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Muh. Hanif

UIN Prof. K. H. Saefuddin Zuhri Purwokerto

Author-ID : 548153

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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DINAMIKA KONFLIK SOSIAL SISWA BARU DAN PERAN GURU DALAM MENGATASINYA : STUDI KASUS SISWA KELAS 7 DI SMP ZAMZAM INTEGRATED ISLAMIC SCHOOL Kubro, Syaikhul; Muh. Hanif
Irfani Vol. 21 No. 1 (2025): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i1.6335

This study aims to examine the role of teachers in overcoming conflicts that occur in new students, especially grade 7 students at Zamzam Integrated Islamic School (ZIIS). Using a descriptive-qualitative approach, this study reveals various types of conflicts experienced by students, such as individual conflicts, between individuals, and between individuals and groups. Factors that trigger conflict include emotional immaturity and family background (broken home). The research shows that teachers play an important role as mediators, non-judgmental companions, teachers of problem-solving skills, and communicators between schools and parents. These strategies are strengthened by the synergy between teachers, the support of the principal, and the involvement of parents through the “parent teaching” program. The results confirm that effective conflict management contributes to the creation of a comfortable, conducive learning environment that supports students' character development. This study is expected to be a reference for other educational institutions in managing student conflicts constructively. Keywords: teacher role, conflict management, new students

Penanaman Karakter Religius melalui Budaya Sekolah di SMAN 3 Purwokerto: Telaah Teori Konstruksi Sosial Arifin, Helmi Yusuf; Hanif, Muh.
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16144

This study is motivated by concerns over the moral degradation of adolescents, making the internalization of religious values an essential need in educational institutions. The study aims to describe the processes of externalization, objectivation, and internalization of students’ religious character through schoolculture from the perspective of Berger and Luckmann’s social construction theory. A descriptive qualitative method was employed using a case study and phenomenological approach, with data collected through observation, interviews, and documentation. The findings indicate that the internalization of religious character at SMAN 3 Purwokerto is effectively implemented through routine activities such as Qur’anic literacy, congregational prayers, almsgiving, and religious organizations. Religious values are expressed by the school community, institutionalized into binding rules and traditions, and ultimately internalized by students, shaping disciplined, obedient, and responsible character traits. This study emphasizes that school culture based on social construction plays a significant role in fostering sustainable religious character development among students in public schools.

Modal Sosial dan Pembentukan Karakter Religius Siswa: Studi Kualitatif di Sekolah Menengah Pertama Hidayah, Nurul; Hanif, Muh.
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16364

This study aims to analyze the role of social capital in the formation of religious character in junior high school students. The research approach used is descriptive qualitative with data collection techniques in the form of non-participant observation, semi-structured interviews, and documentation. The research informants consisted of the vice principal for student affairs, the Islamic Religious Education teacher of grade VII BP, and ten students of grade VII B. Data were analyzed through the process of data reduction, data presentation, and drawing conclusions, with data validity tested through triangulation of sources and techniques. The results of the study indicate that social capital plays a role in the formation of religious character in students through three main dimensions. First, the social network between teachers, students, parents, and peers creates a system of mutual supervision and social support that strengthens the consistency of religious habits both at school and at home. Second, school social norms manifested through discipline, school culture, and religious habits function as pedagogical instruments that shape religious habits through the mechanism of internalization of values and continuous habits. Third, trust between teachers and students creates a safe and supportive learning environment that facilitates the internalization of religious values emotionally, not just cognitively. Thus, social capital plays a role in the formation of religious character of students at the junior high school level, through collaboration between schools and families, consistent application of norms, and building trust between teachers and students.

