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All Journal Buletin Al-Turas Jurnal Pendidikan Bahasa Inggris JOURNAL OF INDONESIAN ISLAM Erudio: Journal of Educational Innovation KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) 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 An-Nas : Jurnal Humaniora 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 'A Jamiy: Jurnal Bahasa dan Sastra Arab Pedagogy : Journal of English Language Teaching Attanwir : Jurnal Keislaman dan Pendidikan 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 Journal of Arabic Literature (Jali) Muhadasah : Jurnal Pendidikan Bahasa Arab 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 Kartika: Jurnal Studi Keislaman Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir Journal Of Arabic Language Studies And Teaching Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Al-Ihda ARKHAS: Journal of Arabic Language Teaching Jurnal Pembelajaran Bahasa dan Sastra An-Nas 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
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 Library & Information Science Mathematics Social Sciences Other

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Digital Ethics in the Utilization of Arabic Language Learning Applications: A Case Study at the State Islamic University of Sunan Ampel Surabaya/Etika Digital Dalam Penggunaan Aplikasi Pembelajaran Bahasa Arab: Studi Kasus Di UIN Sunan Ampel Surabaya Lutfiya, Nur Aqilah; Yusuf, Kamal; Abdurachman, Yusuf; Tuada, Linura; Alauddin, Ilham
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 1 (JUNI 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i1.598

Abstract

This study aims to describe students’ understanding, practical implementation, supporting and inhibiting factors, and the implications of digital ethics in Arabic language learning at UIN Sunan Ampel Surabaya. Using a descriptive qualitative approach, data were collected through interviews, observations, and digital documentation involving 12 students and 3 lecturers who used platforms such as Zoom and Google Classroom. The findings indicate that students possess a strong understanding of digital ethics, which they associate with Islamic values such as adab, honesty, and responsibility. Their ethical awareness is reflected in polite communication, academic integrity, and attention to digital privacy. However, inconsistencies remain in practice, as minor plagiarism, limited participation, and reliance on digital conveniences are still observed. Supporting factors include moral awareness, lecturer role-modelling, and a religious academic environment, while inhibiting factors relate to limited digital literacy, academic pressure, and technical constraints. Overall, digital ethics significantly enhance the quality of Arabic language learning by fostering respectful interaction, academic integrity, and digital well-being.Penelitian ini bertujuan untuk mendeskripsikan pemahaman mahasiswa, praktik penerapan, faktor pendukung dan penghambat, serta implikasi etika digital dalam pembelajaran bahasa Arab di UIN Sunan Ampel Surabaya. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi terhadap 12 mahasiswa dan 3 dosen pengampu mata kuliah bahasa Arab yang menggunakan aplikasi digital seperti Zoom dan Google Classroom. Hasil penelitian menunjukkan bahwa mahasiswa memiliki pemahaman etika digital yang baik dan mengaitkannya dengan nilai-nilai keislaman, terutama sopan santun komunikasi, kejujuran akademik, serta perlindungan privasi. Namun, penerapan etika digital belum sepenuhnya konsisten, ditandai dengan masih adanya plagiarisme ringan, partisipasi rendah, dan ketergantungan pada fasilitas digital. Faktor pendukung meliputi kesadaran moral, keteladanan dosen, dan budaya akademik religius, sedangkan hambatan utama berupa keterbatasan literasi digital dan kendala teknis. Etika digital terbukti berkontribusi pada peningkatan kualitas pembelajaran bahasa Arab.
Kontribusi Ilmu Nahwu dan Shorof Terhadap Kemampuan Pemahaman Tafsir Al-Qur’an: Studi pada Peserta MTQ Cabang Tafsir Bahasa Arab Putriyana, Nur Balqhis Dwi; Yusuf, Kamal
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.197

