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Muh. Hanif

UIN Prof. K. H. Saefuddin Zuhri Purwokerto

Author-ID : 548153

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Transformation of Madrasah Governance Through The Implementation of Change Agents in Integrity Zone Development Muhammad Suherman; Muh. Hanif
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 12 No. 2 (2025): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v12i2.888

Many consider it difficult for Islamic educational institutions to achieve integrity zones due to rigid bureaucratic culture and resistance to change. Previous studies have focused on the implementation of integrity zones in government institutions and madrasahs to improve services. However, the unique religious and cultural characteristics of madrasahs differ from public bureaucracies. This study aims to explore the role of Change Agents in developing integrity zones at Madrasah Aliyah Negeri 1 Cilacap, analyzing its contribution to strengthening governance based on good governance principles and Islamic moral values. Using a descriptive qualitative method with an exploratory case study approach, data was collected through interviews, observations, and secondary data reviews. Informants were selected purposively from MAN 1 Cilacap employees. The findings indicate that MAN 1 Cilacap has improved transparency and accountability through good governance principles and digital-based public services, including an information system for financial reporting, attendance, and online administrative services. The madrasah head has fostered shared commitment to a corruption-free environment, supported by a code of ethics and an integrity declaration. The integrity zone encourages behavioral transformation within the madrasah community, resulting in faster, more responsive, and satisfaction-based services, fostering an open, participatory culture focused on improving educational quality.

Curriculum Development Management Model for International-Standard Madrasas: Evidence from Indonesia Asdlori; Muh. Hanif; Arief Efendi; Yulian Purnama; Muhammed Ndow
International Journal of Social Science and Religion (IJSSR) 2026: Volume 7 Issue 1
Publisher : Indonesian Academy of Social and Religious Research (IASRR)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53639/ijssr.v7i1.388

This study formulates an empirically grounded curriculum development management model for international-standard madrasas in Indonesia, responding to globalization and uneven curriculum innovation. Prior studies often theorize internationalization or describe technical integration; this article clarifies how governance routines coordinate mapping, capacity, and evaluation. A qualitative grounded theory design examined two cases MBI Amanatul Ummah (Mojokerto) and the Mu’allimaat International Class Program (Yogyakarta) using purposive informants (principals, vice principals, and international-class teachers), semi-structured interviews, observations, and document analysis; data were analyzed with the Miles–Huberman–Saldaña interactive model. The model comprises three interlocking domains: (1) integrated curriculum design that maps national and Ministry of Religious Affairs competencies to Cambridge objectives and delivers them through a blended/LMS-supported “glocal” approach; (2) human-resource and language capacity building via selective recruitment, continuous English–Arabic upskilling, and TOEFL/TOAFL readiness; and (3) results-based quality assurance through exam analytics, MGMP-style professional review, transparent parent reporting, and sister-school collaboration. Together, these routines convert multiple standards into a coherent instructional logic and sustain continuous improvement through a measurable feedback loop. International-standard madrasas can reach global benchmarks without losing Islamic-local identity by mapping standards, building people, and institutionalizing data-driven review. This transferable framework guides policymakers seeking scalable madrasa reform across Indonesia.

Sociology of Student Discipline in Madrasahs: A Study of the Relationship between Guidance and Counseling Teachers, Learning Motivation, and Social Control Verlin Aryanti; Muh. Hanif
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i3.49

This research explores the sociological connection between students and Guidance and Counseling (BK) educators at Madrasah Tsanawiyah (MTs), focusing on student discipline, learning motivation, adherence to school regulations, and opportunities for social mobility. The study aims to investigate how BK educators can act as agents of social control in shaping students' character and behavior within the school environment. Using interviews, observations and documentation are data collection techniques used in a qualitative descriptive approach. We conducted the study with BK teachers, students, homeroom teachers, parents and alumni. Findings indicate that discipline development practices are implemented from the very onset of students' admission to the school. This is done through the implementation of school regulations, continuous supervision, weekly evaluations, counseling methods, and collaboration with parents. In this context, BK educators have a dual role: they act not only as a counselor but also as an intermediary between institutional values and students social behavior. The other piece of it is that different students respond better to different disciplinary practices. Some accept them and try to improve themselves, while others resist and repeatedly violate the rules. The study also shows that consistent rule enforcement contributes positively to students' learning motivation, sense of responsibility, and educational aspirations. This indirectly opens up opportunities for students to improve their social status in the future. However, BK educators face challenges in balancing their authority with emotional closeness to students, as they are sometimes viewed negatively by students. Therefore, effective communication, empathetic counseling, and a supportive school climate are essential in strengthening the sociological relationship between BK educators and students in Islamic educational institutions.