IMPLEMENTASI MINDFULNESS PEDAGOGY DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK MENINGKATKAN KONSENTRASI BELAJAR SISWA DI SMK ARYASATYA TEKNOLOGI PATIKRAJA BANYUMAS: The Implementation of Mindfulness Pedagogy in Islamic Religious Education Learning to Improve Students’ Learning Concentration at SMK Aryasatya Teknologi Patikraja Banyumas Hanifatun Nafisah; Muh. Hanif
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/xfqeby61

Low student concentration in the digital age poses a challenge for Islamic Religious Education (Pendidikan Agama Islam, PAI) instruction, particularly in vocational high schools (SMK), where distractions are high. This article analyzes the implementation of mindfulness pedagogy in PAI instruction and its contribution to improving 10th-grade students' concentration at Aryasatya Teknologi Patikraja Vocational High School (SMK) in Banyumas Regency, Central Java. This article employs a qualitative case study design. Primary data were collected through participant observation and in-depth interviews, while secondary data were gathered via documentation. The data were analyzed using the Miles and Huberman interactive model, and data validity was verified through triangulation. The study's results indicate that the implementation of mindfulness pedagogy in PAI instruction at SMK Aryasatya comprises three stages: mindful breathing, mindful listening, and contemplative reflection. The implementation of mindfulness pedagogy improved students’ mental readiness and attentional focus, while reducing distracting behaviors. The application of mindfulness pedagogy also transformed the classroom climate into a more conducive environment during PAI instruction. Rendahnya konsentrasi belajar siswa di era digital menjadi tantangan dalam pembelajaran Pendidikan Agama Islam (PAI), khususnya di Sekolah Menengah Kejuruan (SMK) dengan tingkat distraksi yang tinggi. Artikel ini bertujuan menganalisis implementasi mindfulness pedagogy dalam pembelajaran PAI serta kontribusinya terhadap peningkatan konsentrasi belajar siswa Kelas X di Sekolah Menengah Keatas (SMK) Aryasatya Teknologi Patikraja, Kabupaten Banyumas, Jawa Tengah. Artikel ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data primer dikumpulkan melalui observasi partisipatif dan wawancara mendalam; sedangkan data sekunder melalui teknik dokumentasi. Lalu data dianalisis menggunakan model interaktif Miles dan Huberman, serta validitas data diperiksa dengan teknik triangulasi. Hasil penelitian menunjukkan bahwa implementasi mindfulness pedagogy dalam pembelajaran PAI di SMK Aryasatya terdiri dari tiga tahap, yaitu mindful breathing, mindful listening, dan refleksi kontemplatif. Implementasi mindfulness pedagogy mampu meningkatkan kesiapan mental, fokus perhatian, serta mengurangi perilaku distraktif siswa. Penerapan mindfulness pedagogy juga mengubah iklim kelas menjadi lebih kondusif selama pembelajaran PAI. Kata Kunci : Konsentrasi Belajar; Mindfulness Pedagogy; Pembelajaran PAI; Pendidikan Agama Islam.

Pengaruh Sistem Lingkungan Keluarga dan Sekolah terhadap Motivasi Belajar Siswa di MI Muhammadiyah Pasirmuncang Meti Muji Pangestika; Muh. Hanif
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 3 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i3.6217

This research aims to analyze the influence of the family and school environment, as well as a combination of both, on student learning motivation at MI Muhammadiyah Pasirmuncang. Learning motivation, as a key factor in student success (Nurrawi et al., 2023), is influenced by the family environment which shapes character and learning habits (Hikmah & Saputra, 2023), as well as the school environment which provides a forum for developing potential and directed learning. This study used a quantitative explanatory research approach (Sugiyono, 2017) with 30 grade 5 students as subjects. The results of the analysis show a significant influence of the school environment on student learning motivation in Islamic Religious Education (PAI) subjects, with a correlation coefficient (rxy) of 0.570 and a determinant coefficient of 32.48%. The regression significance test (tcount = 4.704 > t0.025 = 2.01) strengthens the significance of this effect. A good family environment (average TCR 70.17%) and high learning motivation (average TCR 73.45%) are positively correlated with learning outcomes. Simultaneously, family environment and learning motivation contribute 11.40% to learning outcomes, while the rest is influenced by other factors. This finding is in line with research by Husnan Jamil (2014) and concludes that a positive school and family environment, as well as high learning motivation, are very important to achieve optimal learning outcomes in PAI learning at MI Muhammadiyah Pasirmuncang.

