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All Journal Al-Ulum Irfani Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Diskursus Islam Shaut Al-'Arabiyah Inspiratif Pendidikan Auladuna Jurnal Adabiyah AT TA´DIB SIGMA: Jurnal Pendidikan Matematika Equilibrium: Jurnal Pendidikan Jurnal Kependidikan Media JIPM (Jurnal Ilmiah Pendidikan Matematika) EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM JICSA Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Edukasi: Jurnal Pendidikan Sosial Horizon: Jurnal Pendidikan Sosial Jurnal Pendidikan Agama Islam Al-Thariqah Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Islamic Counseling : Jurnal Bimbingan dan Konseling Islam Jurnal Pendidikan : Riset dan Konseptual Desimal: Jurnal Matematika EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal Pendidikan Islam Iqra' Pendekar : Jurnal Pendidikan Berkarakter IQRO: Journal of Islamic Education Jurnal Ilmiah AL-Jauhari Jurnal Studi Islam dan Interdisipliner Edukasi Islami: Jurnal Pendidikan Islam al-Iltizam: Jurnal Pendidikan Agama Islam Journal Research and Multidisciplinary (JRM) JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Ecosystem SANGKEP: Jurnal Kajian Sosial Keagamaan EDUKATIF : JURNAL ILMU PENDIDIKAN Al-Ta'lim Jurnal Biotek Idaarah: Jurnal Manajemen Pendidikan JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) de Fermat : Jurnal Pendidikan Matematika NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam JPMI (Jurnal Pembelajaran Matematika Inovatif) Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Ilmiah Pendidikan Matematika Al Qalasadi NANAEKE Educandum Jurnal Ilmiah Pendidikan Al asma : Journal of Islamic Education Alauddin Journal of Mathematics Education (AJME) Didaktika: Jurnal Kependidikan International Journal of Multi Discipline Science (IJ-MDS) Al-Riwayah : Jurnal Kependidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indo-MathEdu Intellectuals Journal Indonesian Journal of Research and Educational Review (IJRER) TEACHER : Jurnal Inovasi Karya Ilmiah Guru Formosa Journal of Multidisciplinary Research (FJMR) ISTIQRA: JURNAL HASIL PENELITIAN Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah (JIPMI) Edu Research : Jurnal Penelitian Pendidikan Jurnal Ilmu Pendidikan dan Sosial KHIDMAH: Jurnal Pengabdian kepada Masyarakat International Journal of Multidisciplinary Approach Research and Science Papanda Journal of Mathematics and Sciences Research Jurnal Kajian Pendidikan dan Psikologi Kreano, Jurnal Matematika Kreatif Inovatif PESHUM Jurnal Pendidikan Progresif Edumaspul: Jurnal Pendidikan Referensi Islamika: Jurnal Studi Islam
Sitti Mania, Sitti
Universitas Islam Negeri Alauddin Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Experiencing Professional Doubts: A Narrative Study of Islamic Religious Education Teacher Candidates Erniati, Erniati; Mania, Sitti; Kasmah, Kasmah; Saputra, Muh. Aril Widi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1118

Abstract

This study aims to explore how prospective Islamic Religious Education teachers experience and interpret professional doubts during their transition from university coursework to real classroom practice. The research focuses on understanding the feelings, meanings, and identity negotiations that emerge as students confront the realities of teaching. A qualitative narrative inquiry design was employed, involving four final semester students from a public university in Indonesia. Data were collected through a series of in-depth interviews and reflective dialogues, then analysed thematically to identify recurring patterns and significant meanings within participants’ narratives. The findings reveal four dominant themes: the perceived dual responsibility of transferring knowledge and moral values, lack of confidence in public communication, emotional unpreparedness in managing classroom dynamics, and discomfort with crowded social environments. These doubts are shaped by the interaction between personal characteristics and structural expectations of the teaching profession. Rather than functioning solely as obstacles, doubts serve as reflective turning points that encourage deeper self-awareness, value clarification, and adaptive coping strategies. The study concludes that professional doubt is an integral part of teacher identity formation. Teacher education programs should therefore provide reflective spaces and emotional support to help students transform doubt into professional resilience and sustained commitment.
Analisis kualitas instrumen tes berbasis etnomatematika pada motif batik Lontara untuk mengukur kemampuan berpikir kritis siswa Aliyah Nur Fuada Syam; Ahmad Farham Majid; Sitti Mania; Baharuddin Baharuddin
Papanda Journal of Mathematics and Science Research Vol. 5 No. 1 (2026): Volume 5 Nomor 1 Maret 2026
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v5i1.3104

