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M. Yunus Abu Bakar

Universitas Islam Negeri Sunan Ampel Surabaya

Author-ID : 464757

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Reviving Islamic Education: : Ibn Khaldun's Influence on Contemporary Education Azka, Sofiyyudin; Bakar, M. Yunus Abu
Panangkaran: Jurnal Penelitian Agama dan Masyarakat Vol. 7 No. 2 (2023)
Publisher : LP2M UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/panangkaran.v7i02.3341

The purpose of this article is to reveal Ibn Khaldun's views on education, which indirectly provide an overview of the Islamic education system that he considered ideal. In addition, this study will also try to assess the extent to which his thoughts influence the development of Islamic education in Indonesia today. The method used in this article is a qualitative descriptive analysis, which involves a literature study of previous research documents and texts. The results of the analysis show that Ibn Khaldun's thoughts on the Islamic education system have a significant impact on the development of Islamic education today. This can be seen in his views on the purpose of education, educational curriculum, classification of knowledge, methods of acquiring knowledge, learning methods, education system, educators and learners, educational environment, and its implications for contemporary Islamic education. [Tujuan dari artikel ini adalah untuk mengungkapkan pandangan Ibnu Khaldun tentang pendidikan, yang secara tidak langsung memberikan gambaran tentang sistem pendidikan Islam yang dianggapnya ideal. Selain itu, penelitian ini juga akan mencoba menilai sejauh mana pemikirannya memengaruhi perkembangan pendidikan Islam di Indonesia saat ini. Metode yang digunakan dalam artikel ini adalah analisis deskriptif kualitatif, yang melibatkan studi literatur terhadap dokumen dan teks-teks penelitian sebelumnya. Hasil analisis menunjukkan bahwa pemikiran Ibn Khaldun tentang sistem pendidikan Islam memiliki dampak yang signifikan terhadap perkembangan pendidikan Islam saat ini. Hal ini terlihat dalam pandangannya mengenai tujuan pendidikan, kurikulum pendidikan, klasifikasi ilmu, metode perolehan ilmu, metode pembelajaran, sistem pendidikan, pendidik dan peserta didik, lingkungan pendidikan, dan implikasinya terhadap pendidikan Islam kontemporer.]

Studi Aliran Filsafat Pendidikan Islam Serta Implikasinya Terhadap Pengembangan Pendidikan Islam Mughni, Muhamad Syafiq; M. Yunus Abu Bakar
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 5 No. 1 (2022): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/dirasah.v5i1.456

The long journey of Islamic education that has grown to date is strongly influenced by the thoughts of its driving figures in implementing the existing learning system in the educational institutions they develop. The thoughts of the education driving figures are driven by the intersection between the socio-cultural realities faced by these figures with the religious thoughts they profess, namely Islam. With the literature study method, this study aims to identify the schools in Islamic educational philosophy, the purpose of this research is to find out the construction of Islamic thought, especially Muslim philosophers about education, because we know that education is a human way of life. The results of this research can later be used as a philosophical foundation for every educational practitioner. In the results of this study found the schools of Islamic education philosophy, namely 1) al-muhafid 2) Al-Diniy Al-Aqlaniy and 3) al-dzara'iy. In addition to finding the schools in Islamic educational philosophy, this study also finds the implications of these schools with the development of Islamic education curriculum. The pattern of development of Islamic education in the perspective of the al-Muhafidz school only has an orientation to form students who are aware of the hereafter, in contrast to the Al-Diniy Al-Aqlaniy school, in addition to being oriented towards the sciences of the hereafter, in its educational development this school also integrates religious education and natural education. and arithmetic. As for the flow of al-dzara'iy more to the practical sciences

Isu Kontemporer Pembelajaran Bahasa Arab di Madrasah Ibtidaiyah: Contemporary Issues in Arabic Language Learning in Elementary Islamic Schools Kamila, Farichatul; Aisa, Firda; Susilawati, Sinta Ayu; Abu Bakar, M. Yunus
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2023): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v3i2.129

