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Wedra Aprison
Univerisitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
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Rehumanizing English Language Teaching: A Philosophical Inquiry into Language-Making Beings and the Purpose of ELT Fitriyana, Ledya; Aprison, Wedra
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.464

Abstract

English Language Teaching (ELT) in many global and Indonesian contexts has long been dominated by technical–instrumental orientations, including grammar instruction, standardized test preparation, and utilitarian communicative competence for academic and economic mobility. These practices reduce language to a functional skill and overlook its deeper humanistic, moral, and philosophical dimensions. This conceptual article examines ELT through the philosophical notion of humans as language-making beings individuals who construct meaning, identity, and social reality through language. Drawing on humanistic educational philosophy, perspectives on linguistic rights, Maturana’s theory of language and emotion, and contemporary critiques of exam-oriented ELT, the article argues that language education should serve as a process of humanization rather than technical training. The discussion highlights the need to reorient ELT toward moral imagination, hope, advocacy, and global citizenship. The article also situates these issues in the Indonesian ELT landscape, where exam-driven and native-speaker–oriented practices remain dominant, despite growing calls for multilingual justice. Ultimately, this paper proposes a conceptual framework for humanistic ELT that affirms learners’ identities, supports ethical awareness, and promotes English as a medium for constructing meaningful social participation.
Toward a Hybrid Behavioristic–Humanistic Framework for Islamic EFL Pedagogy: A Conceptual Literature Review Nora, Wiwit Engrina; Aprison, Wedra
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.474

Abstract

English as a Foreign Language (EFL) pedagogy continues to evolve amid rapid digital transformation and shifting educational priorities. Classic learning theories such as behaviorism and humanism remain influential, yet they have traditionally been treated as competing paradigms rather than complementary foundations for instructional design. This conceptual literature review explores the theoretical duality between behavioristic and humanistic approaches in EFL learning and examines their intersection with Islamic educational philosophy. A systematic content analysis of recent scholarly publications (2019–2024) was conducted using thematic coding procedures to identify convergence, divergence, and emerging hybrid models. The findings reveal that behaviorism contributes significantly to linguistic accuracy, controlled practice, and measurable performance, whereas humanism supports intrinsic motivation, communicative confidence, and socio-emotional well-being. Increasingly, modern EFL classrooms, particularly digital and AI-assisted environments implicitly combine structured reinforcement with learner-centered engagement. Islamic pedagogy, through concepts such as ta’dib, tarbiyah, tikrar, and tadabbur, historically balances discipline and holistic growth, demonstrating strong alignment with an integrated theoretical stance. The study proposes a Hybrid Behavioristic–Humanistic EFL Pedagogical Framework emphasizing balanced development of accuracy and fluency grounded in ethical and cultural values. This framework advances theoretical discourse, offers practical guidance for EFL practitioners, and highlights implications for Islamic education settings. Future empirical studies are encouraged to validate and operationalize the model in real classroom contexts.
Institutional Transformation of Pesantren in the Era of Disruption: Analysis of Structural Problems and Development Strategies Based on Local Wisdom Harto, Budi; Aprison, Wedra
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.476

Abstract

This study analyzes the dynamics of institutional transformation in Islamic boarding schools in Indonesia in the face of the digital disruption era, which is characterized by rapid social, technological, and educational changes. Using a systematic literature review of 45 articles indexed in Scopus and SINTA 1-2 for the period 2018-2024, this study identifies three main structural problems that hinder the transformation of Islamic boarding schools: cultural resistance to innovation, limited institutional capacity, and dualism in the education system. The findings were analyzed through the triangulation of three theoretical frameworks: Talcott Parsons' structural-functional theory, Douglass North's institutional theory, and Jack Mezirow's Transformative Learning theory. The synthesis resulted in a holistic transformation model based on local wisdom that integrates five strategic dimensions: leadership transformation, curriculum, pedagogy, management, and external networks. This model emphasizes the importance of Kyai leadership as Norm Entrepreneurs, the integration of traditional values with modern innovation, and the continuous strengthening of organizational capacity.
The Integration Of Religious Values Into Sciences-Related Topic Toward Postmodernism Of Science In Islam Wedra Aprison; Juanaidi Junaidi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2058

