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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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Sosiologi Lembaga Pendidikan Islam Swasta: Studi Reproduksi Kelas Sosial dan Pembentukan Habitus Islami di SMA ZIIS Cilongok Queen Qonita; Muh. Hanif
PALAPA Vol 14 No 1 (2026): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v14i1.6216

Pondok Pesantren Modern ZIIS (Zamzam Integrated Islamic School) Cilongok, Banyumas, Central Java, is an integrated Islamic educational institution that promotes Islamic and national values through the motto A Great Place to Learn. This study aims to analyze parents’ school choice patterns in relation to cultural and social capital, the mechanisms for forming students’ Islamic habitus through an integrated curriculum and co-curricular programs, and the dynamics of social reproduction within the ZIIS environment. This study used a qualitative approach with a case study design, strengthened by structured questionnaire data from four parents of Grade XI students during the 2024–2026 period. The results showed three main findings. First, parents’ school choice patterns were economically heterogeneous, including families with monthly incomes below IDR 1,000,000 to above IDR 6,000,000, but homogeneous in value orientation because all parents prioritized the formation of Islamic character, independence, and a protected social environment. Second, ZIIS consistently formed students’ Islamic habitus through a structured yaumiyah schedule, a tahfidz Al-Qur’an program, gradual entrepreneurship, and international language programs integrated into the official curriculum. Third, unlike urban elite Islamic boarding schools, ZIIS demonstrated relatively inclusive dynamics of social reproduction, marked by open access across economic classes, although three of the four parents recommended adding scholarship programs to make accessibility more equitable. The conclusion of this study emphasizes that ZIIS functions as a space for forming a modern Islamic habitus that integrates piety, independence, and global competitiveness with broader social reach than urban elite Islamic boarding schools. The implications of this study expand understanding of the role of private Islamic educational institutions in shaping students’ character while opening access to education across social classes.

Negotiating Continuity and Change: Social Capital and Value-Mediated Governance Adaptation in an Indonesian Pesantren Filda Inayah; Muh. Hanif
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.452

Traditional Indonesian pesantren face the challenge of responding to changing educational, technological, and administrative expectations while maintaining religious and cultural commitments. Although previous research has examined pesantren modernization and leadership, little is known about how relational resources and institutional values interact in everyday governance adaptation. This study examines how social capital and institutional values shaped governance adaptation at Pondok Pesantren Mathali’ul Falah Pekiringan, Central Java, Indonesia. A qualitative single-case design was used, drawing on semi-structured interviews with 12 internal and external stakeholders, 17 participant-observation sessions, and the analysis of institutional documents. Data were analyzed thematically using trust, networks, and norms as sensitizing concepts. Four interrelated findings were identified. Trust in the kiai supports institutional legitimacy but operates alongside parental considerations of affordability, distance, facilities, and educational quality. Alumni and community relationships provide informal, largely voluntary support. Technology was accepted for supervised learning, while personal smartphone use was restricted according to disciplinary and moral priorities. Centralized, family based governance supported continuity but left alumni coordination, documentation, and succession arrangements relatively informal. The findings suggest that relational governance may benefit from gradual, culturally feasible improvements in communication, alumni coordination, supervised digital access, administrative documentation, and leadership continuity. The originality of this study lies in connecting social capital with value-mediated governance adaptation to explain how change may be selectively accepted, limited, or reorganized within a culturally embedded educational institution. This case-based perspective is intended as an analytical heuristic rather than a general model for all pesantrens.

Implementasi Pendidikan Akhlak dalam Pembinaan Anak Asuh di Panti Asuhan Aisyiyah Dukuhturi Khaerul Umam Muttaqin; Muh. Hanif
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1847

