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All Journal Buletin Al-Turas Jurnal Pendidikan Bahasa Inggris Erudio: Journal of Educational Innovation Abjadia, International Journal of Education Lisanudhad Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Arabi : Journal of Arabic Studies JELLT (Journal of English Language and Language Teaching) Register Journal qolamuna : Jurnal studi islam Linguistic, English Education and Art (LEEA) Journal Alfaz (Arabic Literatures for Academic Zealots) LEKSIKA Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban JURNAL PENDIDIKAN TAMBUSAI An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab IJ-ATL (International Journal of Arabic Teaching and Learning) Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Madrosatuna: Journal of Islamic Elementary School Jurnal Pendidikan Islam AL-ILMI LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam NOTION: Journal of Linguistics, Literature, and Culture Panangkaran: Jurnal Penelitian Agama dan Masyarakat Al-Lughah: Jurnal Bahasa IJECA (International Journal of Education and Curriculum Application) Getsempena English Education Journal Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Pedagogy : Journal of English Language Teaching International Journal of Arabic Language Teaching IJALT Alibbaa': Jurnal Pendidikan Bahasa Arab Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam SALEE: Study of Applied Linguistics and English Education Rusydiah: Jurnal Pemikiran Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan JOLLT Journal of Languages and Language Teaching Journal of Arabic Literature (Jali) Proceedings of The International Conference on Social and Islamic Studies Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Linguistic, English Education and Art (LEEA) Journal Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Al Hikmah : Jurnal Studi Keislaman Takuana: Jurnal Pendidikan, Sains, dan Humaniora Al-Muyassar: Journal of Arabic Education Kartika: Jurnal Studi Keislaman Journal Of Arabic Language Studies And Teaching Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Al-Ihda Jurnal Pembelajaran Bahasa dan Sastra An-Nas : Jurnal Humaniora Jurnal Ilmiah Nusantara LISANIA: Journal of Arabic Education and Literature Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan Mozaic: Islamic Studies Journal REGISTER JOURNAL Al-Tadris: Jurnal Pendidikan Bahasa Arab AL-Ikhtiar : Jurnal Studi Islam CMES (Center of Middle Eastern Studies) Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Kamal Yusuf
Universitas Islam Negeri Sunan Ampel
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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ملاءمة طريقة الحوار السقراطي في تنمية مهارة الكلام لدى طلاب الصف السابع بمدرسة الأزهر المتوسطة الإسلامية - مِنْجَانْتِي كَرْسِيكْ: The Relevance of the Socratic Dialogue Method in Developing Mahārah Kalām for Seventh Grade at MTs Al Azhar Menganti Gresik Muhammad Imam Nawawi; Kamal Yusuf
NUKHBATUL 'ULUM: Jurnal Bidang Kajian Islam Vol. 11 No. 2 (2025): NUKHBATUL 'ULUM: Jurnal Bidang Kajian Islam
Publisher : Pusat Penelitian dan Pengabdian Masyarakat (P3M) Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA) Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36701/nukhbah.v11i2.2657

Abstract

Teaching Arabic at the junior secondary level faces several serious challenges, most notably the limited participation of students in oral communication and the dominance of lecture-based instructional approaches. This study aims to analyze the suitability of the Socratic dialogue method in developing speaking skills among seventh-grade students at Al-Azhar Islamic Junior High School, Menganti Gresik. This research employed a descriptive qualitative design. The participants consisted of seventh-grade students enrolled in Arabic language classes at the aforementioned school. Data were collected through classroom observations, semi-structured interviews with teachers and students, questionnaires, and an analysis of instructional documents and assessment reports. The data were analyzed using Miles and Huberman’s model through the stages of data collection, reduction, categorization into thematic units, and verification of credibility through both source triangulation and method triangulation. The findings indicate that the implementation of the Socratic dialogue method enhances students’ active participation in oral interaction, strengthens their ability to formulate reflective questions and responses in Arabic, and promotes the development of critical thinking skills. However, several challenges were identified, including limited instructional time, unequal student participation, and increased cognitive load for some learners. The study suggests that integrating the Socratic dialogue method with task-based language teaching (TBLT), along with continuous teacher training, can improve its effectiveness in developing speaking skills in Arabic language classrooms.
Aristotelian Rhetoric and Arabic Balāghah in Teaching Arabic as a Foreign Language: A Conceptual Comparative Study Muhammad Dhiya’ Syaifullah; Kamal Yusuf; Sovia Fahraini
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22504