Abstract

This study aims to analyze the quality of an ethnomathematics-based test instrument on the Lontara Batik motif to measure the critical thinking skills of eighth-grade students. The test instrument consists of 20 multiple-choice questions developed based on Facione’s critical thinking indicators, including interpretation skills, analysis skills, evaluation skills, inference skills, explanation skills, and self-regulation skills, within the context of the Lontara Batik motif. This research employed a quantitative descriptive method with 14 students as participants at one of the MTs in Makassar City. The instrument quality was analyzed in terms of empirical validity, reliability, discriminating power, difficulty level, and distractor effectiveness. The results showed that all test items were valid, with correlation coefficients ranging from 0.551 to 0.886. The instrument demonstrated very high reliability, with a Cronbach’s Alpha value of 0.941. Discriminating power analysis indicated that 19 items were categorized as very good and 1 item as sufficient. In terms of difficulty level, 7 items were classified as easy and 13 items as moderate. Distractor analysis revealed that most distractors functioned effectively, although several options require improvement because they were not selected by the participants. Overall, the Lontara Batik motif-based test instrument was deemed suitable for assessing students’ critical thinking skills. This study contributes to the development of a valid and reliable ethnomathematics-based assessment instrument that integrates local cultural elements to support mathematics learning.
Analysis of an ethnomathematics-based problem-solving test instrument in the Maggale-Majjekka Game and the Syekh Yusuf Grand Mosque of Gowa Nur Qadriana Ramadani Iqbal; Siti Sabrina; Fitriani Nur; Sitti Mania; Lisnasari Andi Mattoliang
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21391

Abstract

This study aims to develop and assess the quality of an ethnomathematics-based mathematical problem-solving test instrument adapted from the traditional Maggale-Majjekka game and the architecture of the Syekh Yusuf Gowa Grand Mosque. This study used a quantitative descriptive method involving 17 ninth-grade students as subjects. The instrument consisted of 10 descriptive questions at cognitive levels C4-C6 and was assessed using Polya’s four-step rubric. The analysis of the instrument’s quality included item validity, reliability, difficulty level, and discriminating power. The results showed that nine items were valid, while one item was invalid. The Cronbach’s Alpha reliability value of 0.831 indicates excellent internal consistency. The difficulty level analysis shows that one item is classified as easy, two items are moderate, and seven items are difficult. The discriminating power shows that seven items are in the fair category, while three items are in the poor category. These findings indicate that the instrument is suitable for measuring problem-solving skills in a local cultural context and contributes to the development of standardised ethnomathematics-based assessments. Further research could expand the trial to a larger sample and refine items with low discriminating power. The study concludes that the developed ethnomathematics-based problem-solving test instrument demonstrates satisfactory psychometric properties and is appropriate for assessing students’ higher-order mathematical thinking within a cultural context. This research contributes by providing an initial model for integrating local cultural elements into standardized mathematical assessment, as well as offering empirical evidence that ethnomathematics-based instruments can achieve both contextual relevance and measurement validity.
Penerapan Model Kirkpatrick dalam Mengukur Efektivitas Pembelajaran Evaluasi Program dan Kebijakan Pendidikan Islam Budihartono; Sitti Mania; Muhammad Nur Akbar Rasyid
Jurnal Pendidikan : Riset dan Konseptual Vol 10 No 2 (2026): Volume 10, Nomor 2, April, Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v10i2.1480

Abstract

Penelitian ini menganalisis efektivitas perkuliahan Evaluasi Program dan Kebijakan Pendidikan Islam di UIN Alauddin Makassar menggunakan kerangka evaluasi empat tingkat Kirkpatrick. Metode kuantitatif deskriptif diterapkan dan diperkaya data kualitatif dari pertanyaan terbuka. Partisipan adalah 18 mahasiswa doktoral dengan teknik total sampling. Data dikumpulkan melalui kuesioner skala Likert lima tingkat yang mencakup empat dimensi: reaksi, pembelajaran, perilaku, dan hasil. Temuan menunjukkan perkuliahan efektif pada seluruh dimensi: reaksi (M=4,63; 92,50%), pembelajaran (M=4,31; 86,30%), dan hasil (M=4,38; 87,56%) berkategori sangat baik, sedangkan perilaku (M=4,07; 81,48%) berkategori baik. Transfer gap antara penguasaan konseptual dan implementasi praktis pada dimensi perilaku merupakan temuan kritis yang memerlukan respons pedagogis. Penelitian ini berkontribusi pada validasi dan ekspansi kerangka Kirkpatrick ke konteks pendidikan tinggi keagamaan Islam (PTKI) doktoral yang sebelumnya belum tereksplorasi, sekaligus menyediakan basis empiris bagi penguatan penjaminan mutu akademik di lingkungan PTKI.
EFFECTIVENESS OF THE COUNTENANCE STAKE MODEL IN EVALUATING THE AIHES CURRICULUM Rofia Masrifah; Sitti Mania; Muljono Damopolii; St Syamsudduha
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.728

