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Muh. Hanif

UIN Prof. K. H. Saefuddin Zuhri Purwokerto

Author-ID : 548153

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Kyai's Leadership in Fostering Alumni Harmony and Solidarity through the Halaqah Approach in Islamic Boarding Schools Fatih Shidqi Annabil; Muh. Hanif
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.504

The leadership of the kyai in Islamic boarding schools (Pesantren) plays a vital role in fostering alumni harmony and solidarity. This study explores how the halaqah approach (regular spiritual gatherings) serves as a medium through which kyai maintain deep emotional and spiritual ties with alumni. Using a qualitative ethnographic method at Pondok Pesantren Kutasari, Purbalingga, this research reveals that the kyai acts as a unifying figure through participatory and inclusive leadership, encouraging alumni engagement across generations. The findings show that the kyai’s charismatic and spiritual leadership fosters a strong collective identity among alumni, enabling continued collaboration in religious, social, and educational fields. The halaqah is not merely a learning forum but a cultural space for renewing values and reinforcing brotherhood. This highlights how traditional leadership rooted in Islamic values ensures alumni cohesion amid a changing society. Kepemimpinan kyai di pesantren memiliki peran sentral dalam membangun kerukunan dan solidaritas alumni. Studi ini mengkaji bagaimana pendekatan halaqah (forum pengajian rutin) dimanfaatkan oleh kyai untuk menjaga keterikatan emosional dan spiritual dengan alumni. Melalui metode etnografi kualitatif di Pondok Pesantren Kutasari, Purbalingga, ditemukan bahwa kyai berperan sebagai pemersatu melalui gaya kepemimpinan yang partisipatif dan inklusif, mendorong keterlibatan alumni lintas generasi. Temuan menunjukkan bahwa kepemimpinan kyai yang karismatik dan spiritual memperkuat identitas kolektif alumni sehingga memungkinkan kolaborasi berkelanjutan dalam bidang keagamaan, sosial, dan pendidikan. Halaqah tidak hanya menjadi media belajar, tetapi juga ruang budaya untuk memperbarui nilai-nilai dan mempererat ukhuwah. Hal ini menunjukkan bahwa kepemimpinan tradisional berbasis nilai Islam mampu menjaga kohesi alumni di tengah perubahan masyarakat.

Reward and Punishment dalam Pemberdayaan SDM Perspektif Manajemen Islam Utama, Wahyu Ginanjar Budi; Hanif, Muh.
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.12171

Although reward and punishment have been widely discussed in human resource management, their relationship with human resource (HR) empowerment and Islamic management values still requires synthesis within an integrated conceptual framework. This study aims to analyze the roles of reward and punishment in HR empowerment and formulate principles for their application from the perspective of Islamic management. This study employed a library research method with a descriptive and analytical qualitative approach. A total of 24 sources, comprising national and international journal articles and foundational works on empowerment, were reviewed through the stages of identification, selection, thematic grouping, interpretation, comparison, and conceptual synthesis. The findings indicate that reward serves not only as compensation for performance but also as positive reinforcement and a development instrument through recognition, learning opportunities, career development, the granting of trust, and increased responsibility. Meanwhile, punishment functions as a mechanism for correction and accountability when applied proportionately, consistently, transparently, and educationally. Both instruments support HR empowerment when integrated with competency development, participation, autonomy, responsibility, and performance standards. From the perspective of Islamic management, the application of reward and punishment should be grounded in the principles of al-‘adl, amanah, ihsan, and maslahat. The resulting conceptual model positions fair assessment as the foundation, reward and punishment as instruments, empowerment as a developmental process, and contributions to the organization and collective welfare as broader outcomes. These findings affirm that integrating justice, reward, correction, and Islamic values can provide a conceptual framework for implementing HR empowerment oriented toward individual development and organizational welfare.

The Sociology of New Students’ Adaptation at Pondok Pesantren Modern Elfira 2 Purwokerto: A Study of Culture Shock, Friendship Networks, and the Formation of Religious Identity Zulfan Ulil; Muh. Hanif
Dialektika : Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2026): Dialektika : Jurnal Pendidikan Agama Islam
Publisher : Prodi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/dialektika.v4i2.17084

The adaptation of new santri in modern Islamic boarding schools is a complex social process because students must adjust to a new culture different from their family environment. Changes in daily routines, worship discipline, learning systems, and social relations often create culture shock during the early stages of pesantren life.This study aims to analyze the adaptation process of new santri, the forms of culture shock they experience, and the role of friendship networks in shaping religious identity.This research employed a qualitative approach using adaptation phenomenology. Data were collected through participant observation, semi-structured interviews with new santri, supervisors, and administrators, as well as documentation of activities at Pondok Pesantren Modern Elfira Purwokerto 2. Data analysis was conducted through data reduction, data display, and interpretative conclusion drawing. The findings reveal that new santri experience culture shock related to time discipline, classical Islamic grammar learning, communication patterns, and limited family interaction. Roommates, senior students, and supervisors function as important sources of social and emotional support that assist santri in adapting to pesantren life. Over time, santri gradually adopt pesantren language, habits, symbols, and values as part of their religious identity. The adaptation of new santri represents a socio-religious socialization process that shapes religious habitus through everyday interactions within the pesantren environment. This study highlights the interrelation between culture shock, friendship networks, and the formation of religious identity in the context of modern Islamic boarding schools.