Manajemen Profesionalisme Guru dalam Meningkatkan Mutu Pembelajaran di MI Ma’arif NU 01 Dawuhan Wetan Alya Mahirotun Numa; Muh. Hanif
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 9 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i9.8351

The development of training and professional development programs is a vital part of education management to improve the quality of teacher performance. There are a number of important aspects that must be considered in designing training and professional development programs so that their implementation is effective and on target. Objectives: This study focuses on a comprehensive analysis of how the implementation of teacher professionalism management in MI Ma'arif NU 01 Dawuhan Wetan as an effort to improve the quality of the learning process. This study aims to examine the strategies used by the madrasah in planning, implementing, evaluating, and the impact of teachers' professional competence. Through this approach, the study is expected to evaluate the extent to which teacher professionalism management contributes to the quality of learning processes and outcomes, and formulate strategic recommendations to encourage continuous efforts to improve the quality of education. This research adopts the descriptive qualitative method. The study was analyzed using in-depth interviews, observation and documentation. Data analysis followed the Miles and Huberban model including data reduction, data presentation, data condensation and formulation of final results. This study reveals that the management of teacher professionalism in improving quality is: (1) Teacher Professionalism Development Planning, (2) Implementation of Teacher Professionalism Program, (3) Evaluation and Monitoring of Teacher Professionalism, and (4) Impact on Learning Quality. Teacher professional development programs are systematic and sustainable. The implementation of well-planned professional development programs at MI Ma'arif NU 01 Dawuhan Wetan shows that the management of teacher professionalism is able to optimize the quality of teaching and the academic achievement of students. among teachers by means of internal Subject Teacher Consultation (MGMP). teacher competence through In House Training (IHT) activities, internal Subject Teacher Consultation (MGMP), and external training has proven effective in improving teacher teaching skills at MI Ma'arif NU 01 Dawuhan Wetan. Proper evaluation allows identification of areas that require development, so that training and coaching programs can be tailored to the specific needs of teachers. the existence of a reward system for outstanding teachers also increases motivation and enthusiasm in teaching.

Penerapan Metode Socratic Questioning dalam Pembelajaran PAI untuk Membentuk Nalar Kritis Siswa: Application of the Socratic Questioning Method in Islamic Education Learning to Develop Students' Critical Thinking Ahmad Ardani; Muh. Hanif
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 03 (2025): Research Articles, December 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7329

Socratic Questioning is a dialogic approach that has the potential to develop students' critical reasoning in Islamic Religious Education (ISE) learning, but its implementation at the junior high school level has rarely been studied in depth. This study aims to analyze the application of Socratic Questioning by Islamic Religious Education (ISE) teachers and its relevance to the development of critical reasoning in ninth-grade students at SMP Ma'arif NU Karanggedang. This study employs a qualitative method with a descriptive approach to describe the learning situation and phenomena as they occur in the field through an in-depth exploration of teachers' strategies in building tiered dialogues, categorized into six types of Socratic questions. Data were obtained through three main techniques: observation, interviews, and documentation. This study also serves to provide an empirical overview of classroom dynamics and the process of developing critical reasoning in the context of moderate Islamic schools. The results show that the application of clarifying questions, arguments, assumptions, other perspectives, implications, and meta-reflection can encourage students to develop analytical and evaluative skills. This is evidenced by their ability to explain concepts, link arguments to arguments, assess legal implications, and consider differing views of scholars. Teachers play an active role as dialogue facilitators, while a conducive learning environment also strengthens student engagement. The conclusion of this study suggests that Socratic Questioning is effective in developing students' critical reasoning and is relevant for enhancing Islamic Religious Education (PAI) learning through reflective dialogue. This approach opens up opportunities for teacher professional development through training in formulating critical questions and integrating directed dialogue into PAI learning.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7329

Contextualizing Islamic Education: Value Transformation and Religious Moderation in Bonokeling's Dual Authority System Ivana Maulia Rahmah; Muh Hanif
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3008

