul Kurniawan, Redite Kurniawan, Rikza Syahrial Kusaeri Lailatus Syarifah Lalu Nasrulloh Nasrulloh Loli, Elma Zakiyyah Faturrahmah Ratu Lubis, Ardiansyah Luluk firdausiyah Luluk Lydia Ni’matul Mu’tamaroh M. Ahim Sulthan Nuruddaroini M. Ahim Sulthan Nuruddaroini M. Faiz Ahdan Hawari M. Fiqih Dwi Firmansyah M. Kholid Bayu Amrullah Maghfiroh, Muliatul Maghfiroh, Rohmatul Maisyanah Maisyanah Maisyanah, Maisyanah Malika, Childa Mardiyah Mardiyah Marisa Amalia Hikmah Markus, Markus Mas'ud, Ali Masud, Ali Mas’ud, Ali Mas’udah, Laili Maulidah Syahrisyarifah Maulidatul Hasanah Maulindah, Dela Mochammad Nginwanun Likullil Mahamid Moh Asror Moh Zainal Abidin Aris Moh. Ayyub Mustofa Moh. Mahfud Moh. Zainal Abidin Aris Mohammad Mohan Mohammad Sholeh Mohammad Syamsul Maarif Mohammad ‘Ainul Fikri Mahmudi mohan, mohammad Mughni, Muhamad Syafiq Muh. Syamsuddin, Muh. Muhaemin Muhaemin Muhammad Achsin Muhammad Adib Nuruzzaman Muhammad Fariq Faza Muhammad Fatih Hidayatullah Muhammad hifdhul Islam Qur’aniy Zidna Muhammad Iqbaal Al Ghifari Muhammad Irfan Hasanuddin, Muhammad Irfan Muhammad Jawad Attaqy Muhammad Nur Ilhammin Muhammad Nurkholis Kholik Muhammad Yusron Maulana El-Yunusi Muhasona, Ihda Ulvi Ulia Muhsinin , Inna Zulfa Muniroh, Shofiyatu Zahrotil Mustain Mustain Mustofa, Moh. Ayyub Nabila Nisa Azzahra Nadhief, Muhammad Ilham Nadia Ulya Wahidah Nafiah, Azizatun Nafis, Rasydan Mohammad Naila Nafahatus Sahariyah Al-Ulya Nailatuz Zamrudiah Nailis sa adah Najikhah, Devista Khoirun Nanda Salsabila Nauroh Mahdiyyah Azhim Nauval Ardian Saputra Navisah Al Ainiyah Nawal Zahwa Dzakiyyah Nayla Hikmah Khairun Nisa Nayyiroh, Azdatil Arifah Nihayatul Husna Nikmatus Sholihah Nisa', Khabibatun Nisa', Mas Ayu Ainun Nisa, Nathasa Khoirun Nova Fitri Ananda Novi Mukhlishoh Novita, Almi Nur Aqilah L. R. Opier Nur Azmil Azizah Nur Halimatus Sa' Diyah Nur Kholis Nur Kholis Nur Silfiataun Hasanah Nuril Ma'rifah Oemar Muchtar Hakim Patianansa, Sebena Gaos Puspita Handayani Putri, Rika Triambarwati Diria Putri, Valen Azzahro Mahella Rahma Sekar Nigrum Rahma Sekarningrum Rahma Tiara Azzahra Ramdhani, Achmad Naufal Fajrur Rasydan Muhammad Nafis Ratnaningtyas, Oktavia Redite Kurniawan Redite Kurniawan Rere Redjo Sasmito Rere Rejo Sasmito Ridhokusumo Rifqiya Zahara Rindu Amelia Ririn Inayatul Mahfudhoh Riza Egy Ramadhani Rizkika Qurroti A'yunina RIZQI MAULANA Rizqi, Muhammad Hadriq Ainur Rochmah, Zuliyatur Rofiqi, Rofiqi Rofiqoh, Nihayatur Rohim, Muhammad Ainur Roisah Maulidiyah Rohmah Rosda Aisyatul A’izzi Roziqi, Ahmad Khoirur Sa'adah , Ikfina Himmatus Sa'adah, Nailis Sa'i, Mad Sal Sabilla Ulayya Zahro Salma Nabila Salma Novi Safitri Salma Novi Safitri Salsabela, Siti Nur Salma Salsabila, Nur ‘Aliyah Salwa Nala Rohmatal Izzah Salwa Zahrah Safiyah Samsul Ma'arif Savira Rahmania Sef, Widad Septa Nur Laila Ali Shofiatul Widad Sholihah, Ni'matus Shubhan Minan Nurir Rohman Shubhan Minan Nurirrohman Sinta Nailul Latifah Sirojuddin, Muhammad Siti A’yunuttazkiyah Siti Hanifah Siti Khoiriyah Siti Marfuah Siti Rahmatul Rizkiyah Siti Zahiroh Solikhah Mawadati SRI BULAN Sri Bulan Susilawati, Sinta Ayu Syach Dilla Bi Rizqi Yahya Tasniem Salsabila Tharwah Attia Tobi, Tobi Tobroni Tobroni Trya Imamatul Istiqomah Trya Imamatul Istiqomah Ulya, Vita Fitriatul Umar Faruq Umi Sumbulah Umirul Musyarofah Utien Kustianing Wafa, Rimayul Widad, Shofiatul Yarun, Ayuningtias Yeyen Afista Zahidah, Is’ad Churiyah Zahro’ Ummi Nashiifah Zai'muddin, Ahmad Kana Zainuddin Zakariyah Zuha El Widad Zuhrotus Saniyyah Zukhrufa Diana Azza Zulfa Kalimatul Fajriyyah Zuliyatur Rochmah Zulkarnain `Alin Nur Salsabila

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