Abstract

This study examines the influence of Nahwu (syntax) and Shorof (morphology) on Qur’anic interpretation skills among participants of the Musabaqah Tilawatil Qur’an (MTQ) in Arabic tafsir category. Using a descriptive qualitative design, the research was conducted at the East Java LPTQ for one semester (four months) and involved three informants (two participants and one coach) through in-depth interviews. Data were analyzed thematically using coding and category consolidation. The findings identify a three-fold thematic model in which grammatical mastery enhances interpretive performance through (1) increased confidence in articulating syntactic reasoning, (2) improved accuracy in i’rab, and (3) more coherent structural mapping of verses. Limited training time and uneven coaching intensity emerge as major constraints. The study contributes a preliminary conceptual model linking levels of Nahwu-Shorof proficiency with MTQ tafsir performance, offering an empirical basis for evaluating and structuring future MTQ training programs.
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.
Kontribusi Pemikiran Aristoteles tentang Retorika terhadap Pengajaran Mahārah Kalām di Perguruan Tinggi MUNAWIR, AHMAD NIHAMI; YUSUF, KAMAL
JURNAL AL-IHDA' : Media Ilmiah Bahasa Arab Vol. 13 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58645/alihda.v13i2.732

Abstract

Rhetoric as the art of effective speaking has received considerable attention since Ancient Greece, particularly through the writings of Aristotle. In his work Rhetorica, Aristotle emphasizes three main aspects of persuasion, namely ethos (the credibility of the speaker), pathos (emotional appeal), and logos (the power of logic and argumentation). These three concepts have significant relevance in the context of teaching mahārah kalām (speaking skills) in higher education, especially in Arabic language learning. Mahārah kalām requires not only the ability to express words linguistically correctly, but also the skills to construct arguments, convince audiences, and adapt speaking styles to social and academic contexts. Through the integration of Aristotle's rhetorical principles, students can be trained to develop more comprehensive communication skills, including clarity of ideas, logical strength, and effective delivery. This study confirms that the teaching of mahārah kalām in higher education can be improved by adapting classical rhetoric theory as a pedagogical foundation that complements modern learning methods. Thus, Aristotle's thinking is not only relevant in Western philosophical tradition, but can also make a real contribution to the development of critical, logical, and persuasive Arabic language skills.
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.
Arabic Language Teaching Strategies in a Multicultural Environment: An Analysis of Practices in Madrasah Ghulam, Maftukh; Nuzula, Anisah Firdausi; Abdurrahman, Muzakki; Yusuf, Kamal; Almaskuri , Muhammad Dhiya'
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol. 9 No. 2 (2025): December 2025
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/5kqh8r53

Abstract

تستكشف هذه الدراسة الاستراتيجيات الفعالة لتدريس اللغة العربية في بيئات المدارس المتعددة الثقافات. وتهدف إلى تحليل كيفية تخطيط المعلمين لتدريس اللغة العربية وتنفيذه بطريقة تعكس التنوع اللغوي للطلاب وخلفياتهم الثقافية واحتياجاتهم التعليمية. تطبق الدراسة تصميم دراسة حالة نوعية في عدة مدارس، مع جمع البيانات من خلال الملاحظات الصفية ومقابلات المعلمين وتحليل الوثائق التعليمية. تظهر النتائج أن الاستراتيجيات التكيفية والشاملة، مثل الأساليب التواصلية القائمة على السياق الثقافي، والتعليم المتمايز، والتعلم التعاوني، واستخدام الوسائط الرقمية، تزيد من مشاركة الطلاب وتحفيزهم وكفاءتهم التواصلية. تسلط الدراسة الضوء أيضًا على أهمية إبداع المعلمين ووعيهم الثقافي ومهاراتهم التكنولوجية في إدارة الفصول الدراسية المتنوعة. تساهم النتائج في تطوير نماذج مبتكرة لتدريس اللغة العربية ذات صلة بالتعليم متعدد الثقافات، وتوفر رؤى عملية للمعلمين وصانعي السياسات لتحسين جودة تعليم اللغة العربية.
Profesionalisme Pendidik Bahasa Arab dalam Perspektif Filsafat Etika: Implikasinya terhadap Pengembangan Kopetensi Guru WARIS, ABDUL; Yusuf, Kamal
JURNAL ILMIAH NUSANTARA Vol. 3 No. 1 (2026): Jurnal Ilmiah Nusantara Januari 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i1.7854