Abstract

This study examines the conceptual relationship between Aristotelian rhetoric and Arabic balāghah within the context of Teaching Arabic as a Foreign Language (TAFL), with a particular focus on speaking skills (maharah al-kalām). Using a conceptual comparative approach, the study analyzes primary rhetorical texts and relevant secondary literature to identify differences in epistemological orientation, rhetorical mechanisms, and pedagogical implications. The findings reveal that Aristotelian rhetoric is grounded in rational–pragmatic persuasion, positioning language as an instrument to influence audiences, whereas Arabic balāghah is oriented toward the appropriateness of meaning and context, viewing language as a system of contextualized meaning. These differences result in distinct approaches to speech design, rhetorical evaluation, and assessment in TAFL. The study argues that uncritical adoption of Aristotelian rhetorical frameworks risks neglecting the language-specific and contextual nature of Arabic rhetoric. Consequently, it proposes an integrative pedagogical perspective that combines the structural strengths of Aristotelian rhetoric with the linguistic–pragmatic foundations of Arabic balāghah to enhance the teaching of Arabic speaking skills.
The Implementation of Empiricism in the Vocabulary Drilling Method in Arabic Language Learning at Bina Taruna High School in Surabaya: Implementasi Empirisme Terhadap Praktik Metode Drilling Kosakata Dalam Pembelajaran Bahasa Arab Di SMA Bina Taruna Surabaya Alauddin, Ilham; Nurdin, Nur Indah; Aqilah, Nur; Yusuf, Kamal
Madrosatuna: Journal of Islamic Elementary School Vol. 9 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/madrosatuna.v9i2.1656

Abstract

Empiricism is a technique or approach that emphasizes experience, especially through the senses or sensory experiences that aim to form skills in memorizing and pronouncing Arabic vocabulary automatically through consistent repetition. In repetition through practice (direct experience) can also aim to strengthen memory and form habits. In the context of drilling, continuous repetition of vocabulary helps to create strong associations between sound, meaning, and writing, which is a form of reinforcement in learning. This drilling method is applied to practice the pronunciation of Arabic vocabulary so that it can help achieve good oral and written skills. For example, repeating new words until you get used to hearing and saying them. Implementation of the approach using the drilling method in vocabulary learning is very influential for pronunciation and memorization of Arabic words systematically so that it can form and strengthen the correct pronunciation response. This research is a descriptive qualitative research using data collection techniques through observation, interviews and documentation and data analysis with an interactive model, namely data collection, data reduction, data presentation and drawing conclusions, as well as using data validity in the form of triangulation. The expected results of this method indicate that the implementation of empiricism using the drilling method for Arabic vocabulary pronunciation and memorization has improved. This is evident in the increase in Arabic vocabulary during Arabic language learning. However, using the drilling method also has advantages and disadvantages. Among the advantages of using the drilling method are that it makes it easier for students to pronounce and memorize vocabulary, makes it easier to remember, and fosters student enthusiasm. Disadvantages include stress due to weak memorization and boredom due to repeated vocabulary.
Peran dan Strategi Pembinaan Bahasa Arab LPTQ Jawa Timur bagi Peserta MTQ Cabang Qiraat Murattalah Anindya, Fawwaz Talitha; Yusuf, Kamal
Jurnal Al-Mashadir: Journal of Arabic Education and Literature Vol 5 No 2 (2025)
Publisher : Program Studi Bahasa Arab, FTIK IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/almashadir.v5i2.1595

Abstract

This study aims to analyze the role of Lembaga Pengembangan Tilawatil Qur'an (LPTQ) East Java in enhancing Arabic language mastery among participants of Musabaqah Tilawatil Qur'an (MTQ) in Qiraat Murattalah branch. The research examines coaching strategies employed and implementation challenges faced. Using qualitative descriptive approach, data collection involved in-depth interviews, Google Form questionnaires, and indirect observation through YouTube coaching videos. Results indicate LPTQ plays strategic role through drilling methods, mentoring systems, and performance examinations emphasizing tajweed, fashahah, and voice mastery. Main challenges include mother tongue interference, limited training time, weak Arabic foundation, and regional competency gaps. This research confirms the importance of systematic coaching in Arabic language mastery as foundation for eloquent Quranic recitation.
ANALISIS IDEOLOGI KURIKULUM BAHASA ARAB DI INDONESIA: TINJAUAN FILSAFAT PENDIDIKAN Ni'amillah, Hasniah; Nuzula, Anisah Firdausi; Sari, Dilla Puspita; Yusuf, Kamal
Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature Vol 5, No 2 (2025): Al-Fashahah: Journal of Arabic Education, Linguistics, and Literature
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/al-fashahah.v5i2.78020

