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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Irfani Jurnal Al-Tadzkiyyah DIRASAT Jurnal Manajemen & Pendidikan Islam FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Journal An-Nafs: Kajian Penelitian Psikologi TA'DIBUNA: Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Hayula: Indonesian Journal of Multidisciplinary Islamic Studies FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan Jurnal Pendidikan : Riset dan Konseptual Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman qolamuna : Jurnal studi islam Jurnal Pendidikan Islam Iqra' Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JPPI | Jurnal Penelitian Pendidikan Islam FIKRAH Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Journal on Education AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM MUHARRIK: JURNAL DAKWAH DAN SOSIAL EduReligia : Jurnal Pendidikan Agama Islam Jurnal al-Murabbi TSAQAFAH Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Al-Mada: Jurnal Agama, Sosial, dan Budaya Murobbi: Jurnal Ilmu Pendidikan Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Islamika: Jurnal Keislaman dan Ilmu Pendidikan Instructional Development Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Edification Journal : Pendidikan Agama Islam Panangkaran: Jurnal Penelitian Agama dan Masyarakat Jurnal Ilmiah Profesi Pendidikan Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan PUTIH JURNAL PENGETAHUAN TENTANG ILMU DAN HIKMAH Hikmah Indonesian Journal of Islamic Education Studies (IJIES) Asatiza: Jurnal Pendidikan Edunesia : jurnal Ilmiah Pendidikan JPIn : Jurnal Pendidik Indonesia At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal Mu'allim AL-MUTTAQIN : Jurnal Studi, Sosial, dan Ekonomi Rabbani: Jurnal Pendidikan Agama Islam Journal of Science and Education (JSE) Tafkir: Interdisciplinary Journal of Islamic Education Al-Riwayah : Jurnal Kependidikan Al Hikmah: Journal of Education HUDAN LINNAAS: JURNAL ILMU SOSIAL DAN HUMANIORA An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Al-Fikru : Jurnal Pendidikan dan Sains Journal of Education Research Jurnal Kependidikan Islam Didaktika Religia Jurnal Penelitian Agama Southeast Asian Journal of Islamic Education Jurnal Mappesona Al-Fakkaar: Jurnal Ilmiah Pendidikan Bahasa Arab ELOQUENCE: Journal of Foreign Language Islam Realitas: Journal of Islamic and Social Studies Concept: Journal of Social Humanities and Education PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Al'Ulum Jurnal Pendidikan Islam JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA IHSAN : Jurnal Pendidikan Islam International Journal of Law and Society Mutiara: Jurnal Penelitian dan Karya Ilmiah Cendikia: Jurnal Pendidikan dan Pengajaran Alfihris: Jurnal Inspirasi Pendidikan Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Jurnal Sains Student Research Al-Jadwa: Jurnal Studi Islam Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Jurnal Manajemen Pendidikan Islam Interdiciplinary Journal of Education QOSIM: Jurnal Pendidikan, Sosial & Humaniora Cendikia Pendidikan Tashdiq: Jurnal Kajian Agama dan Dakwah Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Journal An-Nafs: Kajian Penelitian Psikologi AT-TABAYYUN: Journal Islamic Studies Journal of Innovative and Creativity Jurnal Budi Pekerti Agama Islam Jurnal Pembelajaran Bahasa dan Sastra JURNAL MULTIDISIPLIN ILMU AKADEMIK Jurnal Penelitian Pendidikan Indonesia (JPPI) JOIES (Journal of Islamic Education Studies) ARIMA : Jurnal Sosial Dan Humaniora EDUJAVARE: International Journal of Educational Research Jurnal Ilmiah Nusantara Studi Multidisipliner: Jurnal Kajian Keislaman Jurnal Pendidikan Dasar dan Keguruan Hudan Linnaas: Jurnal Ilmu Sosial dan Humaniora Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Rabbayani: Jurnal Pendidikan dan Peradaban Islami Maharot : Journal of Islamic Education Andragogi Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Islamic Education Studies (IJIES) Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Moral : Jurnal Kajian Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Edukasia Islamika: Jurnal Pendidikan Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Al-Tadris: Jurnal Pendidikan Bahasa Arab Al-Hayat: Journal of Islamic Education International Journal of Interdisciplinary Research Jurnal Pendidikan dan Sosial Humaniora Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan AL TADIB : Jurnal Ilmu Pendidikan Reflektika Kamil Jurnal Mappesona Academia Open
M. Yunus Abu Bakar
Universitas Islam Negeri Sunan Ampel Surabaya
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Memahami Keterampilan Dan Nilai Sebagai Materi Pendidikan Dalam Perspektif Islam Nauval Ardian Saputra; Rasydan Muhammad Nafis; Rere Rejo Sasmito; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 3 (2024): Juni : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i3.1535