Abstract

For a long time, Islam has a dichotomy tradition of science and religion. As a result of the Dutch colonialism, dual education and curriculum systems were born in Indonesia, namely the education system of the ministry of national education which was often considered as a secular curriculum and the education system of the ministry of religion which considered less in science aspect. The democratization era provides opportunity to synthesize them with the advent of Integrated Schools of Islam as an alternative. This research aims to find out how the integration of Islam values into science. The qualitative method is used as research methodology. The data were collected through observation, in-depth interview, and documentation. The result of the research reveals that the school not only teaches the science, but also the fact behind the fact. They integrate science and spiritual values of Islam. The integration is done by synthesizing two curriculums into one curriculum of Integrated Elementary School of Islam. It is a great effort towards the synthesis of postmodernism of science in Islam.
Revitalizing Minangkabau Traditional Values as a Solution to the Multicultural Education Crisis in West Sumatra Gucandra, Yudi; Aprison, Wedra
Jurnal Kajian dan Pengembangan Umat Vol 8, No 2 (2025):Vol. 8, No. 2 Desember 2025
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/jkpu.v8i2.7467

Abstract

This study analyzes the paradox of multicultural education in West Sumatra, where the Minangkabau traditional philosophy, rich in egalitarian and tolerant values, has not been optimally integrated into the formal education system, triggering a crisis marked by religious intolerance, bullying, and ethnic tensions. Using a qualitative approach with hermeneutic methods and content analysis of policy documents, media reports (2024-2025), and academic literature, this study identifies systemic failures in Banks' five dimensions of multicultural education: Prejudice Reduction (religious intolerance), Equity Pedagogy and Empowering School Culture (bullying), and Content Integration and Knowledge Construction (ethnic tension). The findings show that the crisis is not caused by the absence of tolerance values, but rather by the failure to translate traditional philosophy into concrete practice. This study proposes a model for revitalizing Minangkabau traditional values as a contextual solution: (1) ABS-SBK interpreted inclusively to reduce prejudice; (2) deliberative consensus as the basis for equitable pedagogy; (3) the principles of "Duduak Samo Randah, Tagak Samo Tinggi" (sit low, stand tall) and "Dima Bumi Dipijak, Disinan Langik Dijunjuang" (wherever you step, that is where heaven is) to build an egalitarian school culture that respects diversity. The proposed "Contextual Multicultural Education" model synthesizes the universal principles of multicultural education with local wisdom, while adopting a critical approach that does not romanticize traditional values but interprets them transformatively. This research contributes theoretically by enriching the discourse on multicultural education through the perspective of Indigenous Knowledge, empirically by documenting concrete cases in West Sumatra, and practically by offering policy recommendations for the reformulation of local content curricula, teacher training based on local wisdom, and school culture transformation.
Korelasi Hasil Belajar Aqidah Akhlak Dengan Kepatuhan Pada Tata Tertib Sekolah di MAN 2 Bukittinggi Simatupang, Ardiansyah; Aprison, Wedra
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14587767

Abstract

This research is motivated by the results of learning high moral aqidah which is related to student compliance with school rules, but there are still some students who violate the rules and regulations. Therefore, researchers are interested in researching the correlation between learning outcomes of moral aqidah and compliance with rules at MAN 2 Bukittinggi. The problem formulation in this research is: Is there a significant correlation between the results of learning moral aqidah with obedience to rules and regulations? This study aims to determine Correlation between learning outcomes of moral aqidah and compliance with school rules and regulations at MAN 2 Bukittinggi. The hypothesis in this research is that there is a sufficient correlation with a level of 0.555 between the learning outcomes of moral aqidah with his compliance with school rules at MAN 2 Bukittinggi.The type of research used is correlational research. The population of this study was all class XI IPA MAN 2 Bukittinggi, totaling 149 students from five classes, with a sample of 30 students. This research data in the form of a questionnaire regarding compliance with the rules. The research results obtained r = 0.555 at a sufficient level. This shows that Ho is rejected and Ha accepted, which states that there is sufficient correlation between learning outcomes of aiqdah morals and obedience on school rules and regulations at MAN 2 Bukittinggi.
Paradigma Hakikat Manusia: Antara Liberalisme, Sosialisme, Dan Islam Dalam Membangun Pendidikan Agama Islam Yang Transformatif Mukhtar, Dertha; Aprison, Wedra
Dharmas Education Journal (DE_Journal) Vol 6 No 2 (2025): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v6i2.2032

Abstract

This article examines the paradigm of human nature from three major perspectives: liberalism, socialism, and Islam, and explores how the synthesis of these values can contribute to the development of a transformative Islamic Religious Education (PAI). This study employs a qualitative method based on a literature review with a comparative analysis of accredited journal articles. The findings reveal that liberalism emphasizes individual freedom, socialism stresses collective solidarity, and Islam integrates both within a transcendental spiritual dimension. Transformative PAI emerges from this balance, fostering education that cultivates faith, knowledge, and social responsibility. These findings highlight the significance of an integrative paradigm as the foundation for developing Islamic educational theory and practice in the contemporary era.
Teacher Professional Ethics: Moral Foundations and Professionalism in Islamic Education Rahman, Abdul; Aprison, Wedra; Dina, Hidayatul; Harto, Budi; Susanti, Riri
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.419