SOSIOLOGI LEMBAGA PENDIDIKAN: KEPEMIMPINAN TRANSFORMASIONAL DALAM MENGELOLA KERAGAMAN SOSIAL DI SEKOLAH DASAR NEGERI 1 KARANGGINTUNG Fatmah Nur'aeni; Muh. Hanif
Consilium: Education and Counseling Journal Vol 6 No 2 (2026): Edisi Agustus
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v6i2.8442

This study aims to analyze the implementation of transformational leadership in managing social diversity at State Elementary School 1 Karanggintung. Social diversity, including differences in socioeconomic background, culture, family environment, and individual characteristics of students, presents challenges for educational institutions in creating an inclusive and harmonious learning environment. This research employed a qualitative approach using a case study method. Data were collected through observations, in-depth interviews with the principal, teachers, students, and parents, as well as document analysis. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the principal’s transformational leadership is reflected in exemplary behavior, teacher empowerment, participatory decision-making, and the strengthening of a school culture that values diversity. The principal acts as a change agent who fosters open communication, encourages stakeholder participation, and develops programs that support equality and tolerance. Transformational leadership has proven effective in creating a positive school climate, strengthening social relationships among school members, and reducing the potential for conflicts arising from social differences. The study concludes that transformational leadership serves as an effective strategy for managing social diversity and fostering an inclusive school culture at State Elementary School 1 Karanggintung. Keywords: transformational leadership, social diversity, elementary school, school culture, sociology of education.

Pengembangan Sumber Daya Manusia di Madrasah: Menyelaraskan Kompetensi Guru dengan Tujuan Institusi To'in Asngad; Muh. Hanif
Tarbiyatuna:Jurnal Pendiidkan Ilmiah Vol 10 No 1 (2025): Januari-Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Ibnu Sina Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55187/tarjpi.v10i1.6010

This study aims to analyze human resource management in an Islamic educational institution located in Purbalingga. It focuses on exploring the strategic steps employed by Madrasah Aliyah Negeri (MAN) Purbalingga to align teacher development with the school’s vision, mission, and goals. Using a qualitative case‐study approach, data were collected through in-depth interviews, observations, and document review involving purposively selected school leaders: the principal, vice‐principal, and teaching and administrative staff. The findings reveal six strategic steps: (1) socialization and internalization of the vision and mission by teachers; (2) integration of HR development programs based on needs assessments; (3) strengthening pedagogical competence, Islamic character, and technological literacy; (4) alignment of performance appraisal with institutional success indicators; (5) emphasis on sustainability through digital evaluation and monitoring cycles; and (6) consistent policy support embedded in strategic planning and budgeting documents. The implementation of these steps successfully establishes strategic alignment, enhances teacher professionalism and spirituality, and contributes to improved teaching quality and student character development. These findings enrich the Strategic Human Resource Development framework by adding a religious dimension in the context of Islamic education and produce an adaptive six-step conceptual model for use in other madrasahs.

Sosiologi Lembaga Pendidikan: Relasi Sekolah, Keluarga, dan Komunitas dalam Membangun Mutu Pendidikan dan Budaya Lingkungan: Sociology of Educational Institutions: School, Family, and Community Relations in Building Educational Quality and Environmental Culture Euis Farida; Muh. Hanif
Indonesian Journal of Islamic Educational Review Vol. 3 No. 3 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/9882xd09