Abstract

This article deals with educational material, especially skills and values, as well as their importance in the context of Islamic education. Educational material is described as a key element in the educational process that includes knowledge, skills, and value. Discussions about skills include the definition, type, and urgency, where skills are considered as the technical ability to perform an action. Meanwhile, value is described as the quality or quality of something, which plays an important role as a guideline of human behavior. This article also highlights the factors that influence skills and various kinds of values. In addition, this article emphasizes the importance of value education in shaping individuals who are moral and able to manage lives in accordance with the noble values of humanity
Reconstruction of the Islamic Education Paradigm; Fazlur Rahman’s Thought Inovation Herwati; Abu Bakar, M. Yunus; Mas'ud, Ali
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/y93xen90

Abstract

Reconstructing the paradigm of Islamic education has become an urgent necessity in response to the dynamic development of knowledge and the challenges of modernization. This study examines Fazlur Rahman’s alternative ideas as an effort to renew Islamic education through a library research approach. Fazlur Rahman proposes three innovative main approaches: the Islamization of modern secular education as an effort to integrate Islamic values into the contemporary education system; the simplification of the traditional syllabus to align learning materials with current needs; and the integration of classical branches of knowledge with modern sciences to create a holistic and relevant curriculum. This study emphasizes that these three approaches not only have the potential to overcome the stagnation of Islamic education but also open space for educational transformation that can compete globally without losing its Islamic identity. The findings are expected to serve as a conceptual foundation for educators and policymakers in formulating progressive and adaptive strategies for renewing Islamic education.
Contextualization of Mahmud Yunus' Concept of Islamic Education in Madrasah Tsanawiyah Wafa, Rimayul; M. Yunus Abu Bakar; Ah. Zakki Fuad
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.v20i1.17311

Abstract

Islamic education evolves to respond to global changes. This situation is a challenge for Islamic education to ensure its progress in terms of existence and management. This study aims to determine the implementation of Mahmud Yunus' concept of Islamic education in MTs. Manba'ul Hikam Sidoarjo. The method used in this research is descriptive method with qualitative approach. Data collection is done by using observation, interview and documentation methods. Data analysis is done through data reduction, data interpretation, and conclusion. The results of this study indicate that Mahmud Yunus' concept of Islamic education can be implemented to overcome the problems of Islamic education at MTs. Manba'ul Hikam Sidoarjo. In MTs. Manba'ul Hikam Sidoarjo, Mahmud Yunus' concept of Islamic education is implemented starting from the objectives of Islamic education based on moral education, an integrated curriculum, methods that are always developing, educators who must be willing to learn with technological developments and evaluations that use letters instead of numbers. Unlike previous studies that primarily explored Mahmud Yunus’s ideas in a historical or theoretical context, this research provides an empirical application within a contemporary madrasah setting, offering a practical framework for integrating classical Islamic educational thought with modern curriculum policies.
Character-Based Arabic Language Learning Assessment Innovation Homaidah; Bakar, M. Yunus Abu
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.819