Pendidikan akhlak merupakan fondasi utama dalam pembinaan anak asuh di panti asuhan, terutama bagi lembaga baru yang sedang merintis sistem pendidikan dan pengasuhan. Panti Asuhan Aisyiyah Dukuhturi, yang berdiri pada tahun 2025 di Desa Dukuhturi, Kecamatan Bumiayu, Kabupaten Brebes, menghadirkan model pembinaan akhlak sebagai prioritas utama sebelum pengembangan aspek akademik dan keterampilan. Problem yang muncul adalah adanya tantangan besar dari pengaruh gadget dan lingkungan luar yang dapat mengganggu konsistensi pembinaan akhlak. Gap penelitian terletak pada minimnya kajian empiris tentang implementasi pendidikan akhlak di panti asuhan baru, khususnya dalam konteks lokal pedesaan yang berdekatan dengan masjid dan memiliki dukungan organisasi keagamaan. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan strategi, praktik, dan hasil implementasi pendidikan akhlak di Panti Asuhan Aisyiyah Dukuhturi. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik wawancara terhadap pengasuh, anak asuh, dan pengurus panti. Data lapangan menunjukkan bahwa strategi pembinaan dilakukan melalui kajian rutin di Masjid Istiqlal, pengajian Muhammadiyah, pendidikan formal di sekolah, serta keteladanan pengasuh. Anak asuh merasakan perubahan signifikan: lebih disiplin dalam ibadah, mandiri, sopan santun, dan mampu menahan emosi. Pengurus menegaskan visi membentuk generasi berakhlak mulia dengan indikator keberhasilan berupa kedisiplinan ibadah, perubahan sikap sosial, dan pengakuan eksternal dari masyarakat. Hasil penelitian menegaskan bahwa implementasi pendidikan akhlak di Panti Asuhan Aisyiyah Dukuhturi efektif membentuk karakter Islami anak asuh sejak awal. Meski menghadapi tantangan dari pengaruh teknologi dan lingkungan luar, panti berhasil menanamkan nilai akhlak melalui kombinasi kajian, keteladanan, dan keseimbangan pendidikan formal. Penelitian ini memberikan kontribusi pada pengembangan model pembinaan akhlak di panti asuhan baru, sekaligus membuka ruang bagi kolaborasi masyarakat dan organisasi keagamaan dalam memperkuat pendidikan karakter.

STRATEGI PEMBELAJARAN ADAPTIF GURU PAI DALAM MENGHADAPI KEBERAGAMAN TINGKAH LAKU SISWA PADA MATA PELAJARAN PAI DI SMP Alfin Febriansah; Muh. Hanif
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 5 No. 3 (2026): Mei 2026
Publisher : Najah Bestari

Show Abstract | Download Original | Original Source | Check in Google Scholar

The diversity of students’ behavior in Islamic Religious Education requires teachers to apply flexible teaching strategies that suit classroom conditions. This study aims to describe the adaptive learning strategies used by an Islamic Religious Education teacher in dealing with differences in students’ character, abilities, and classroom responses at the junior high school level. This research employed a descriptive qualitative approach, with data collected through an in-depth interview with one Islamic Religious Education teacher as the main informant. The findings show that the teacher applied adaptive strategies by using the teaching module as a guide, selecting methods based on the learning material, assigning tasks according to students’ abilities, and applying a personal approach to students who needed more attention. The teacher also used digital media, such as smartphones and Canva, under supervision to attract students’ attention and maintain their engagement in learning. In addition, the morning Qur’an reading routine served as part of the school’s religious reinforcement. These adaptive strategies indicate that Islamic Religious Education is not only concerned with delivering material but also with the teacher’s ability to understand students’ conditions and guide their behavior in a humanistic way. Keywords: Teaching Flexibility, Personal Approach, Religious Habituation. Abstrak Keberagaman tingkah laku siswa dalam pembelajaran Pendidikan Agama Islam menuntut guru untuk memiliki cara mengajar yang fleksibel dan sesuai dengan kondisi kelas. Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran adaptif guru PAI dalam menghadapi perbedaan karakter, kemampuan, dan respons siswa pada mata pelajaran PAI di SMP. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik wawancara mendalam kepada seorang guru PAI sebagai informan utama. Hasil penelitian menunjukkan bahwa guru PAI menerapkan strategi adaptif melalui penggunaan modul ajar sebagai pedoman, pemilihan metode sesuai materi, pemberian tugas sesuai kemampuan siswa, serta pendekatan personal kepada siswa yang membutuhkan perhatian lebih. Guru juga memanfaatkan media digital seperti HP dan Canva secara terbimbing untuk menarik perhatian siswa dan menjaga keterlibatan mereka dalam pembelajaran. Selain itu, pembiasaan membaca Al-Qur’an pada pagi hari menjadi bagian dari penguatan keagamaan di sekolah. Strategi adaptif ini menunjukkan bahwa pembelajaran PAI tidak hanya berfokus pada penyampaian materi, tetapi juga pada kemampuan guru memahami kondisi siswa dan membina perilaku mereka secara humanis.