The integration of Islamic teachings with local religious traditions in rural Indonesia presents a compelling phenomenon warranting sociological investigation. This study examines the transformation of Islamic Religious Education (PAI) values within the Bonokeling indigenous community in Banyumas, where adherents simultaneously maintain ancestral rituals while internalizing formal Islamic values. This qualitative-descriptive research employed sociology of religion framework, utilizing participatory observation, in-depth interviews with key informants (Bedogol/Kyai Kuncen, religious teachers, students), and documentary study. Data were analyzed through thematic analysis guided by symbolic interactionism. Findings reveal a significant transformation from mystical ritualism toward rational social spirituality across five dimensions: religious focus, knowledge transmission, religious understanding, worship participation, and religious identity. The community successfully creates harmonious coexistence between formal Islamic teachings and local traditions through practices such as pengajian, ziarah, and slametan. A dual authority structure of kiai and customary leaders facilitates effective contextualization and transmission of Islamic values (tawāḍu', ukhuwah, ta'āwun). The Bonokeling community exemplifies authentic religious moderation grounded in local wisdom, demonstrating that local traditions function as effective pedagogical vehicles. This model enriches Islamic educational sociology by challenging formal-informal dichotomies and offering evidence-based insights for developing culturally-contextualized Islamic education promoting inclusive religiosity while maintaining theological orthodoxy.

Inclusive Islamic Studies: Transforming Religious Moderation in Islamic Education Students at UIN Saifuddin Zuhri Purwokerto Azkia Faiqotun Ni’mah; Muh Hanif
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3031

Ancaman ekstremisme dan intoleransi di masyarakat merupakan isu krusial yang menuntut intervensi serius. Penguatan moderasi beragama di lingkungan Perguruan Tinggi Agama Islam (PTKI) sangat mendesak, terutama bagi mahasiswa Pendidikan Agama Islam (PAI) yang merupakan agen perubahan yang strategis dan potensial. Meskipun integrasi nilai-nilai moderasi sudah menjadi kebijakan, hanya sedikit penelitian yang secara eksplisit menganalisis mekanisme dan proses transformasi mendalam dari pola pikir eksklusif menjadi inklusif di kalangan mahasiswa PAI melalui pendekatan pembelajaran tertentu. Penelitian ini bertujuan untuk menganalisis transformasi pemahaman moderasi beragama di kalangan mahasiswa PAI di UIN Saizu Purwokerto melalui penerapan pendekatan Studi Islam Inklusif. Dengan menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara, observasi, dan analisis dokumen dengan mahasiswa PAI, dosen, dan pembimbing unit kemahasiswaan Islam. Analisis data dilakukan secara tematik, berpedoman pada teori perubahan sosial. Hasil penelitian menunjukkan adanya transformasi yang signifikan, ditandai dengan pergeseran orientasi keagamaan mahasiswa dari eksklusif-tekstual menuju inklusif-kontekstual. Indikator utama meliputi penurunan kecenderungan intoleran, peningkatan pemikiran kritis, dan penerimaan substansial terhadap berbagai mazhab. Transformasi ini diwujudkan dalam habitus sosial yang moderat, didorong oleh integrasi sistematis Mata Kuliah Moderasi Beragama Wajib, pembelajaran reflektif, dan keterlibatan praktis dalam Forum Moderasi Beragama. Studi ini memberikan kontribusi ilmiah empiris mengenai efektivitas Studi Islam Inklusif dalam membentuk karakter wasathiyah (moderat), antiradikal, dan pro-perdamaian, yang menjadi landasan penting bagi pengembangan kurikulum PTKI yang moderat.