Abstract

Perkembangan globalisasi dan teknologi menuntut adanya pembaruan ideologi dalam kurikulum bahasa Arab sehingga mengharuskan ideologi bersifat dinamis serta adaptif terhadap perubahan zaman dan tantangan global seperti halnya berkomunikasi antarbangsa, dakwah digital serta pengembangan dalam bidang ilmu keislaman lainnya dalam konteks kontemporer. Tujuan penelitian ini adalah untuk mengkaji, menganalisis serta menjelaskan secara rinci terkait ideologi kurikulum bahasa Arab di Indonesia ditinjau dari filsafat pendidikan. Metode yang digunakan dalam penelitian ini adalah studi pustaka dengan pendekatan kualitatif deskriptif. Adapun pengumpulan data dan analisis data melalui berbagai sumber teori filsafat pendidikan. Hasil dalam penelitian ini memberi penjelasan secara menyeluruh terkait urgensi dan reformulasi pada ideologi kurikulum bahasa Arab di Indonesia, kesesuaian ideologi kurikulum yang berperan penting dalam pembentukan karakter siswa serta pengaruhnya dalam membentuk pengetahuan dan keterampilan siswa sehingga pembelajaran bahasa Arab dapat terus relevan, kontekstual, dan memiliki kontribusi nyata terhadap generasi penerus bangsa. Penelitian ini juga diharapkan agar para pendidik merancang kurikulum yang sadar akan nilai-nilai yang mendasari tujuan pendidikan dan kepentingan peserta didik
Islam Kebangsaan Inklusif Formulasi Gagasan Islam Rahmat Lil 'Alamin dan Bhinneka Tunggal Ika Alfanny, M. Sa'ad; Yusuf, Kamal; Daud, Fathonah K.
Panangkaran: Jurnal Penelitian Agama dan Masyarakat Vol. 9 No. 2 (2025)
Publisher : LP2M UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/panangkaran.v9i2.4256

Abstract

The era of globalisation has changed the way Indonesian society perceives the relationship between Islam and nationality. The flow of global information has expanded intercultural interactions but has also given rise to political polarisation, digital tribalism, and a crisis of social tolerance. This study, through a descriptive-reflective approach, seeks to reformulate the relevance of integrating the Islamic value of Raḥmatan li al-‘Ālamīn and the spirit of Bhinneka Tunggal Ika as an ethical paradigm in responding to the challenges of contemporary plurality. The results of the study gave birth to the concept of Inclusive National Islam, a religious paradigm that places compassion, justice, and universal humanity at the core of national morality. In socio-political practice, this idea is realised through a movement of religious moderation and the development of an ecosystem of moderation that fosters dialogue, critical reflection, and national solidarity. Thus, Inclusive National Islam is not only a conceptual offering but also a practical model that strengthens social cohesion and reinforces Indonesian civilisation rooted in Islamic spirituality and the spirit of diversity.
Landasan Empirisme Dalam Praktik Drilling Bahasa Arab (Analisis Filosofis Atas Implikasi Pedagogis) Kawakib, Bagus Nurul; Yusuf, Kamal
Al-Tadris: Jurnal Pendidikan Bahasa Arab Vol. 13 No. 2 (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.2025.13.2.694-737