Abstract

This study aims to analyse the professionalism of Arabic language educators through the perspective of ethical philosophy and its implications for teacher competency development. The approach used is library research with a qualitative-descriptive method, through theoretical studies and critical analysis of literature related to professionalism, deontological ethics, and Arabic language education. The results of the study show that the professionalism of Arabic language teachers does not only depend on mastery of technical competencies—such as pedagogy, linguistics, and learning methodology—but also on the internalisation of ethical values such as honesty, responsibility, fairness, and cultural sensitivity. Within the framework of deontological ethics, teachers are positioned as moral agents who have an obligation to educate with integrity and social responsibility. The main challenges identified include the incompatibility of teachers' academic backgrounds, the lack of integration of professional ethics in the teacher training curriculum, and bureaucratic pressure oriented towards quantitative results. The implications of this study emphasise the importance of integrating a professional ethics curriculum, moral reflection-based training, and the establishment of a code of ethics and ethical supervision mechanisms as strategies for developing the competence of professional and ethical Arabic language teachers. Thus, the development of teacher professionalism must be directed holistically, covering technical, moral, and spiritual aspects so that Arabic language learning can take place in a meaningful and transformative manner. Keywords: teacher professionalism, Arabic language, ethical philosophy, teacher competence.
Pemikiran Al-Ghazali tentang Bahasa dan Pendidikan: Analisis Konseptual bagi Pengembangan Kurikulum Bahasa Arab Kementrian Agama di Sekolah Dasar: Implikasi Filosofis Pemikiran Al-Ghazali terhadap Tujuan dan Materi Bahasa Arab Kemenag Ibnu Ansori; Kamal Yusuf
JURNAL ILMIAH NUSANTARA Vol. 3 No. 1 (2026): Jurnal Ilmiah Nusantara Januari 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i1.7903