The purpose of Arabic language learning in elementary Islamic schools has not yet achieved the intended goals, which include the four language skills: speaking, reading, listening, and writing. Based on the results of a field survey at Wahid Hasyim Elementary Islamic School in Yogyakarta, the purpose of Arabic language learning only prioritizes two skills, namely speaking and listening, where students are required to communicate using Arabic. However, the other two skills are addressed. According to the author, the Arabic language material in elementary Islamic schools is not ideal because many materials are taught in a sequence of straightforward, complex, moderate, challenging, and accessible, complicating students' receiving the prepared material. In contrast, the material should ideally start from easy, medium, and then hard to facilitate students' learning. In Arabic language learning in elementary Islamic schools, the "nadzariyatul wahdah" (all-in-one system) approach is ideal, where Arabic is taught from various skill aspects without separating the language. Pada dasarnya tujuan pembelajaran bahasa arab di madrasah ibtidaiyah belum mencapai tujuan yang diharapkan meliputi 4 kemahiran berbahasa yaitu kalam, qira’ah, istima’, dan kitabah. Berdasarkan hasil survey lapangan di Madrasah Ibtidaiyah Wahid Hasyim Yogyakarta tujuan bahasa arab hanya memprioritaskan 2 kemahiran saja yaitu kalam dan istima dimana siswa dituntut untuk dapat berkomunikasi menggunakan bahasa arab, meskipun 2 kemahiran lainnya tidak diabaikan.Materi bahasa arab di Madrasah Ibtidaiyah menurut penulis belum ideal karena banyak materi yang diajarkan berawal dari mudah- sukar- sedang- sukar- mudah yang menyulikan peserta didik dalam menerima materi yang diajarkan, sedangkan idealnya materi itu berawal dari mudah- sedang- lalu sukar agar memudahkan peserta didik dalam menerima pelajaran.Pada pembelajaran bahasa arab di Madrasah Ibtidaiyah idealnya menggunakan nadzariyatul wahdah (all in one system) yang mana bahasa arab diajarkan dari berbagai aspek kemahiran tanpa memisah- misahkan bahasa tersebut.

Efektivitas 5 Madzhab Teori Belajar (Behavioris, Kognitifistik, Konstruktifistik, Generatif, Dan Humanistik Untuk Penerapan Pembelajaran Bahasa Arab: The Effectiveness of 5 Learning Theory Schools (Behaviorism, Cognitivism, Constructivism, Generativism, and Humanism) for Implementing Arabic Language Learning Chikmah, Khofshoh Roichanatul; Muniroh, Shofiyatu Zahrotil; Putri, Rika Triambarwati Diria; Bakar, M. Yunus Abu
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2023): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v3i2.130

Islamic education is a learning process that prioritizes religious issues. In Islam, differences of opinion are inevitable. Just as in jurisprudence, which has four schools of thought, there are five schools of thought in learning theory in education. Each learning theory has its understanding, characteristics, principles, and learning steps, as well as advantages and disadvantages. This article contains data obtained using library research techniques, where data is collected from references such as books, journals, articles, and other types of readings. The data presented is a compilation of six schools of thought in learning theory. The data includes the understanding, characteristics, principles, and learning steps, as well as the advantages and disadvantages of each school of thought. Understanding the schools of thought in learning theory is crucial before conducting a learning process based on Islam. The influence of learning theory schools on student learning outcomes is significant because each school of thought has its way of educating its students. Therefore, this article enables prospective Islamic educators to understand the learning theories that will be applied to their students. Pendidikan Islam merupakan proses belajar yang mengedepankan masalah keagamaan. Dalam Islam tentu tidak jauh dengan perbedaan pendapat. Seperti halnya di dalam fiqih yang memiliki empat madzhab, dalam pendidikan juga terdapat lima madzhab teori belajar. Setiap teori belajar memiliki pengertian, ciri-ciri, prinsip-prinsip, langkah-langkah pembelajaran serta kelebihan dan kekurangan masing-masing. Artikel ini memuat data yang diambil menggunakan teknik library research yang mana data diambil dari referensi berupa buku, jurnal, artikel, dan jenis bacaan lainnya. Data yang dimuat merupakan saringan data mengenai enam madzhab teori belajar. Data tersebut berisi pengertian, ciri-ciri, prinsip-prinsip, langkah-langkah pembelajaran serta kelebihan dan kekurangan dari masing-masing madzhab. Madzhab teori belajar sangat penting untuk dipahami sebelum melaksanakan sebuah pembelajaran yang berdasarkan Islam. Pengaruh madzhab teori belajar terhadap hasil belajar siswa tentunya sangat besar karena setiap madzhab memiliki caranya tersendiri untuk mendidik siswanya. Maka dibuatnya artikel ini dengan tujuan agar para calon pendidik Islam memahami tentang teori belajar yang akan diterapkan kepada peserta didiknya.