Abstract

الملخص: استُلهمت هذه الدراسة من الحاجة إلى فهم الأساس الفلسفي لأسلوب التكرار في تعليم اللغة العربية، المعروف بفعاليته، ولكنه يُنظر إليه غالبًا على أنه أسلوب آليّ وغير مُجدٍ. يهدف البحث بشكل أساسي إلى دراسة العلاقة بين مبدأ التجريبية كأساس معرفي وتطبيق أسلوب التكرار في تعليم اللغة العربية، بالإضافة إلى آثاره على تطوير الاستراتيجيات التربوية. يستخدم البحث منهجًا نوعيًا بتصميم تحليلي فلسفي، من خلال دراسة الأدبيات وإجراء مقابلات محدودة مع معلمين للغة العربية. تم تحليل البيانات باستخدام تحليل المحتوى الفلسفي، والذي يشمل اختزال البيانات، وتصنيف المفاهيم، وتفسير المعاني. تُظهر النتائج أن ممارسة التكرار تُمثل تطبيقًا مباشرًا لمبدأ التجريبية، الذي يُؤكد على الخبرة والتكرار وتكوين العادات كمصادر رئيسية للمعرفة. يُساهم التكرار في التكرار في تكوين العادات اللغوية وتعزيز الذاكرة اللغوية من خلال التجارب الملموسة. من منظور تربوي، تُعدّ هذه الطريقة فعّالة في المراحل المبكرة من التعلّم، ولكنها تحتاج إلى دمجها مع منهج تواصلي لتكون أكثر جدوى وسياقية. لذا، فإنّ التدريب ليس مجرد أسلوب آلي، بل هو شكل من أشكال التعلّم القائم على الخبرة، يجمع بين الأبعاد التجريبية والنفسية والاجتماعية في اكتساب اللغة العربية. الكلمات المفتاحية: التجريبية، أسلوب التدريب، تعلّم اللغة العربية، الفلسفة التربوية Abstract: This research is motivated by the need to understand the philosophical basis of the drilling method in Arabic language learning, which has long been recognized as effective but is often considered mechanical and lacking in meaning. The primary objective of the study is to examine the relationship between the principle of empiricism as an epistemological foundation and the application of the drilling method in Arabic language learning and its implications for the development of pedagogical strategies. The study employed a qualitative approach with a philosophical-analytical design through literature review and limited interviews with Arabic language teachers. Data were analyzed using philosophical content analysis, which included data reduction, concept categorization, and interpretation of meaning. The results indicate that the drilling practice represents a direct application of the principle of empiricism, which emphasizes experience, repetition, and habit formation as the primary sources of knowledge. Repetition in drilling forms linguistic habits and strengthens language memory through concrete experiences. From a pedagogical perspective, this method is effective in the early stages of learning, but needs to be integrated with a communicative approach to make it more meaningful and contextual. Thus, drilling is not simply a mechanical method, but rather a form of experiential learning that combines empirical, psychological, and social dimensions in Arabic language mastery. Keywords: Empiricism, Drilling Method, Arabic Language Learning, Philosophy of Education ABSTRAK: Penelitian ini dilatarbelakangi oleh kebutuhan untuk memahami dasar filosofis metode drilling dalam pembelajaran bahasa Arab yang selama ini dikenal efektif, namun sering dianggap mekanis dan kurang bermakna. Tujuan utama penelitian adalah mengkaji keterkaitan antara prinsip empirisme sebagai landasan epistemologis dengan penerapan metode drilling dalam pembelajaran bahasa Arab serta implikasinya terhadap pengembangan strategi pedagogis. Penelitian menggunakan pendekatan kualitatif dengan desain filosofis-analitis melalui studi pustaka dan wawancara terbatas dengan guru bahasa Arab. Data dianalisis menggunakan analisis isi filosofis yang meliputi reduksi data, kategorisasi konsep, dan interpretasi makna. Hasil penelitian menunjukkan bahwa praktik drilling merepresentasikan penerapan langsung prinsip empirisme yang menekankan pengalaman, pengulangan, dan pembentukan kebiasaan sebagai sumber utama pengetahuan. Pengulangan dalam drilling membentuk kebiasaan linguistik dan memperkuat memori bahasa melalui pengalaman konkret. Dari segi pedagogis, metode ini efektif pada tahap awal pembelajaran namun perlu diintegrasikan dengan pendekatan komunikatif agar lebih bermakna dan kontekstual. Dengan demikian, drilling bukan sekadar metode mekanis, melainkan bentuk pembelajaran berbasis pengalaman yang memadukan dimensi empiris, psikologis, dan sosial dalam penguasaan bahasa Arab. Kata Kunci: Empirisme, Metode Drilling, Pembelajaran Bahasa Arab, Filsafat Pendidikan
Dari Masyumi Ke Partai Bulan Bintang: Kontinuitas Ideologi dan Pengaruhnya dalam Politik Pemerintahan Indonesia Nisa, Khoirun; Yusuf, Kamal; Basuki, Syachrazad Niken; Mohd Fadzil, Huda Binti
RUSYDIAH: Jurnal Pemikiran Islam Vol. 6 No. 1 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/rsd.v6i1.2058