The Use of Quizizz Application on Islamic Education (PAI) Learning in the New Normal Era Muh. Hanif; Binti Rofingatun Ningamah; Farah Nuril Izzah; Pangesti Wahyuning; Riana Khomsatun Khasanah
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 27 No 2 (2022)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v27i2.6918

Limited face-to-face is a newly used learning system in the aftermath of the Covid-19 pandemic. The need for adaptation for the application of this model, it is said, is limited because it is limited by new habits with the implementation of health protocols, short learning time, and restrictions on student activities. The adaptation process, one of which is the use of learning media used during learning. The Quizizz application is one of the alternative media that can be used when the system is in the network or directly, because of its flexible nature. Media Quizizz is a tool that can help students and teachers in the learning process. The purpose of this study was to find out the Quizizz application used in Islamic Education (PAI) learning at SMP Negeri 7 Purwokerto Indonesia with a limited face-to-face system. This research uses a qualitative method with a case study approach. Data collection is carried out using observation, interviews, and documentation. The description of the research results was analyzed using Miles and Huberman's model, namely data reduction, data presentation, and conclusion drawing. The author's initial steps formulate the problem. Then collect the necessary data. Next, the researcher analyzed the results of the study. In this study, the authors found that the Quizizz application was used in Islamic Education (PAI) learning as a learning medium. This application becomes a new online-based media that is very flexible and easy to use. The Quizizz application can be used by Islamic Education (PAI) teachers for student learning evaluation, which can be done in the classroom or used as homework, and in online learning systems or limited face-to-face learning systems.

PERENCANAAN KURIKULUM BERBASIS KEBERAGAMAN BUDAYA DI SMP ISLAM AL-FURQON Rochmat Cahyo Wibowo; Muh Hanif
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.12552

This qualitative study explores culturally responsive curriculum planning at Al-Furqon Islamic Junior High School, Banyumas, Indonesia. Conducted over five months (January–May 2026) using a single embedded case study, data were gathered through participatory observation, in-depth interviews with 5 teachers, 12 students, the principal, and 3 parents, as well as analysis of curriculum documents and teaching materials. Findings highlight three mechanisms. First, multicultural values are integrated not only in curriculum documents but also enacted through equity pedagogy, ensuring equal learning opportunities for students from diverse ethnic, religious, and socioeconomic backgrounds. Second, the curriculum incorporates local content reflecting community culture while fostering recognition and appreciation of external traditions. Third, participatory planning—engaging teachers, students, the school committee, and community leaders—produces a contextual and inclusive curriculum accepted by stakeholders. The study concludes that effective culturally responsive curriculum planning requires shifting from curriculum as a static product to a continuously negotiated process, demanding active teacher involvement and diverse learning resources. Policy implications emphasize decentralized governance, empowering schools to design contextual curricula responsive to local diversity, and continuous professional development for teachers. ABSTRAK Penelitian kualitatif ini mengeksplorasi perencanaan kurikulum yang responsif terhadap budaya di SMP Islam Al-Furqon, Banyumas, Indonesia. Dilaksanakan selama lima bulan dengan menggunakan metode studi kasus tertanam tunggal (single embedded case study), data penelitian dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan 5 guru, 12 siswa, kepala sekolah, dan 3 orang tua, serta analisis dokumen kurikulum dan bahan ajar. Temuan penelitian ini menyoroti tiga mekanisme utama: Pertama, nilai-nilai multikultural tidak hanya diintegrasikan ke dalam dokumen kurikulum, tetapi juga diwujudkan melalui pedagogi kesetaraan (equity pedagogy), guna memastikan kesempatan belajar yang setara bagi siswa dari berbagai latar belakang etnis, agama, dan sosial ekonomi. Kedua, kurikulum tersebut mengintegrasikan muatan lokal yang mencerminkan budaya masyarakat setempat, sekaligus menumbuhkan pengakuan dan apresiasi terhadap tradisi luar. Ketiga, perencanaan partisipatif—yang melibatkan guru, siswa, komite sekolah, dan tokoh masyarakat—menghasilkan kurikulum yang kontekstual, inklusif, dan dapat diterima oleh seluruh pemangku kepentingan (stakeholders). Penelitian ini menyimpulkan bahwa perencanaan kurikulum yang responsif terhadap budaya secara efektif memerlukan pergeseran paradigma, dari melihat kurikulum sebagai produk statis menjadi sebuah proses yang terus dinegosiasikan secara dinamis. Hal ini menuntut keterlibatan aktif dari guru serta pemanfaatan sumber belajar yang beragam. Implikasi kebijakan dari penelitian ini menekankan pentingnya tata kelola yang terdesentralisasi, pemberdayaan sekolah untuk merancang kurikulum kontekstual yang responsif terhadap keberagaman lokal, serta pengembangan profesional yang berkelanjutan bagi para guru..