Abstract

Assessment in education is the most crucial component for measuring student learning outcomes. Arabic language learning has experienced a paradigm shift from a focus solely on cognitive aspects to a holistic assessment oriented toward character development. This means that students are unable to understand and practice religious values related to moral ethics in school life, such as disrespect toward teachers, increased bullying, fights between students, smoking on school grounds, and various other unethical behaviors. This has led to a tendency to neglect character education as a priority. Therefore, innovations in Arabic language education are needed that integrate and prioritize strengthening student character. Therefore, character-based Arabic language learning assessment innovations are presented as an integrative effort that combines language proficiency with character values such as honesty, responsibility, discipline, and cooperation. The innovation in character-based Arabic language assessment aims to develop an evaluation method that not only measures linguistic competence but also shapes students' personalities with noble morals and the ability to become responsible individuals. The developed teaching system combines assessment of language skills (Istima', Kalam, Qiro'ah, Kitabah) with observation of character values such as honesty, responsibility, cooperation, and discipline. The method used is a descriptive qualitative approach, with data collection techniques through observation, interviews, and documentation. Results indicate that the implementation of character-based assessment can increase learning motivation, active student engagement, and create a more meaningful and holistic learning environment. This innovation is expected to make a real contribution to the development of more humanistic Arabic language learning evaluations relevant to national character education goals.
Sintesis Penyesuaian Klasik Pavlov dan Periode Kognitif Piaget dalam Prinsip Pembelajaran Komprehensif Firmansyah, Yoga Adhitya Fredy; Aisyah Karunia Ramadhani; Muhammad Iqbaal Al Ghifari; M. Yunus Abu Bakar
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8861

Abstract

This investigation endeavors to explore the integration of Pavlov's classical conditioning theory with Piaget's stages of cognitive development in the articulation of comprehensive learning principles. The methodological approach adopted is a systematic literature review that amalgamates core tenets from Pavlovian theory and Piaget's cognitive developmental phases. The outcomes demonstrate that the confluence of these two paradigms furnishes a robust foundation for devising adaptive learning frameworks oriented toward holistic student maturation. This synthesis emphasizes that comprehensive learning extends beyond mere stimulus-response dynamics, incorporating students' cognitive progression and mental engagements. Accordingly, this framework enables the formulation of dynamic and contextually attuned learning experiences commensurate with students' developmental exigencies. The study asserts that the convergence of classical and cognitive theories is imperative as a cornerstone for contemporary pedagogical practices.
Reconstruction of Higher Education Curriculum Thinking Based on Philosophy and Theology According to Harun Nasution: Systematic Literature Review Sa'i, Mad; Maghfiroh, Muliatul; Sumbulah, Umi; Jamilah, Jamilah; Bakar, M. Yunus Abu; Fuad, Zakki
Al-Jadwa: Jurnal Studi Islam Vol. 5 No. 2 (2026): March
Publisher : Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/aljadwa.4438

Abstract

This study examines the reconstruction of philosophy- and theology-based curriculum thought developed by Harun Nasution as a framework for integrating Islamic sciences with general sciences in Islamic higher education. Using a Systematic Literature Review (SLR) approach, this research analyzes key scholarly works that discuss curriculum reform, the integration of knowledge, and the intellectual transformation of Islamic educational institutions influenced by Nasution’s rational-theological paradigm. The findings indicate that Nasution’s thought promotes an integrative model that harmonizes rationality and spirituality, thereby overcoming the traditional dichotomy between religious and general sciences. His framework emphasizes the incorporation of philosophy, theology, and modern social sciences as foundational pillars for expanding students’ intellectual capacity and fostering critical, analytical, and adaptive thinking. The study also confirms that this paradigm contributed significantly to the institutional transformation from IAIN to UIN and the strengthening of interdisciplinary academic traditions. The study concludes that Nasution’s approach provides a relevant and progressive basis for reconstructing the curriculum of Islamic higher education. Its practical implications include the adoption of discussion-based pedagogies, the enhancement of hermeneutic competence, and increased innovation in interdisciplinary research. Overall, this reconstruction offers a holistic and future-oriented model of Islamic higher education that responds effectively to contemporary global challenges, including those of the Industrial Revolution 5.0 era.
INTEGRASI FILSAFAT PADA PEMBELAJARAN BAHASA ARAB DALAM MENCIPTAKAN PEMBELAJARAN BAHASA YANG HOLISTIK DAN KRITIS Kodri, Jalilatul; Bakar, M. Yunus Abu
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7594