Co-Authors Abdul Qodir Abu Dharin Abzuna Sanysha Hada Addina, Najwah Adib, Shohibul Afiffah rahma dwi suryani Afniatul Nofriah Ahmad Junaidi Ahmad Muzajjad Faqihudin Alam, M. Sandi Nur Aldi, Muhamad Alfi Ibnu Rusy Alfin Febriansah Ali Abdurroziq Ali Masngud Ali Muhdi Alivia Aniatun Amiroh Alivia Elsa Ani Afifah Allya Farisha Azzahrani Almaududi Ausat, Abu Muna Alya Mahirotun Numa Amanatul Maula Aminah Ayu Anang Kurnia Wahab Anang Kurnia Wahab Anes Wildaaa Anggraeni, Adiska Nur anisa helmi anisa helmi setiani Annabil, Fatih Shidqi Anwar Fauzi Anya Azzahra Arkania Mansyur Ardevita Jauza Cindy Maluyu Ari Agus Susanti ARIANI , ATUN Arief Efendi Arief Efendi Arifin, Helmi Yusuf Arina Tazkiatan Nufus Arlini, Rizka Riza ARROMAL, M FARIS Arundaya Nara Tisna Arzik Fikrian Asdlori Asdlori Asngad, To'in Assyifaul Aulia Astuti, Astuti Astuti, Devi Idiah Atikoh Khasanah Aulia Nadifah Ausat, Abu Muna Almaududi Ayu Mukti Sari Az Zaakiyyah, Hizbul Khootimah Azka Tahyati azki ulima nur sani azki Azkia Faiqotun Ni’mah Azlina Nur Asma Lili Azmi Hidayatun Nissa Barokah, Nur Isnaeni Bilqis Syauqina Aqila Haqi Binti Rofingatun Ningamah Budi Permana Cahyo Wibowo, Rochmat Cholish, Cholish Nur Fauzi CHRISTANTI, ANDI DWINAMURTI Destin Dwi Pangesti Devi Idiah Astuti Dewi Astuti Dewi Astuti Dian Kurniati Diasworo, Oeky Dwi Ananda Noviana Salsabila Dwi Nuraeni dzikri adzkia Eni Kusrini Eni Kusrini, Eni Ermit Three Eva Nur Hamidah Evaliya Isni Alhidayah Evi Agustina Fahri Hidayat Faoji Mansur Farah Nuril Izzah Fatiahna Puspa Pratista Fatikhatussyangadah Fatikhatussyangadah Fatimah Sri Handayani Fatmaya Anisa Rahmania Fauzi, Muhamad Fikri Halwan Felicia Najwa Fikri Abdul Aziz Fikria Az-Zahra Filda Inayah Fina Afnan Feyza Florian Pohl Gesang Mulya Uga Wicaksana Ghefira Salma Desianti Ghinaa Syifaa Ariibah Gunbay Haelah Kajalakee Hani Prasetianingtiyas Hanifah Fitriani Hanifatun Nafisah Heni Widiastuti Hidayah, Sarofatul HIKMAH, IQLIMA AVIATUL Himatun Aliyah Humam, Muhamad Syafiqul Ibrahim Anwar Jawawi Ifah Farkhatun Ikrimatul Aola Imam Nisfusofar Intan Nur Rohmah Iren Putri Salsabila Ischak Suryo Nugroho Ishmatunisa Syarif Ismah Lailanida Ismawati Isnaefatul Aulita Isnaini Nurul Hidayati Isnaini Nurul Hidayati Ivana Maulia Rahmah Izadi, Ifanda Zulfan Izmi Hauna Jaelani, Jaelani Jannatan Maulana Khasri Joko Arifin Kamaludin Karimah, Fatimah Azzahra Karmiati, Karmiati Khaerul Umam Muttaqin Khafifatul Fian Khamid, Anwar Khilwa Fitria Khafidhotul Khasanah Khusnul Khotimah Kraugusteeliana Kraugusteeliana Kubro, Syaikhul Kurweni Ukar Kus Risti Yustika Laeli Dina Mafazah Laila Nadzifatus Syarifah Leli Nur Faizah Lia Sofyana Lian Hidayatun Lian Hidayatun Lidyaningsih, Windy Lies Ning Ujiyanti Lies Ning Ujiyanti Lili Rahmawati Lina Khoerunnisa Lutfi Aulia Rahmadhani Lutfi Uhwati Lu’lu Abyadah M Slamet Yahya Maela, Siti Nur Maela, Siti Nur Maela Mahfud Mahfud Mahfud Mahfud Mahmudah, Annisa Maria Fitri Astuti Marjuki