Abstract

This article examines the professional ethics of teachers, which form the moral and professional foundation for carrying out their duties as educators in Islam. The purpose of this study is to analyze the ethical values inherent in the teaching profession and their relevance in shaping character and the quality of Islamic education. This research uses a qualitative method based on literature study by examining classical and contemporary literature related to the concept of teachers in Islam. The results show that the professional ethics of teachers are an integral part of teaching duties, requiring teachers to always act fairly, honestly, trustworthily, and uphold noble moral values in all educational interactions. The essence of teachers in Islam includes the terms murabbi, mu'allim, and mu'addib. Teacher professionalism in Islamic education is seen in the Qur'an, among others, that teachers must be trustworthy, have integrity and honesty, and be able to be role models for students. The implications of this study emphasize that strengthening the professional ethics of teachers is not only important for improving the quality of Islamic education, but also serves as a foundation for building a generation with character, noble morals, and readiness to face the challenges of the times. This article discusses the professional ethics of teachers in Islamic education.
Analisis Filosofis Kurikulum Merdeka: Implikasi bagi Pengajaran Bahasa Inggris Suhendra, Ade; Aprison, Wedra; Yanti, Fitri; Bayu, Eka Pasca Surya
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.533

Abstract

This article aims to examine the philosophical foundations of the Merdeka Curriculum within the context of Islamic education and to explore their implications for English language teaching. The study focuses on selected philosophical orientations namely pragmatism, constructivism, and existentialism and considers their relevance to educational values commonly discussed in Islamic educational thought. A qualitative approach was employed through a literature-based study, drawing on policy documents, curriculum guidelines, and relevant philosophical and educational literature. The analysis suggests that the Merdeka Curriculum reflects philosophical tendencies that may support more contextual, dialogic, and learner-centered approaches to English language teaching, particularly in relation to communicative competence, the role of teachers, learning media, assessment practices, and student creativity. At the same time, the literature also points to potential limitations, including variations in teacher preparedness, unequal access to learning resources, and established evaluation cultures that may affect classroom implementation. The article implies that a reflective engagement with philosophical foundations especially when situated within Islamic educational perspectives may help educators approach the Merdeka Curriculum more critically, so that changes in English language instruction are not limited to technical adjustments but also involve broader shifts in educational orientation.
PERBANDINGAN KETERAMPILAN BERFIKIR KRITIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN PBL DENGAN PjBL PADA MATA PELAJARAN PAI-BP DI SMP NEGERI 5 BUKITTINGGI Lucky Ramadhan; Arifmiboy; Wedra Aprison; Yelfi Dewi S
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43202