Abstract

The thought of Abu Ḥamid Al Ghazali (1058–1111 CE) holds a profound influence on Islamic educational theory, particularly in the relationship between language, ethics, and character formation. This study aims to conceptually analyze the relevance of Al Ghazali’s ideas on language and education in the context of developing the Arabic Language curriculum implemented by the ministry of religious affairs (Kemenag) at the elementary school level. The method employed in this study is a qualitative approach based on library research, utilizing content analysis of Al Ghazali’s seminal works such as Iḥya’ ‘Ulum Al-din, Mizan Al ‘amal, and Al Mustashfa Min ‘ilm Al Uṣul, as well as official documents of the Arabic Language Curriculum issued by the ministry of religious affairs (Kemenag) in 2013 and its revision in 2020. The results of the analysis indicate that Al Ghazali positions language as both a spiritual and epistemological instrument for understanding divine revelation, instilling values of adab (proper conduct), and shaping the moral character of learners. According to him, language is not merely a tool of communication but also a means of moral cultivation and the purification of intention within the educational process. This line of thought aligns with the direction of the ministry of religious affairs’ curriculum, which emphasizes the development of communicative competence, Islamic values, and religious character. However, the study reveals a gap between Al Ghazali’s philosophical ideals and the practical implementation of the curriculum in the field, where Arabic language instruction at the elementary level remains primarily focused on linguistic competence, with limited attention to its ethical and spiritual dimensions. This study concludes that the development of the Arabic Language curriculum at the elementary school level should integrate the three main pillars of Al-Ghazali’s thought tawḥid (the oneness of God), adab (proper conduct), and ḥikmah (wisdom) into every aspect of learning, including objectives, content, methods, and assessment. In doing so, the curriculum would not only produce students who are proficient in the Arabic language but also individuals of noble character who possess spiritual awareness in their use of language.
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.
Co-Authors Abdul Wahab Naf'an Abdul Waris Abdur Rohman abdurrahman, muzakki Ach Badri Amien Achnafiyah, Chumaidatul Adam Nashirullah Adam Nashirullah Agustin Dwi Trisiana Ahmad Dzulkifli Rif'at Ahmad Fajar Habibullah Ahmad Taqiyudin Ahmadi, Anas Ainudzaky, Muhammad Akhmad Najibul Khairi al af Ghoni, Achmad Sholakhuddin Al Fayyadh, Moh. Al-fanani, Rijalul Ghifar Alauddin, Ilham Alfanny, M. Sa'ad Alfanny, M. Saad Alkhindi, Muhammad Umar Zaid Almaskuri , Muhammad Dhiya' Amien, Ach Badri Anas Ahmadi Anindya, Fawwaz Talitha Aqilah, Nur Arif, Mochammad Saifudin Barnabila, Muhammad Kesit Basuki, Syachrazad Niken Chalifia Rafidah Chikmatul Islacha Choerica Amala Cici Dwi S. Dewi Puspita Dewi Puspita Dewi, Metha Kusuma Dina Amanatur Rohmah Diyanah, Fahma Hurrosatud Dzakiruddin, Muhammad Falabiba, Wardah Fitrotul Maula Fathonah K. Daud, Fathonah K. Fazliyaton, Sharifah Feby Anggita Setyamardani Fikri , Abdul Hakim Ali Firdaus, Ahmad Yanif Ghulam, Maftukh Gya Nindya Handini Haikal Khan, Syifauddin Halimatun Nashihah Hamid, Alif Alvian Mawaddi Hariyati, Nuria Reny Hilmun, Perisya Himmati, Alya Ibnu Ansori Ica Oktaviana Isna Novidah Al Khumairo Jauharoh, Titin Karimah, Siti Ismu Wahyul Kawakib, Bagus Nurul Khoirun Nisa Kholis, Hafidh Dinul Lutfiya, Nur Aqilah M. Sa’ad Alfanny ma'sum, muhammad_ainul_yaqin Mahfudhoh, Nailah Mamluatur Rohmah Mariatul Habaib Masturi Masturi Moh. Ali Qorror Al-Khasy Moh. Buny Andaru Bahy Moh. Hafid Effendy, Moh. Hafid Moh. Rozy Zamroni Mohd Fadzil, Huda Binti Mu'ammar, Naufal Mubarok, Ahmad Shofiyyul Muhammad Ajyad Muhammad Ajyad Jihadiy Muhammad Dhiya’ Syaifullah Muhammad Imam Nawawi Muhammad Nashrullah Muhammad Thohir Muhammad Turhan Yani Muhammad, Alfa Muhimmatul Choiroh MUNAWIR, AHMAD NIHAMI Mursyidan, Maftukh Ghulam Murtadho, Muhammad Alfa Choirul Musdalifa Nabiela Fahma Nailah Rofifah Nailah Rofifah Nasih Al Hashas, Mohammad Nasikul Mustofa Efendi Nata, Dimas Surya Nawawi, Mohd Adi Amzar Muhammad Ni'amillah, Hasniah Nikmatul Jazilah Nisrina Aulia Nisa Ni’amillah, Hasniah Nur Hayati Nur Tamimah Nurdin, Nur Indah Nurjannah Nurjannah Nurul Aini Baarid Nuzula, Anisah Firdausi Putriyana, Nur Balqhis Dwi 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 Saiful Hadi Sari, Dilla Puspita Sirojuddin, Ahmad Sholihin Siti Ismu Wahyul Karimah Siti Zulfa Ulin Nuha Sovia Fahraini Sri Indah Ayu Damayanti Syafitri, Nila Sari Syahrul Mabagits Syifauddin Haikal Khan Tuada, Linura Umi Hanifah Wardah Fitrotul Maula Falabiba Warsiman Yani, Mohammad Turhan Yusuf Abdurachman Zakaria, Muhammad Thoriq Zizad Zuliyah Safitri