Mar’atul Qudsiyyah Masdub Maulidina, Muliya Meli Astutianingsih Meti Muji Pangestika Moh. Roqib Mohamad Khoerul Anam Mr, Yazid Abdul Qadir Jawaz Mualifah, Mualifah Mufidah, Diroyatul Muflih Nurriza Pahlawi Muhamad Aldi Muhamad Syafiqul Humam Muhammad Alifian Ferdi Ikhsan Muhammad Hafidza Daffa Nurdiansyah Muhammad Haikal Fikri Muhammad Labib Mashum Muhammad Miftah Gunawan Muhammad Nurhalim Muhammad Suherman Muhammed Ndow Munjin Muruatul luthfiyah Muslikhudin Muttaqin, Khaerul Umam Nabila, Nizar Naela Wirdianul Ulya Nailis Syafi’ah Naily Fauziyah Najwa Zakiyatiz Zulfa Naningsih, Septi Naufal Muhyiddin Naufal, Tama Naura Dina Syamila Hanifah Naura Rifa Salsabila Nazua Purnamasari Niha Zahrotul Nihayah Kholidatul Fauziyah Nila Kholishotul Ma'rufah Nindy Sofie Rahmawati A Nisaul Mukaromah Nisrina Syifaamaly Nizar Nabilla Novala Arum Salsabillah Novan Ardy Wiyani novelia, mutiara Novi Mulyani Nugroho, Sapto Sri Nuha Adibah Nur Isnaeny Barkah NUR, ALFIAN FIKRI Nurhayati, Ani Nursanto Sukmawardana, Kukuh NURUL HIDAYAH Nurul Hidayani Oktania Nur Salwa Oktiawati, Oktiawati Pangesti Wahyuning Permana, Budi Purwi Istiyarini Putra, Ulinnuha Yuana Putri Hamidah Putrie Rahayu Qonita, Queen Queen Qonita Qurrotu Aini Rahajeng Hapsari Wulan Rahayuningsih, Esti Rahma Kemala Dewi Rahmadhani, Lutfi Aulia Rahmadini Mulya Aisah Rahmania, Fatmaya Anisa Ramadan, Dena Ratna Tri Wiharti Rausyan Fikri Rabbani Restu Darma Riana Khomsatun Khasanah ridhwan Rio Triyono riswanto riswanto Rita Qurotun Nadhiroh Nadhiroh Rizma, Rahma Sivatur Rizqi Aulia Amania Saputri Robikhatul Hidayah Rochmat Cahyo Wibowo Rofiqoh, Nadilatur Rohandi Yusup Rosadi, Tahrir Sa'diyah Handayani Saif ‘Abdul Fatah Saifullah, Ammar Salim Akhmadiyanto Salma An Naafi Salma Rutbati Aliyyah Sari, Prisillia Mustika Sarjono Sa’diyah Handayani Setiadi, Yanuar Abdillah SETIANINGSIH, EMY Setyaningrum, Ari Eka Sifa Novitasari Silvia Ari Julianti Siminto Sintya Amalia Sholikhah Siswadi Siti faradina Siti Musarofah Sofa Mei Ika Sari Soleman Sri Winarsih Sri Winarsih Sudiro Sudiro Sudiro Suhartini Suharto, Abdul Wachid Bambang Suherlan Suherlan Suherlan, Suherlan Sulis Mutmainah Sulung Aji Pangestu Suparyo, Suparyo Suratno Suratno Susatyo Adhi Pramono, Susatyo Adhi suseno Sutrimo Purnomo Suyati Suyati Syamsu Rijal Syifa Ulfiyana Ramadhanti Taufik Dirin Pathin Tia Mugi Winasih Tifani Silmi Tin Susneti Tiyas Endah Sulistiyanah Tri Yanti Tuti Alawiyah Azzahra Ukar, Kurweni Umi Kharisoh Umi Khomsiyatun Umu Latifah Verlin Aryanti Vina Afiyati Wahyu Septiani Wahyu Septiani Wahyu Widodo Warsito Wilda Fazmi Luvita Windhariyati Dyah Kusumawanti Windy yogiana Wulan, Rahajeng Hapsari Yazid Abdul Qadir Jawaz Mr Yenny Kusumaningrum Yola Dwi Ariani Yuli Eka Firsanti Yuli hana puji utami utami Yulian Purnama Yuliono Yuliono Yuslam Yusuf, Affandy Zahrotul Hidayah Zahwa Aprilita Zidni Choiron Nafi Zulfa Mustofa

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