Implementasi E-RKAM dalam Meningkatkan Efektivitas Pengelolaan Keuangan Madrasah: Studi Kasus di MIM Kedungjampang, Purbalingga Imam Nisfusofar; Umu Latifah; Wahyu Septiani; Sudiro Sudiro; Muh. Hanif
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12406

This study aims to analyze the implementation of the Electronic Madrasah Work and Budget Plan (E-RKAM) in improving the effectiveness of financial governance at MI Muhammadiyah Kedungjampang, Purbalingga. The focus of this research includes the implementation process of E-RKAM, supporting and inhibiting factors, and its contribution to the effectiveness of madrasah financial governance. This study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the treasurer, the head of the madrasah, and other parties related to financial management. Data analysis was conducted using the interactive analysis model proposed by Matthew B. Miles, A. Michael Huberman, and Johnny Saldaña, which consists of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of E-RKAM was carried out systematically and integratively through the stages of planning, disbursement, realization, and accountability reporting assistance. Supporting factors include the availability of supporting facilities, E-RKAM training, and effective communication among madrasah administrators. Meanwhile, the inhibiting factors include network and server disruptions as well as the complexity of data input procedures. The implementation of E-RKAM contributed positively to the effectiveness of madrasah financial governance by improving budgeting efficiency, strengthening financial control, and enhancing transparency and accountability in financial management.

Analisis Teknik Supervisi Pendidikan Yuli Eka Firsanti; Muhammad Hanif; Ali Muhdi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12539

Educational supervision is one of the strategic management functions in efforts to improve the quality of learning in educational units. This article aims to comprehensively analyze various supervision techniques used by educational supervisors, including direct supervision and indirect supervision techniques. The study was conducted through a systematic literature review approach by analyzing various relevant primary and secondary sources. The results of the analysis show that the effectiveness of supervision is highly dependent on the accuracy of technique selection based on context, teacher characteristics, and the goals to be achieved. The main techniques discussed include: classroom observation, individual interviews, inter-class visits, group meetings, workshops, teaching demonstrations, and clinical supervision. The findings of this study affirm that effective supervisors need to master a diverse repertoire of techniques and apply them adaptively. Practical and theoretical implications are discussed in the context of developing supervisor competencies and continuously improving educational quality.

Gerakan Koin Siswa sebagai Model Pembiayaan Pendidikan Berbasis Partisipasi Siswa di SMP Negeri 3 Kalimanah Sa'diyah Handayani; Umi Kharisoh; Anang Kurnia Wahab; Muh. Hanif; Sudiro
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12578

Education funding is one of the key factors in ensuring the continuity of educational services in schools. Limited funding sources often prompt schools to develop alternative funding strategies that involve the participation of the school community. This study aims to describe and analyze a student-participation-based education funding model through the Student Coin Movement at SMP Negeri 3 Kalimanah. The study employs a qualitative approach using a case study design. Data were collected through interviews with the school principal, the teacher in charge of the student coin program, the student council president, and students, and were supported by documentation regarding the management and utilization of funds. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The research results indicate that the Student Coin Movement is a voluntary fundraising program of Rp. 500–Rp. 1,000 per student per day, managed participatively by students, teachers, and the school association. The collected funds serve as a contingency fund to support the payment of guest teachers’ honoraria when Community Participation funds are not yet available. The program’s success is supported by a culture of participation established as early as elementary school, the voluntary nature of the program, the modest contribution amount, and the benefits directly felt by the school community. This study developed a student participation based education financing model that integrates student participation, school management, and community support to ensure the sustainability of education financing. The model demonstrates that collective student participation can serve as an effective and sustainable alternative funding source for schools.

Implementasi Supervisi Akademik Berbasis Pengelolaan Kinerja dalam Penguatan Manajemen Kelas di SMP Negeri 1 Kemangkon Sa'diyah Handayani; Muh. Hanif; Umi Kharisoh; Ali Muhdi; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12682

This study aims to analyze the implementation of academic supervision based on Performance Management in strengthening classroom management at SMP Negeri 1 Kemangkon. The study employs a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the principal, supervisors, and supervised teachers. Data analysis was conducted using the Miles, Huberman, and Saldana interactive model through data condensation, data presentation, and drawing conclusions. The results of the study indicate that academic supervision is conducted on a scheduled basis once every semester, involving 10 supervisors and 37 teachers. The implementation of supervision is supported by the Performance Management feature on the guru.kemendikdasmen.go.id platform, which facilitates observation planning, observation implementation, reflection, and follow-up. All teachers chose to focus their performance practices on the instructional aspect of learning. Reflection results indicate the need to strengthen the clarity of instructions, manage learning time, increase student participation, and develop more contextual learning strategies. Follow-up is carried out through the development of self-directed competencies, peer collaboration, and improvements in teaching practices. The implementation of academic supervision based on Performance Management fosters a culture of teacher reflection that contributes to strengthening classroom management and the quality of learning. This is supported by the results of the Academic Ability Test (TKA) at SMP Negeri 1 Kemangkon, which ranked 10th out of 77 schools in Purbalingga Regency. This study concludes that performance management-based academic supervision is an effective means of professional development for teachers in fostering continuous reflection and strengthening classroom management to support the quality of learning.