Abstract

This study evaluates the implementation of the Athirah Integrated Holistic Education System (AIHES) curriculum by using the Countenance n model. As a holistic curriculum, AIHES is designed to integrate academic excellence with Islamic values and character. This study aims to examine the congruence between intended curriculum design and  actual implementation. A qualitative approach was employed, with data collected through classroom observations, semi-structured interviews with teachers and school leaders, and analysis of curriculum documents. The analysis applied the Countenance framework by comparing intended conditions, observed practices, and established standards to assess the level of alignment. The findings indicate that the AIHES curriculum effectively strengthens the school’s religious culture and supports character. development, reflecting the institutional identity of holistic Islamic education. Variations remain the integration of Islamic values within general subjects and teachers’ pedagogical practices. These findings highlight need for stronger evaluative supervision and continuous professional development to ensure a more consistent realisation of the curriculum’s holistic and value-based educational goals. This study highlights the importance of evaluation curriculum implementation, particularly in translating holistic and value-based principles into teaching practices. It also suggests that future research should explore the integration of formal and hidden curricula. This study contributes by applying Countenance model to evaluate a holistic Islamic curriculum, with a focus on classroom implementation. It provides empirical evidence of the gap between curriculum design and teaching practice, and offers a practical framework for evaluating value-based and integrative learning.
EVALUASI PROGRAM PELATIHAN LABORATORIUM BIOLOGI MOLEKULER BAGI MAHASISWA PROGRAM DOKTOR DI MAKASSAR MENGGUNAKAN MODEL KIRKPATRICK Muflih Naufal Irfan; Sitti Mania; Muhammad Nur Akbar Rasyid
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.10614

Abstract

ABSTRACT Molecular biology laboratory training is a critical component in the advancement of modern health sciences, particularly in strengthening wet-lab competencies such as DNA/RNA isolation, PCR, and biosafety practices. However, such training programs are often implemented without systematic evaluation of their effectiveness. This study aims to evaluate a molecular biology laboratory training program for doctoral students in Makassar using the Four Levels of Kirkpatrick evaluation model, focusing on level 1 (reaction), level 2 (learning), and level 3 (behavior). The study employs a mixed-methods approach with a convergent parallel design and an evaluative framework. Data were collected through retrospective and open-ended questionnaires, knowledge retention tests, laboratory behavior observation rubrics, semi-structured interviews, and analysis of students’ research logbooks. The findings indicate that at level 1, participants demonstrated very high perceptions and satisfaction regarding the quality of the training, instructors and facilitators, facilities and implementation, as well as its relevance to their dissertation research. At level 2, participants’ biomolecular knowledge showed strong retention with high average scores, reflecting deep conceptual understanding. At level 3, positive behavioral transfer was observed, particularly in adherence to standard operating procedures (SOPs), biosafety practices, work independence, and the application of skills in dissertation research. Overall, the training proved effective up to level 3 of the Kirkpatrick model, not only in fostering high satisfaction and robust conceptual understanding, but also in promoting tangible and sustained changes in laboratory behavior, especially within the context of participants’ dissertation research. ABSTRAK Pelatihan laboratorium biologi molekuler penting dalam pengembangan ilmu kesehatan modern, khususnya untuk menguasai keterampilan wet-lab seperti isolasi DNA/RNA, PCR, dan biosafety. Namun, pelaksanaannya sering kali belum disertai evaluasi sistematis terhadap efektivitasnya. Penelitian ini bertujuan untuk mengevaluasi program pelatihan laboratorium biologi molekuler bagi mahasiswa program doktor di Makassar menggunakan model evaluasi Four Levels Kirkpatrick, dengan fokus pada level 1 (reaction), level 2 (learning), dan level 3 (behavior). Penelitian ini menggunakan pendekatan mixed methods tipe convergent parallel dengan desain evaluatif. Data dikumpulkan melalui kuesioner retrospektif dan terbuka, tes retensi pengetahuan, rubrik observasi perilaku laboratorium, wawancara semi-terstruktur, serta analisis dokumentasi logbook penelitian mahasiswa. Hasil penelitian menunjukkan bahwa pada level 1 peserta memiliki persepsi dan tingkat kepuasan yang sangat tinggi terhadap kualitas pelatihan, narasumber dan pendamping, fasilitas dan penyelenggaraannya, serta manfaatnya bagi penelitian disertasi. Pada level 2, pengetahuan biomolekuler yang diperoleh peserta menunjukkan tingkat ketahanan yang sangat baik dengan nilai rata-rata tinggi, yang mencerminkan pemahaman konseptual yang mendalam. Adapun, pada level 3 ditemukan transfer perilaku laboratorium yang positif, terutama dalam kepatuhan terhadap SOP, praktik biosafety, kemandirian kerja, serta penerapan keterampilan dalam penelitian disertasi. Secara keseluruhan, pelatihan ini terbukti efektif hingga level 3 dalam model Kirkpatrick, tidak hanya dalam membangun kepuasan dan pemahaman konseptual yang kuat, tetapi juga dalam mendorong perubahan perilaku laboratorium yang nyata dan berkelanjutan, khususnya dalam konteks penelitian disertasi peserta.
EVALUATION OF THE HOLISTIC EDUCATION BASED LEARNING PROGRAM AT THE INTEGRATED ISLAMIC HIGH SCHOOL A. Mustika Abidin; Misykat Malik Ibrahim; St. Syamsudduha; Ilyas Ismail; Sitti Mania; Nur Syamsiah; Muh Rapi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10225