Abstract

Masyumi merupakan partai Islam modernis terbesar pada era demokrasi parlementer yang menekankan demokrasi, ekonomi syariah, dan antikomunisme. Pembubarannya oleh Presiden Soekarno pada 1960 menghilangkan wadah politik Islam modernis. Pada era Reformasi, Partai Bulan Bintang (PBB) didirikan untuk melanjutkan perjuangan Masyumi, tetapi menghadapi tantangan besar dalam meraih dukungan politik yang signifikan. Penelitian ini bertujuan untuk menganalisis kontinuitas ideologi dan perbedaan antara Masyumi dan Partai Bulan Bintang dalam dinamika politik Islam di Indonesia. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka. Hasil penelitian menunjukkan bahwa meskipun PBB mewarisi landasan ideologis Masyumi, terutama dalam menjadikan Islam sebagai prinsip utama perjuangan politik, partai ini tidak mampu mengulangi kesuksesan historis pendahulunya. Faktor-faktor seperti perubahan lanskap politik nasional, menurunnya basis pemilih ideologis, serta dinamika internal partai turut mempengaruhi lemahnya posisi PBB di panggung politik nasional. Kajian ini menegaskan bahwa keberlanjutan ideologi tidak menjamin keberhasilan politik apabila tidak diikuti dengan kemampuan adaptasi terhadap tantangan zaman.
Ideological Tensions in Outcome-Based Education: A Philosophical Critique of Arabic Language Curriculum in Islamic Higher Education Sovia Fahraini; Kamal Yusuf; Muhammad Dhiya' Syaifullah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36871

Abstract

The Outcome-Based Education (OBE) curriculum as a national standard for higher education focuses on measurable achievements and global competencies, but its implementation in Arabic Language Education has the potential to obscure the philosophical, religious, and ideological dimensions of the language of revelation, science, and Islamic civilization. Therefore, this study aims to critique the Arabic Language Education curriculum by examining the suitability of the ideology of Arabic as the language of revelation, science, and Islamic civilization with the technocratic implementation of OBE, and to identify adjustments to remain in line with the vision of Islamic science. This study uses a critical qualitative method with an analysis of the curriculum ideology through a review of OBE documents, interviews with PBA lecturers and students, and a review of philosophical educational literature. The results of the study show four main findings: [1] Philosophical critique of the OBE ideology, [2] Adjustment of the OBE curriculum in Arabic Language Education, [3] Philosophical Dilemmas in the Implementation of OBE, [4] The practical impact of the OBE curriculum on the learning process. This research is expected to harmonize OBE and Arabic language ideology through curriculum design that combines technocratic-pragmatic orientation with philosophical, religious, and ideological dimensions, so that the study program not only meets accreditation standards and global competitiveness but also remains faithful to the mission of Islamic science which is the core spirit of Arabic language education.
Reconceptualizing Classroom Immersion in Arabic as a Foreign Language: A Pedagogically Engineered Model in a Non-Residential Context Mochammad Indra Yumanto; Ibnu Mas'ud Luthfi; Kamal Yusuf; Nasaruddin; Muflihah; Hasyim Asyari
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.16073