Implementasi Manajemen Supervisi Klinis Kolaboratif Berbasis Pengelolaan Kinerja Guru dalam Meningkatkan Kompetensi Pedagogik Guru di SD Negeri 1 Sindang Wahyu Septiani; Muh. Hanif; Ali Muhdi; Sa’diyah Handayani; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12889

Academic supervision in elementary schools is still often focused on fulfilling administrative requirements related to teaching and learning, and thus does not yet fully support the continuous improvement of teachers’ pedagogical competencies. This study aims to describe the implementation of collaborative clinical supervision management based on Teacher Performance Management in enhancing teachers’ pedagogical competencies at SD Negeri 1 Sindang. The study employed a qualitative approach using a case study design. The research subjects consisted of the principal and six teachers. Data were collected through interviews, observations, and document analysis, which included Teacher Performance Management documents, clinical supervision results, teacher reflections, and follow-up plans. Data validity was ensured through triangulation of sources and techniques, while data analysis utilized the interactive model by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the implementation of clinical supervision is carried out through the stages of Teacher Performance Management analysis, an initial meeting (pre-conference), classroom observation, reflection (post-conference), and follow-up. Using Teacher Performance Management data as the basis for supervision enables school principals to objectively identify teachers’ professional development needs, design more targeted professional development programs, and provide guidance tailored to each teacher’s specific needs. This implementation has led to an increase in teachers’ ability to design learner-centered instruction, implement differentiated instruction, utilize formative assessment, engage in instructional reflection, and develop ongoing follow-up strategies. This study produced a model for implementing collaborative clinical supervision management based on Teacher Performance Management, which integrates teacher performance data into all stages of supervision as a strategy for improving teachers’ pedagogical competencies and the quality of learning in schools.

Evaluasi Program Supervisi Akademik Berbasis Refleksi dalam Meningkatkan Efektivitas Manajemen Kelas Guru SMP Negeri 1 Kemangkon Anang Kurnia Wahab; Muh. Hanif; Ali Muhdi; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): 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.v8i8.12896

This study aimed to evaluate the implementation of a reflective academic supervision program in improving teachers' classroom management effectiveness at SMP Negeri 1 Kemangkon. A qualitative evaluative approach employing the Context, Input, Process, Product (CIPP) evaluation model was adopted to assess program relevance, resource readiness, implementation quality, and program outcomes. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, vice principal, teachers, and students selected using purposive sampling. Data were analyzed using the Miles and Huberman interactive model, while credibility was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that, in the context dimension, reflective academic supervision corresponded closely with teachers' needs in addressing classroom management challenges. In the input dimension, the school demonstrated adequate readiness through structured supervision programs, competent school leadership, appropriate supervision instruments, and strong institutional support. Regarding the process dimension, evidence-based classroom observation, reflective dialogue, constructive feedback, and teacher reflection formed an integrated cycle of professional learning that promoted instructional improvement. In the product dimension, the program enhanced teachers' classroom management skills, increased student engagement, created a more conducive classroom climate, and strengthened teachers' professional confidence. This study proposes the Reflective Classroom Improvement Model (RCIM), which conceptualizes teacher reflection as the mediating mechanism linking academic supervision to classroom management effectiveness. The model extends the application of the CIPP framework beyond program evaluation by explaining the mechanism through which reflective supervision fosters sustainable professional growth and instructional improvement.

Dinamika Sosial-Kultural dalam Implementasi Kurikulum PAI di SMA Islam Berbasis Pesantren: Etnografi Sekolah Izmi Hauna; Muh. Hanif
QAWIUN : Jurnal Penelitian dan Pengabdian Masyarakat Vol. 2 No. 1 (2026): 2026
Publisher : PT.Hassan Group Publiseher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qw.v2i1.1058

Penelitian ini mengkaji dinamika sosial-kultural yang melatarbelakangi implementasi kurikulum Pendidikan Agama Islam (PAI) di Sekolah Menengah Atas Islam yang terintegrasi dengan system asrama pesantren. Dengan menggunakan pendekatan etnografi sekolah, penelitian dilaksanakan di SMA Boarding School “Putra Harapan” Purwokerto. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan analisis dokumen. Temuan penelitian mengungkapkan bahwa implementasi kurikulum tidak berlangsung dalam kevakuman; melainkan merupakan proses negosiasi dinamis antara system nilai kolektivistik pesantren dan tuntutan kurikulum nasional yang bersifat modern individualistik. Tiga pola adaptasi dominan teridentifikasi: alignment (penyelarasan target kompetensi), merger (penggabungan muatan pesantren), dan differentiation (diferensiasi kurikulum berbasis konteks). Kepala sekolah berfungsi sebagai cultural broker yang memanfaatkan modal sosial-kepatuhan kolektif sebagai habitus pesantren, kewibawaan kiai, dan jejaring eksternal untuk menjembatani ketegangan antara tradisi dan tuntutan perubahan kelembagaan. Lebih jauh, infrastruktur kedisiplinan asrama menghasilkan hidden curriculum yang mentransofrmasi norma-norma kolektivistic menjadi modal sosial adaptif, sekaligus memunculkan ketegangan identitas di kalangan guru dan siswa, terutama berkenaan dengan pembatasan perangkat digital dan relasi pedagogis. Temuan ini menegaskan bahwa implementasi kurikulum PAI di sekolah berbasis pesantren pada hakikatnya merupakan proses produksi kultural yang melahirkan budaya Pendidikan hybrid yang khas.

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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