Abstract

This study aims to evaluate the process of holistic education based learning programs at SMAIT Al-Fityan School Gowa. The research focuses on learning development, learning integration, teacher strategies, student responses, learning interactions, and the use of methods. This study employs an evaluative research design using a mixed-methods approach with an explanatory sequential design. Quantitative data collection and analysis were conducted first through the distribution of questionnaires to 30 students, followed by qualitative data collection through interviews with 3 teachers and 6 students to gain a more comprehensive understanding. The findings indicate that the evaluation of the holistic education-based learning program at SMAIT Al-Fityan School Gowa showed that 73.3% of the outcomes were at the “sufficiently achieved” or “fairly good” level. The learning process has developed students’ knowledge, attitudes, skills, and character; integrated various dimensions of holistic education namely intellectual, emotional, physical, social, and spiritual dimensions; employed varied learning strategies; created a pleasant classroom atmosphere; and strengthened student interactions. However, the implementation of the learning process still faces challenges, particularly in developing students’ skills, integrating physical aspects, and maintaining consistency in learning strategies. This study concludes that holistic education-based learning is important to implement in the classroom because it emphasizes the holistic and integrated development of students, encompassing intellectual, emotional, social, spiritual, and physical aspects. This approach views the learning process not merely as the transfer of knowledge, but as the process of forming the whole person, which takes place within specific social, cultural, and value systems.
Co-Authors ., Wahdaniya A Rahmawati Samdewi A. Mustika Abidin A. Muttiara Wijayanto AK A. Muttiara Wijayanto AK A. Nurlutvia Ahmad Abd. Rasyid Syamsuri Abda Abda Abdul Malik Malik, Abdul Malik Abdul Syakur Abdullah, Subhan Achruh, Andi ADE AGUSRIANI, ADE Adin Fitrah Adu, La Agus Salim Agusman Agusman Ahmad Farham Majid Ahmad Junaedy ahmad yani Ainung, Nurul Akbar Rasyid, Muhammad Nur Akhmad, Nur Amaliah Alias, Hamzah Aliyah Nur Fuada Syam Amin, Badaruddin Amiruddin Amiruddin Ampauleng Zainuddin Andi Fajrin Syarif Andi Halimah Andi Halimah Andi Ika Prasasti Abrar Andi Ika Prasasti Abrar, Andi Ika Prasasti Andi Kusumayanti Andi Sriyanti Andi Surahma Halik Angriani, Andi Dian Aprimayanti, Aprimayanti Arif Efendi A.S. Arifuddin Siraj Ashar, Ashar Ashar Astuti Aulia Aryawati Azma, Nur Bahansubu, Hardianto Baharuddin Baharuddin Abbas Baharuddin Baharuddin Budihartono Dewi Saputri. S Dian Magfirah