Abstract

This research was motivated by the low level of students' critical thinking skills in Islamic Religious Education learning. This condition is indicated by the percentage of students' critical thinking abilities, where 50% of students are categorized as having moderate critical thinking skills, 30% as having critical thinking skills, and 20% as not demonstrating critical thinking skills. To overcome this problem, effective learning models are needed to improve students' critical thinking abilities. Two learning models considered relevant are Problem Based Learning (PBL) and Project Based Learning (PjBL). However, both models have their own advantages and limitations, therefore it is necessary to examine the effectiveness of these two learning models in the learning process. This study used a quantitative approach with a 2×2 factorial design. The population consisted of 145 students, while the sample involved 58 students selected through random sampling and divided into two learning groups. Data on students' critical thinking skills were collected through essay tests and analyzed using a t-test, considering subgroups of students with high and low prior abilities. The results showed that students’ critical thinking skills using the Problem Based Learning model were better than those using the Project Based Learning model among students with high prior ability (p = 0.038 < 0.05). Meanwhile, for students with low prior ability, there was no significant difference between the two learning models (p = 0.91 > 0.05). Overall, there was a significant difference in students’ critical thinking skills between the PBL and PjBL models regardless of students’ prior abilities (p = 0.031 < 0.05).
Co-Authors A, Arifmiboy Aatikah Putri, Y Rahmi Abdul Rahman Abdul Ramae Sulong Abdulramae Sulong Ade Putra Hayat Aditio Wahyu Rifaldi Afifah Alya Khulqi Afridho Achmad Afrinald Afrinald Afrinaldi Afrinaldi Afrinaldi Afrinaldi Afrinaldi Agus Salim Al Baihaqi Anas Albert Albert Alfi Rahmi, Alfi Ali Akbar Ali Sadikin Aliasar Aliasar Aliasar, Aliasar Alimir Alimir Amar Husni Aminuddin Aminuddin Ananda , Arifan Andria, Nia Rahminata Andy Riski Pratama Angraini, Aminah ani ani Aniswita Annisa Annisa Annisa Sri Lestari Apriliyani, Putri Aria Aria Arif Arif Arif Aulia Rizki Arif Aulia Rizki Arifmiboy Arifmiboy Arifmiboy Arifmiboy Arifmiboy Arifmiboy, Arifmiboy Arman Husni Armedo, Muhammad Arriafdi, Muhammad Zainuddin bin Asi, Redha Septia Asma Asma Athari Naufal Aulia Gusli, Ramadhoni Aulia Rahman Aulia Rizki Fadhila Azahra, ‎ Fatma Aziz, Khairul Banat, Zaharatul Bayu, Eka Pasca Surya Betry Betry Budi Harto Budi Harto C, Charles Celni Navivin Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Chindy Anugrah Cipto Halomoan Ritonga Coil Coil Coil, Coil Darul Ilmi Darul Ilmi Darul Ilmi Dasopang, Helmi Rostiana Dedi Efendi Derita Ningsih Dertha Mukhtar Desfi Maiza Desma Wati Deswalantri Deswalantri Deswalantri Deswalantri Devi Puspita Sari Devi Triana Dewi Ana Kartika Dewita Purnama Sari Dhita Tsurayya Dila Novita Sari Dina, Hidayatul Dini Sri Wahyuni Dini Sri Wahyuni Dinovia Fannil Kher Dodi Pasila Putra Donny Firdaus Dwi Gustina Affah Dwi Gustina Affah Efriyanti, Liza Ega Fardilah Ega Fardilah Eka Pasca Surya Bayu Eka Pasca Surya Bayu Eko Supria Elinggrawati Elinggrawati Eliwatis Eliwatis Elsa Tiara Ningsih Elvira Mulia Endang Utama Endri Yenti Etiya Putri Fadhilla Yusri Fadila, Rahmi Fadillah Turahmi Fallah Putri Hamzah, Nahdhia Fatria Hasnah Fauza Izza Wahdini Fauzan . Fauzan Fajri fauzan Fauzan Fauzan, M. Febi Febrianda Febri Yonanda Yovi Febrianto, Romi Febrizul Azmi Feni Pratiwi Fitri Wahyuningsih Fitri Yanti Fitriyana, Ledya Gebby Nanta Batubara Gema Hista Medika Gifra Gifra Gilang Prayo Setya Gucandra, Yudi Gustiar, Gustiar Haida Fitri Halima Halima Halima Hamdani Hamdi Abdul Karim, Hamdi Abdul Harbes, Beni Hari Antoni Musril Hasibuan, Pendi Hasrina Situmeang Hayanatul Fittari Hayati, Mirna Helmi RD Helmi Rostiana Dasopang Helmila, Feni Hendrisab Hendrisab Heni Pujiastuti Hermaiza, Lisa