Abstract

Language immersion has traditionally been associated with native-speaker environments or residential systems, a view that has limited the pedagogical imagination of Arabic as a Foreign Language (AFL) instruction in non-residential contexts. Addressing this gap, the present study reconceptualizes classroom immersion as a pedagogically constructed, classroom-centered model. Using a qualitative case study design at Madrasatul Alsun in Sidoarjo, the study draws on interviews with institutional leaders, teachers, and students, classroom observation, document analysis, and field notes. The findings show that classroom immersion is constructed through the integration of Arabic as the primary medium of instruction, the staged organization of comprehensible input, interactional design, the prioritization of acquisition over explicit learning, and the extension of language exposure through institutionally supported semi-immersive practices. The study concludes that this model does not constitute full or natural immersion; rather, it is best understood as a pedagogically designed semi-classroom immersion model that can be built, sustained, and adapted in non-residential contexts beyond reliance on a pre-existing natural language environment.
Co-Authors Abdul Wahab Naf'an ABDUL WARIS Abdur Rohman Ach Badri Amien Achmad Sholakhuddin al af Ghoni Achnafiyah, Chumaidatul Adam Nashirullah Adam Nashirullah Agustin Dwi Trisiana Ahmad Dzulkifli Rif'at Ahmad Fajar Habibullah AHMAD NIHAMI MUNAWIR Ahmad Taqiyudin Ahmadi, Anas Ainudzaky, Muhammad Ainur Rizqi Widyadhana Aisyah Amalia Salim Akhmad Najibul Khairi al af Ghoni, Achmad Sholakhuddin Al-fanani, Rijalul Ghifar Alauddin, Ilham Alfanny, M. Sa'ad Alfanny, M. Saad Amien, Ach Badri Anindya, Fawwaz Talitha Anisah Firdausi Nuzula Aqilah, Nur Arif, Mochammad Saifudin Barnabila, Muhammad Kesit Basuki, Syachrazad Niken Chalifia Rafidah Chikmatul Islacha Choerica Amala Cici Dwi S. Dewantara, Muhammad Fajar Tubagus Dewi Puspita Dewi Puspita Dewi, Metha Kusuma Dina Amanatur Rohmah Dzakiruddin, Muhammad Fahma Hurrosatud Diyanah Falabiba, Wardah Fitrotul Maula Fathonah K. Daud, Fathonah K. Fazliyaton, Sharifah Feby Anggita Setyamardani Fikri , Abdul Hakim Ali Firdaus, Ahmad Yanif Gya Nindya Handini Haikal Khan, Syifauddin Halimatun Nashihah Hariyati, Nuria Reny Hasyim Asyari Hilmun, Perisya Himmati, Alya Ibnu Ansori Ibnu Mas'ud Luthfi Ica Oktaviana Ilham Alauddin Isna Novidah Al Khumairo Jauharoh, Titin Karimah, Siti Ismu Wahyul Kawakib, Bagus Nurul Khoirun Nisa Kholis, Hafidh Dinul Linura Tuada M. Sa’ad Alfanny ma'sum, muhammad_ainul_yaqin Maftukh Ghulam Mahfudhoh, Nailah Mamluatur Rohmah Mochammad Indra Yumanto Moh. Ali Qorror Al-Khasy Moh. Buny Andaru Bahy Mohd Fadzil, Huda Binti Mu'ammar, Naufal Mubarok, Ahmad Shofiyyul Muflihah Muflihah Muhammad Ajyad Muhammad Ajyad Jihadiy Muhammad Alfa Choirul Murtadho Muhammad Dhiya' Almaskuri Muhammad Dhiya' Syaifullah Muhammad Dhiya’ Syaifullah Muhammad Fajar Tubagus Dewantara Muhammad Imam Nawawi Muhammad Nashrullah Muhammad Thohir Muhammad Turhan Yani Muhammad Umar Zaid Alkhindi Muhammad, Alfa Muhimmatul Choiroh Mursyidan, Maftukh Ghulam Murtadho, Muhammad Alfa Choirul Musdalifa Muzakki Abdurrahman Nabiela Fahma Nailah Rofifah Nailah Rofifah Nasaruddin Nasaruddin Nasikul Mustofa Efendi Nasikul Mustofa Efendi Ni'amillah, Hasniah Nikmatul Jazilah Nisrina Aulia Nisa Ni’amillah, Hasniah Nur Aqilah Lutfiya Nur Balqhis Dwi Putriyana Nur Hayati Nur Tamimah Nurdin, Nur Indah Nurjannah Nurjannah Nurul Aini Baarid Nuzula, Anisah Firdausi Qamariyah Qamariyah Qomarotul Lail Safrianti Qomarotul Lail Safrianti Renaldi Bimantoro Rif'at, Ahmad Dzulkifli Rijalul Ghifar Al-fanani Riwanda, Agus Robiatul Adawiyah Sabilah, Diyanah Hanin Sari, Dilla Puspita Sirojuddin, Ahmad Sholihin Siti Ismu Wahyul Karimah Siti Zulfa Ulin Nuha Sodikin Sodikin Sodikin Sodikin Sodikin Sodikin Sovia Fahraini Sovia Fahraini Sri Indah Ayu Damayanti Syafitri, Nila Sari Syahrul Mabagits Syifauddin Haikal Khan Umi Hanifah Vera Wati Agustina Wardah Fitrotul Maula Falabiba Warsiman Yusuf Abdurachman Zakaria, Muhammad Thoriq Zizad Zuliyah Safitri