Dian Mutmainna Dian Sanuri Djafar, Chece Ernawati Ernawati Erniati Erniati Erniati Fadhilah Nur Sa’diyyah Firdaus Firdaus Amrullah Fitriani Fitriani Fitriani K Fitriani Nur Fitriani Nur, Fitriani Gusni, Gusni Haeriyah Arianti Syahrir Halima, Halima Hamdan Juhannis Hania, Hania Hargiani, Fransisca Xaveria Haryati Haryati Hasan Basri Hasaruddin Hasaruddin Hasriadi Hasriadi Hasyim Haddade Heria, Heria Heryanti Alamsyah Husnul Khatimah Ichiana, Nidya Nina Ida Astanti Sahrir Ike Yuliarty Ilyanti Hasirah Nurgas Ilyas Ilyas Ilyas Ismail Irfan Paizal Irwan Irwan Iryani, Juniarti Jamaluddin, Nazurah Juliati Juliati Jusniati, Jusniati H Karmila Amiruddin Kasmah, Kasmah Khrisman, Muh Kurniati Lisnasari Andi Mattoliang M Rusdi Mahyuddin Mahyuddin Mardhiah Mardhiah Mardyawati Mardyawati Marjuni, H. MasrurahAB, Ushwa Dwi Masruraini Masruraini Mattoliang, Lisnasari Andi Mawaddah, Nurul MISYKAT MALIK IBRAHIM Moch Natsir Mahmud Muflih Naufal Irfan Muh Azhar Ma’ru f Muh Khrisman Muh Nur Akbar Rasyid Muh. Nur Akbar Rasyid Muh. Rapi Muh. Syihab Ikbal Muhamad Firdaus Muhammad Amri Muhammad Irham Muhammad Nur Akbar Rasyid Muhammad Nur Akbar Rasyid Muhammad Nur Akbar Rasyid Muhammad Nur Akbar Rasyid Muhammad Ramli Muhammad Rusydi Rasyid Muhammad Rusyidi Rasyid Muhammad Yaumi Muliaty Amin Muljono Damopolii Munirah Munirah Musdalifah, Sri Musyarif Musyarif, Musyarif Mutmainnah, Inayatul Nazurah Jamaluddin Ningsih Indasari Nur Aisyah Nur Akbar Rashid Nur Akbar Rasyid, Muhammad Nur Amaliah Akhmad Nur Apriyani Nur Iftitah Nur Indah Nur Intan, Nur Nur Kahfiah Ridwan Nur Khalisah Latuconsina Nur Miftahul Jannah Nur Qadriana Ramadani Iqbal Nur Syamsiah Nur Yuliani Nurbaeti Syam Nurhasanah Nurhasanah Nurlina Nurlina Nurlina Nurlina Nursabaha, Sarifa Nursalam Nursalam Nurul Hairani A Nurul Mamhmudah, Luthfiah Nurul Muchlizani A P., Hamudin Paizal, Irfan Paizal, Irfan Ponto, Herlin Pebrianti Yuanita Putra, Syawal Kurnia Ramli L Ramli, Muhammad Ramli, Tarmizi Rashid, Nur Akbar Rasyid , Muhammad Nur Akbar Rasyid, Akbar Rasyid, Mahammad Rusydi Rasyid, Nur Akbar Ratna K Risfaisal Risfaisal, Risfaisal Rizki Ayu Amaliah Rofia Masrifah Safei Safei Safei Safei safriadi safriadi Saifuddin Saifuddin Saputra, Muh. Aril Widi Shermila Shermila Sidik, Firman Siraj, Arifuddin Siraj, Arifuddin Siraj, H. Arifuddin Siti Sabrina Sitti Aisyah Kara Sri Mulyani Sri Nilawati St Syamsudduha Suaebah, Suaebah Suharti, Suharti Sulaeman Sulaeman Sulaiman Saat Sulaiman Saat Sulasteri, Sri Supardi Widodo Syamsuddin Syamsuddin Takwa, Takwa Taqwin, Muhammad Thamrin Tayeb Thamrin Tayeb, Thamrin Ulfiani Rahman Umi Kusyairy, Umi Ushwa Dwi MasrurahAB Utama, Eka Jaya Wahdaniya . Wahid, Fatin Nabilah Abdul Wahidaeni Wirda Raoda Yuliana Yuliana Yuliany, Nur Yusuf T Zainal Abidin Zakiah Al Munawarah