Sosiologi Ruang Konseling Religius di SMP Islam: Studi Kolaborasi Guru BK, Guru PAI, dan Orang Tua dalam Pendampingan Remaja MTS NU 1 Purwokerto Muh. Hanif; Ghinaa Syifaa Ariibah
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 3 No. 3 (2026): Juli : Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v3i3.2142

This study examines the role of religious counseling spaces in Islamic junior high schools as collaborative arenas involving counseling teachers, Islamic education teachers, and parents in assisting adolescents. The research problem arises from the reality that some students experience low self-confidence, learning difficulties, social problems, and emotional challenges that cannot always be resolved solely through psychological approaches. This study aims to explain the empirical practices of religious counseling, the social relationships involved within it, and its implications for religious education in schools. The research employed a collaborative case study with a qualitative approach. Data were collected through observations, interviews with Islamic education teachers, counseling teachers, students, and parents, as well as documentation in the form of counseling records and student development programs. The findings reveal that student cases are addressed through a combination of psychological approaches and religious guidance, while parents are actively involved to strengthen behavioral changes at home. Counseling records and development programs also indicate an integration between personal guidance and religious education. Therefore, religious counseling spaces function not only as places for solving students’ problems, but also as spaces for meaning-making, social control, and strengthening adolescents’ religious character. These findings are consistent with recent studies emphasizing the importance of school-family collaboration, a sense of safety in counseling, and the integration of religious values into guidance and counseling services.

Peran Kiai dalam Membangun Solidaritas dan Harmoni Alumni melalui Pendekatan Halaqah di Pondok Pesantren: Perspektif Kharisma dan Otoritas Tradisional Putri Hamidah; Muh Hanif
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 3 No. 3 (2026): Juli : Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v3i3.2173

This study examines the role of kiai in fostering alumni solidarity through the halaqah forum at API Tegalrejo Islamic Boarding School using Max Weber’s concepts of charismatic and traditional authority. The research is motivated by the challenges of modernization, globalization, and digital technology, which may weaken social ties among pesantren alumni. Employing a qualitative approach with an instrumental case study design, data were collected through in-depth interviews, participant observation during halaqah, haul, and harlah activities, as well as documentation analysis. The findings reveal that the kiai’s charisma plays a central role in maintaining alumni loyalty, respect, and emotional attachment to the pesantren. The halaqah forum functions not only as a medium for strengthening friendship and transmitting pesantren values but also as a social space that reinforces social capital, collective solidarity, and alumni networks. The institutionalization of halaqah is supported by the continuity of the haul tradition, the kiai’s moral authority, and alumni’s strong sense of belonging to their alma mater. This solidarity has developed into collective actions in educational, social, economic, and religious fields. Furthermore, digital media contribute to sustaining alumni communication and participation, enabling the preservation of pesantren identity and values amid contemporary social change.

Sociology of Public Elementary Schools: Teachers' Role as Agents of Socialization for Religious Moderation Values in the Classroom Anggraeni, Adiska Nur; Hanif, Muh.
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10113

Although religious moderation has become an important agenda in character education, limited research has examined how public elementary school teachers function sociologically as agents of value socialization in rural school contexts. This study aims to examine the role of public elementary school teachers as agents of socialization for religious moderation values in classroom learning. Employing a qualitative approach with a single case study design, the study was conducted at SDN Rejasari, Banjarmangu District, Banjarnegara Regency, Central Java, during the 2025–2026 academic period. Data were collected through in-depth interviews, participant observation, and curriculum document analysis, focusing on the strategies and practices implemented by Islamic Education (Pendidikan Agama Islam/PAI) teachers and classroom teachers. The findings reveal three key dimensions. First, PAI teachers simultaneously perform four roles in instilling religious moderation values: conservator, innovator, transmitter, and transformer. Second, the values socialized include justice (‘adl), balance (tawazun), moderation (i‘tidal), and unity and brotherhood (ukhuwah), which are internalized through exemplary behavior, classroom discussion, interfaith activities, and cross-subject integration. Third, the effectiveness of value socialization is strongly supported by teacher–parent collaboration and a conducive school environment, while the main obstacle is the limited direct interaction among students from different religious backgrounds. This study contributes to the development of religious moderation socialization models in rural public elementary school contexts and offers practical implications for strengthening character education curricula.

Pendidikan Kewarganegaraan di Era Digital (Perspektif Teori Sosialisasi Politik) Muh. Hanif; Novala Arum Salsabillah
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 11 No. 2 (2024): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/annuha.v11i2.749

The development of digital technology has brought fundamental changes in the way individuals obtain and process political information. This article discusses the dynamics of civic education in the digital era through the perspective of political socialization theory. This theory explains how individuals form political attitudes, values and behaviours through interactions with various socialization agents, such as family, schools, peers and mass media, which are now expanded by the presence of digital media. Civic education plays a strategic role in shaping young people's political awareness in the midst of massive, fast, but often unverified information flows. This research uses a qualitative approach with a literature study method, examining various academic literatures on political socialization and civic education in the digital era. This article highlights the importance of integrating digital literacy in the civic education curriculum to equip students with critical thinking skills, digital ethics, and the ability to participate actively and responsibly in political life. Thus, civic education in the digital era not only aims to produce information-literate citizens, but also to shape democratic, inclusive and reflective political characters.

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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