Hidayani Syam Hidayat Hasan, Rahmat Hidayat, Rio Ikhsan, Messy Ikhsan, Wildana Illahi, Panji Rahmat Indah Oktaviani Indra Jaya Indra Jaya Intan Sari Intan Wulan Sari Irsyad, Wilda Irwandi Irwandi Irwandi Ismael, Fauzan Ismail Ismaini, Putri Bulkis Isnaniah Isnaniah Isnaniah Isnaniah, Isnaniah Isnawati Rora Iswantir M Jamila Khairina Januar Januar Januar, Januar Jasmienti Jasmienti Juliwansyah Juliwansyah Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Kamalema, Gelsa Amanda Kartina Kartina Kartina Kartini, Fina Kasih Hayati Khairuddin - Khairuddin Khairuddin Khairuman, Khairuman Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khamim, Siti Kurnia, Tuti Latifa , Nurrahmi Lidia Putri Lindra, Afni Lisa Anggra Yani Lisa Hermaiza Lisliningsih , Novia Lismayeni, Lismayeni Livia Maylisa Liza Efriyanti, liza Liza Sundari Liza Sundari Lucky Ramadhan M. Imamuddin Mahfuzoh Mahfuzoh Maimori, Romi Mama, Haseemah Margareta, Siska Marta Novika Masitoh Aini Maysa Latifa Melani, Melyann Melani, Meylan Melyan Melani Melyann Melani Meylan Melani Monica Ivana Putri Mudinillah, Adam Mufidah Hayati Muhammad Adithya Muhammad Ridwan Efendi Muhammad Rusdi Muhammad Ryan Lazuardi Muhammad Zainuddin bin Arriafdi Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Murniati . Mutia Joni Putri Mutia Mutia, Mutia Mutiara Alina Nadira Fitri Ramadani Napitupulu, Saripuddin Nawazir, Safrudin Nike Setria Andani Nora Nora Nora, Wiwit Engrina Nova Mariyanti Novi Susanti Nur Azizah Nur Azzira Nur Jannah Nurhalifah, Alif Nurhasnah Nurhasnah Nurhasnah Nursi Nursalima Nursi Nursalima Nurul Fajri Nurul Jannah Ramadhanty Nuryanti Nuryanti Nuryanti Siregar Nuzuli Fitriana Okeh Hartono, Muhammad Oki Oktapiani Olga Yosnita Sari Optalia, Juwita Oza Salsa Panji Rahmat Illahi Pebpriza, Regina Pendi Hasibuan Pranata, Hamdi Putra, Varizki Syaf Putri, Hennysya Putri, Rizka Putri, Yelli Masmida Qadafi, Muhammad Rabiatul Mauida Rahma Dona, Rahma Rahmad Saleh Rahmadani, Nofrisa Rahmadhani, Riri Rahmat Fauzi Rahmi Putri Ayunda Rahmi, Ulva Rahmiati Rahmiati Rahmiati Rahmiati Rahmiati Rahmiati Rajiv Hafiz Novendri Ramadani Ramadani Ramadani, Sela Rani Agusnita Putri Ravica Chania Regina Pebpriza Resti Rahayu Resvi Anisa Ridha Ahida Ridha Aulia Nst Ridho Aulia Ridwal Trisoni Rifka Haida Rahma Riko Riko Rio Hidayat Riri Maria Fitri Riri Maria Fitri Riri Okra Riri Susanti Ririta Ririta Ririta, Ririta Risdoyok Risdoyok Rizal, Eka Rizki Amelia Robiyatul Adawiyah Rohdi, Nur Ulfa Ronaldo, Muhammad Rosdandi Utami Br Siregar, Anggi Rossa Lina Ruki'ah Ruki'ah Ruki'ah Rusdi Rusdi Rusdi Rusdi Rusdi Rusdi Rusdi S, Selvi Salma Fadhilah Hanun Salmi Salmi Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati, Salmiwati Salsabila, Sarah Saparina, Kaila Saparius, Saparius Sari Dewi Sari, Fitri Nila Selvia, Dina Selvina Selvina Septia Wahyuni Serlika, Sutri Shafra Shafra Shafra Shafra Shandila Shandila Shinta Gita Zahara Shintia Dwi Putri Silvia Putri Simatupang, Ardiansyah Siregar, Nuryanti Siti Khamim Siti Mesaroh Sitompul, Sonia Widya Ulfa Sitompul Soibatul Aslamiah Nasution Suhendra, Ade Sukrina, Alfi Sulong, Abdul Ramae Supriadi Supriadi Susanti, Riri Susi Herawati Syafrizal Syafrizal Syafrudin Syafrudin Syafrudin Syafrudin Syafrudin Syahrial Syahrial Syawaluddin Syawaluddin Syukrina, Syukrina Tamaulina Br Sembiring Tasnim Rahmat Tasnim Rahmat Tasnim Rahmat Tiara Adha Putri Tina Oktaviani Ulpa Hasiah Ulvia Risa Varizki Syaf Putra Vivi Mavika Mulya Vladio Agra Wahyuni Ramadhani Wati, Nola Nurahma Wati, Salmi Wellistya Ayu Ningsih Widi Wulandari Wilda Hafiva Windy Divaci Anastasya Wirman Hanizon Wisni Wisni Wulandari, Dinda Wulantika Yuliani Yanti, Rahma Yelfi Dewi S Yelfi Dewi S Yenti Murni Yesi Ulandari Yogi Fernando Yohana Arifa Yona Gus Manita Yuda, Febri Janatul Yudi Gucandra Yulda Dina Septiana Yulia Oktafia Jasman Yulia Safitri Yuliandri, Resa Afri Yulius Yulius Yusri Yaldi Zahra Suryadi Zain, Miftahul Husna Zakiatul Islamie Zakiatul Islamie Zakir, Supratman Zeli Utari Zulfahmi, Muhammad Riko Yohansyah Zulfani Sesmiarni Zuria Murliadi