Abstract

This research aims to examine the integration of philosophy of science in Arabic language learning in order to transform it into a holistic, critical, and contextual approach, so as to go beyond the achievement of linguistic competence alone. This research uses a library research method with content analysis techniques on relevant primary and secondary sources, such as books, journals, and scientific articles. The synthesis of ontological, epistemological, and axiological approaches results in a learning transformation with three main characteristics. First, holistic, which integrates the cognitive (analysis of language structure), affective-spiritual (internalization of values), and psychomotor (active use of language) domains simultaneously. Second, critical, by emphasizing in-depth analysis, evaluation, and criticism of the text through the lens of epistemology. Third, contextual, which is to relate language to socio-cultural realities and encourage religious moderation through discussions of diverse interpretations of texts. The integration of philosophy of science transforms the paradigm of Arabic language learning to be more substantive and empowering, which not only builds language proficiency but also shapes students' character and critical thinking skills to answer future challenges.
KONTEKSTUALISASI PEMBELAJARAN BAHASA ARAB PERSPEKTIF FILSAFAT ILMU Nisa, Nathasa Khoirun; Bakar, M. Yunus Abu; Ratnaningtyas, Oktavia
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7595

Abstract

This research aims to contextualize Arabic language learning in Indonesia through the perspective of philosophy of science in order to reconstruct the traditional textual paradigm and overcome the gap between theoretical mastery (nahwu-sharaf) and applicable communicative competence. This research uses a library research method with a qualitative-philosophical approach. The research design is analytical-critical, examining and reconstructing the learning paradigm through in-depth conceptual analysis. The data analysis technique is carried out by content analysis and philosophical reflection on related primary and secondary sources, which are synthesized based on the three pillars of philosophy of science: ontology, epistemology, and axiology. The results of the study are analyses that produce a holistic reconstruction of the Arabic language learning paradigm. Ontologically, Arabic is understood not as a static entity but as a dynamic, plural living reality (acknowledging Fusha and 'Ammiyyah), and culturally bound. Epistemologically, language knowledge is actively constructed by students through social interaction and authentic experiences with inductive-communicative methods, shifting away from passive knowledge transfer. Axiologically, the value of learning extends beyond narrow religious and academic goals to include pragmatic (career, economic), intercultural, and intellectual (critical thinking) values. The synthesis of these three pillars results in a contextual learning model that is student-centered, uses authentic materials, and is oriented towards pragmatic competencies for real life.
Examining the Influence of Religious Awareness on the Level of Religious and Virtual Islamic Da’wah Content M. Ahim Sulthan Nuruddaroini; Evi Fatimatur Rusydiyah; M. Yunus Abu Bakar
Fikri : Jurnal Kajian Agama, Sosial dan Budaya Vol. 9 No. 1 (2024): Fikri : Jurnal Kajian Agama, Sosial dan Budaya
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jf.v9i1.4667