Relevansi Pendidikan Perspektif Al-Ghazali Terhadap Paradigma Pendidikan Islam di Indonesia Sef, Widad; Abu Bakar, M. Yunus
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 21 No. 1 (2024): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/al-hikmah:jaip.2024.vol21(1).14705

Education often experiences challenges and developments that continue to occur according to changing times, so it is very important to prepare educators to have the ability to adapt to the transformation of science and technology to develop the potential of students in the future. This research is a type of descriptive qualitative research that refers to historical-factual philosophical research regarding figures with the object of research being the thoughts of a philosopher, using library research techniques. The results of this research is Al-Ghazali has listed several aspects of education, including: educational goals, characteristics that educators and students must have, educational curriculum, and learning methods. Al-Ghazali's thoughts have relevance to Islamic education in Indonesia in terms of educational goals, the importance of the role of educators towards students, apart from that the curriculum classifies fields of knowledge based on the needs and abilities of students. The learning method introduced by Imam Al-Ghazali is considered relevant to the context of Islamic education in Indonesia, considering the diversity of nations with different characteristics and backgrounds. So Al-Ghazali's thoughts regarding the concept of education are quite relevant to use, this can be implemented in Islamic education patterns in Indonesia and can be an inspiration and answer several challenges that arise in the world of education.

STUDI KEBIJAKAN TENTANG KURIKULUM PENGEMBANGAN MUATAN LOKAL Alfi, Dewi Zainul; Abu Bakar, M. Yunus
Rabbani: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2021): Maret
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/rjpai.v2i1.4140

Muatan lokal adalah bahan kajian atau mata pelajaran pada satuan pendidikan yang berisi muatan dan proses pembelajaran tentang potensi dan keunikan lokal. Penerapan kurikulum muatan lokal dapat memberikan bekal pengetahuan, keterampilan, pembentukan sikap dan perilaku siswa, berupa wawasan tentang keadaan lingkungan dan kebutuhan masyarakat. Pengembangan Muatan Lokal dilakukan dengan dua arah pengembangan dalam muatan lokal, yaitu Pengembangan untuk jangka jauh agar para siswa dapat melatih keahlian dan keterampilan yang sesuai dengan harapan yang nantinya dapat membantu dirinya, keluarga, masyarakat dan akhirnya membantu pembangunan nusa dan bangsanya. Studi ini merupakan studi literatur sehingga metode dalam menganalisis data dengan meninjau dan mengumpulkan informasi dari berbagai referensi baik buku, artikel ilmiah yang digunakan sebagai bahan dalam mempelajari dan menambah wawasan secara konseptual yang berhubungan dengan studi kebijakan tentang kurikulum pengembangan muatan lokal.

Pendidikan Karakter Dalam Perspektif Filsafat Pendidikan Islam Cahyani, Desi Yati Wulan; Bakar, M Yunus Abu
Jurnal Metaedukasi: Jurnal Ilmiah Pendidikan Vol 4, No 2 (2022): Metaedukasi
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/metaedukasi.v4i2.6169

Pendidikan karakter merupakan suatu kegiatan penanaman nilai-nilai budi pekerti, akhlak, moral kepada peserta didik sebagai upaya untuk melahirkan insan kamil generasi muda Islam yang bertakwa kepada Allah dan berakhlakul karimah. Terwujudnya seseorang yang berkarakter (Akhlaqul Karimah) melalui pendidikan karakter merupakan salah satu alternatif penyelesaian persoalan karakter anak yang bersifat preventif dan kuratif. OlehÂ karena itu, pendidikan karakter akan terlaksana jika selaras dengan system pendidikan yang tepat. Adapun tujuan penulisan artikel ini adalah untuk mengetahui lebih jauh mengenai pendidikan karakter dalam persepektif filsafat pendidikan Islam. Penulisan Artikel ini menggunakan Studi pustaka. Berdasarkan pembahasan pada artikel ini, dapat disimpulkan bahwa dalam perspektif pendidikan Islam, pendidikan karakter yang dikembangkan oleh Kementrian Pendidikan sangat relevan dengan pendidikan karakter yang diajarkan dalam pendidikan Islam. Nilai-nilai yang diajarkan dalam pendidikan karakter yang meliputi moral atau akhlak yang mana hal itu juga diajarkan dalam pendidikan Islam yang mengacu pada nilai-nilai karakter Rasulullah SAW (siddiq, amanah, tabligh dan fathanah). Tidak hanya itu, pendidikan karakter yang diajarkan dalam pendidikan Islam juga mencakup karakter yang didasarkan pada sifat-sifat mulia Allah (Asmaul Husna) seperti kasih sayang, pemaaf, menghormati, memuliakan orang lain, lemah lembut, santun, suka menolong, bijaksana, peduli, adil, memberi manfaat dan sabar. Karakter-karakter ini diharapkan dapat dimiliki oleh setiap perserta didik setelah mereka menempuh pendidikan Islam dan dapat mengaplikasikan karakter-karakter tesebut di tengah masyarakat