Abstract

The research aimed to examine how religious awareness affects the level of religiosity, with virtual Islamic da’wah content as an intervening variable. Data was collected from respondents using a survey method, and path analysis was used to test the relationship between these variables. The results indicate that religious awareness does not have a direct significant influence on the level of religiosity, with a path coefficient of 0.363. However, religious awareness does significantly influence the content of virtual Islamic da’wah, with a path coefficient of 0.012. Interestingly, the content of virtual Islamic da’wah itself does not significantly affect the level of religiosity, with a path coefficient of 0.880. The analysis of the coefficient of determination (R Square) revealed that the religious awareness model could only explain 1.5% of the variation in the level of religiosity, while the model for virtual Islamic da’wah content could only explain 1.2% of the variation in the da’wah content itself. Additionally, the results of the Sobell test show that virtual Islamic da’wah content is not an intervening variable that significantly mediates the influence of religious awareness on the level of religiosity. The conclusion drawn from this research is that there are likely other factors outside the model that have a greater influence on a person’s level of religiosity. These findings suggest the need for further studies to explore other factors that can influence an individual’s level of religiosity, as well as the role of virtual Islamic da’wah content in different contexts.
Integration of Islamic Values and Lawrence Kohlberg's Theory in The Moral Development of Students Auliya', Hilyatul; Bakar, M. Yunus Abu
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.965

Abstract

This study aims to examine the integration between Islamic moral values and Kohlberg’s theory of moral development in order to understand the process of students’ moral formation within Islamic education. The research employed a qualitative approach using literature research, analyzing primary and secondary sources related to Islamic ethics and moral development theory. The findings indicate that Islamic moral values such as justice ('adl), honesty (sidq), and responsibility (amanah) can be conceptually aligned with the stages of moral development proposed by Kohlberg. This integration provides a more comprehensive framework for moral education that combines cognitive moral reasoning with spiritual and ethical principles derived from Islamic teachings. The study suggests that Islamic moral education should not only focus on the transmission of moral norms but also encourage reflective ethical reasoning and the internalization of spiritual values in students’ character formation.
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 Absor, Firdaus Ulul Addin Mustaqim Ah. Zakki Fuad Ahmad Abdur Rokhim AHMAD CHAFIDUT TAMAM Ahmad Fahresi Ahmad Makinun Amin Ahmad Zidqy Azmy Hilmani Ain, Hurul Aisa, Firda Aisyah Karunia Ramadhani Aisyatul Farhah Akbari, M. Yudo Agresi Al-Ulya, Naila Nafahatus Sahariyah Alberto Edmund Feliciano H. P Alfa Sabila Ainurrahma Alfi Manzilatur Rohma Alfi Manzilatur Rokhmah Alfi, Dewi Zainul Ali Mas’ud Ali Mas’ud Ali Mudlofir Ali Musthafa Almi Novita Amir Hamzah Amir Mahmud Amir Maliki Abitolkha An Nisa Rahma 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 Celine, Devi Rofidah Chikmah, Khofshoh Roichanatul Chilya Nur Hidayah Choirul Anam Dedi Junaedi Dewi Khalwatus Salwa 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, 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 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 Lubis, Ardiansyah Luluk firdausiyah Luluk M. Ahim Sulthan Nuruddaroini M. Ahim Sulthan Nuruddaroini M. Faiz Ahdan Hawari M. Fiqih Dwi Firmansyah M. Khoirul Huda 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 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 Nurkholis Kholik Muhammad Yusron Maulana El-Yunusi Muhasona, Ihda Ulvi Ulia Muhsinin , Inna Zulfa Muniroh, Shofiyatu Zahrotil Mustain Mustain Mustofa, Moh. Ayyub Musyarofah, Umirul Nabila Nisa Azzahra Nadhief, Muhammad Ilham Nadia Ulya Wahidah Nafiah, Azizatun Nafis, Rasydan Mohammad Nailatuz Zamrudiah 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 Kholis Nur Silfiataun Hasanah Nuril Ma'rifah Oemar Muchtar Hakim Patianansa, Sebena Gaos Puspita Handayani Putri, Rika Triambarwati Diria 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 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 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 Tobi, Tobi Tobroni Tobroni Trya Imamatul Istiqomah Trya Imamatul Istiqomah Ulya, Vita Fitriatul Umar Faruq Umar, Abir Umi Sumbulah 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