The Innovation of Islamic Education Learning Through Quantum Learning Model Zulkarnain; M. Yunus Abu Bakar; Nur Kholis; Siti Marfuah
TADRIS: Jurnal Pendidikan Islam Vol 18 No 2 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i2.10236

The quantum learning model is a lively learning transformation with all its nuances that include all the links, interactions, and differences that maximise learning moments and focus on dynamic relationships in the classroom environment interactions that establish a foundation in order to learn. This study aims to elaborate on the implementation of the principles and steps of the quantum learning approach in PAI learning. The method used in the research is a Systematic Literature Review that starts from the process of searching for literature, screening and eligibility testing. The articles reviewed from 2017-2023 publications. The results showed that the implementation of quantum learning in PAI learning can be in the form of; (1) the application of quantum learning principles (everything speaks, everything aims, experience before naming, recognise every effort, if it is worth learning, then it is also worth celebrating, (2) the application of TANDUR steps, namely; Grow, Experience, Name, Demonstrate, Repeat, and Celebrate. Islamic Education Learning Innovation with Quantum Learning Model offers a new and promising approach to improve the quality of Islamic Education learning through active interaction and student empowerment. This research has the potential for personal empowerment.

Innovation of Anti-Bullying Education Model in Islamic Boarding Schools: A Systematic Literature Review Abdurrohim, Abdurrohim; Rusdiyah, Evi Fatimatur; Abu Bakar, M. Yunus
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5467

This research investigates the development of anti-bullying education models in Islamic boarding schools between 2019 and 2024, with a focus on the effectiveness of prevention and intervention strategies. The method used is Systematic Literature Review (SLR), which involves article inclusion and exclusion criteria as well as data extraction and synthesis processes from two main databases, namely Google Scholar and ERIC, through the Publish or Perish version 8 application. A total of 146 articles were identified, but after selection process, only 25 articles met the inclusion criteria, while publications in the form of books and seminar proceedings were excluded due to the tendency for peer-review to be less stringent. The research results show that the two main models, namely early prevention and intervention against perpetrators and victims of bullying, have developed significantly. While both models are important, a humanist educational approach to prevention has stronger potential to reduce bullying incidents. In addition, a comprehensive holistic approach was found which includes humanist, sociological, participatory and psychotherapeutic educational aspects through dhikr. These findings provide practical insights for stakeholders to improve anti-bullying curricula and develop intervention strategies that are more sensitive to the cultural and religious context in Islamic boarding schools.

PENDIDIKAN SEBAGAI PILAR PERADABAN: SUATU PEMIKIRAN IBNU KHALDUN Anifa Wardah; Rere Redjo Sasmito; Tasniem Salsabila; M. Yunus Abu Bakar
Sindoro: Cendikia Pendidikan Vol. 8 No. 2 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v8i2.6911

Jurnal ini bertujuan untuk menggali pemikiran Ibn Khaldun mengenai pendidikan dalam perspektif Islam, khususnya bagaimana pendidikan mempengaruhi perkembangan sosial dan peradaban. Melalui kajian terhadap karya-karyanya, terutama Muqaddimah, jurnal ini mengeksplorasi hubungan antara pendidikan, filsafat ilmu, dan tujuan akhir pendidikan Islam yang tidak hanya terfokus pada penguasaan ilmu pengetahuan, akan tetapi juga berfokus pada pembentukan karakter dan akhlak yang mulia. Metode penelitian yang digunakan adalah studi literatur dengan pendekatan interdisipliner yang mencakup sejarah, filsafat, dan pendidikan Islam. Hasil kajian menunjukkan bahwa pemikiran Ibn Khaldun relevan dalam konteks pendidikan Islam kontemporer, yang menekankan keseimbangan antara ilmu dunia dan akhirat. Pendidikan, menurut Ibn Khaldun, tidak hanya berfungsi sebagai sarana intelektual, tetapi juga sebagai alat untuk membentuk masyarakat yang adaptif terhadap perubahan sosial dan politik. Jurnal ini menekankan pentingnya sinergi antara pemikiran tradisional Islam dan kebutuhan kontemporer dalam menghadapi tantangan modern di dunia pendidikan.

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 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 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’ 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 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 Kurniawan, Redite Kurniawan, Rikza Syahrial Kusaeri Lailatus Syarifah Lalu Nasrulloh Nasrulloh Lubis, Ardiansyah Luluk firdausiyah Luluk M. Ahim Sulthan Nuruddaroini M. Faiz Ahdan Hawari M. Fiqih Dwi Firmansyah M. Khoirul Huda 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. 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 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 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 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 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 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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