Artikel ini menganalisis relasi sekolah, keluarga, dan komunitas dalam membangun mutu pendidikan dan budaya lingkungan melalui perspektif sosiologi lembaga pendidikan. Masalah yang dikaji adalah partisipasi masyarakat di sekolah dasar yang sering hadir sebagai dukungan insidental dan belum dikelola sebagai sistem sosial yang terencana, terorganisasi, terlaksana, dan terevaluasi. Penelitian ini menggunakan desain kualitatif multisitus pada SD Negeri 2 Lamuk dan SD Negeri 3 Krenceng, Kecamatan Kejobong, Kabupaten Purbalingga. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, termasuk Rapor Pendidikan 2025 kedua sekolah. Hasil menunjukkan bahwa mutu pendidikan dan budaya lingkungan sekolah terbentuk melalui jejaring relasional antara kepala sekolah, guru, komite sekolah, orang tua, tokoh masyarakat, alumni, dan komunitas lokal. Relasi tersebut bekerja melalui tiga jalur: dukungan keluarga terhadap proses belajar, partisipasi komunitas dalam tata kelola sekolah, dan pembiasaan ekologis melalui kegiatan lingkungan. Skor partisipasi warga satuan pendidikan SD Negeri 2 Lamuk (88,84) jauh lebih tinggi daripada SD Negeri 3 Krenceng (65,84) yang turun 12,00 poin dari tahun sebelumnya, berdampingan dengan perbedaan capaian literasi, numerasi, dan karakter peserta didik. Perbedaan itu menunjukkan bahwa partisipasi masyarakat dipengaruhi oleh struktur sosial, ekonomi, komunikasi, dan budaya lokal. Sosiologi lembaga pendidikan memberi kerangka untuk memahami sekolah sebagai arena kolaboratif yang menghubungkan modal sosial keluarga, kepemimpinan sekolah, komite, dan komunitas. Keterbatasan penelitian ini adalah cakupan dua sekolah dan jumlah peserta asesmen yang kecil.

Pemanfaatan Smart Tv Sebagai Media Pembelajaran Interaktif Dalam Pembelajaran Pendidikan Agama Islam Di SD Negeri Karangmangu Choirul Lafwan; Muhammad Hanif
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Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jrpi.v3i4.42661

The development of digital technology has brought changes to teaching practices in elementary schools, including in the instruction of Islamic Religious Education (Pendidikan Agama Islam/PAI). Learning media, which previously relied heavily on textbooks and verbal explanations, are now being enriched with various digital tools that allow for the presentation of content in visual, audiovisual, and interactive formats. One such tool is the Smart TV. This study aims to describe the use of Smart TV as an interactive learning medium for PAI instruction at SD Negeri Karangmangu, and to analyze the benefits and challenges of its implementation from the perspective of a holistic-integrative approach to PAI. The study employs a descriptive qualitative approach, with data collected through observations and interviews with PAI teachers and students. The findings indicate that Smart TV is used to display content—such as text, images, educational videos, and other audiovisual materials—relevant to the PAI curriculum. The use of Smart TV adds variety to the learning process and helps focus students' attention. Students have responded positively, as they can engage with the material not only through verbal explanations but also through visuals and videos. Nevertheless, the use of Smart TV faces several challenges, including issues related to hardware readiness, internet connectivity, the availability of digital teaching materials, and the teachers' proficiency in operating the technology. Consequently, Smart TV should be viewed as a supporting tool that enhances the teacher's role rather than replacing it. Its implementation must be carefully integrated with learning objectives, student characteristics, PAI values, and the teachers' pedagogical and technological readiness.

Interaksi Guru Dan Siswa Berbasis Keteladanan Dalam Membentuk Akhlakulkarimah Di SMP PGRI Baturaden Agam Tanzilul Ghoni; Muh Hanif
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Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jrpi.v3i4.42641

The formation of akhlakul karimah (noble character) in students is an essential part of the goals of Islamic Religious Education, as education is not merely about producing students with religious knowledge, but also those capable of applying religious values in daily behavior. In the context of junior high schools, this process is heavily influenced by the interaction between teachers and students, given that teachers serve as figures directly observed and emulated by learners. This article aims to analyze exemplary-based teacher-student interaction in shaping akhlakul karimah at SMP PGRI Baturaden. The study employs a descriptive qualitative approach with observation as the primary source of field data, which is then understood through the perspective of integrative-holistic Islamic education. The findings indicate that teacher exemplarity is reflected not only in the delivery of Islamic Religious Education material, but also through discipline, polite communication, responsibility, care, advisory methods, and teacher consistency in practicing the taught values. Direct, dialogic, and exemplary interactions help students understand that moral values are not just material to be memorized, but behaviors that need to be habituated. Thus, teacher exemplarity can serve as a vital strategy in integrating the cognitive, affective, social, and spiritual dimensions within Islamic Religious Education.

Sosiologi Dialog tentang Perbedaan Praktik Doa: Tata Percakapan Aman dalam Pembelajaran PAI di Sekolah MI Muhammadiyah Sidabowa Salsabila; Muh. Hanif
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2026): Desember
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v4i2.9575

Dialog tentang perbedaan praktik doa di kelas PAI sering diasumsikan aman selama guru bersikap netral dan topiknya dibingkai sebagai khilafiyah. Artikel ini berargumen bahwa rasa aman dalam dialog semacam itu bukanlah kondisi yang sudah ada sebelumnya, melainkan hasil kerja interaksional yang terus-menerus diuji, dinegosiasikan, dan kadang gagal dipertahankan. Dengan memusatkan perhatian pada tata percakapan, aturan bicara, respons terhadap pernyataan perbedaan, dan isyarat nonverbal yang menandai rasa aman, studi kualitatif ini menganalisis bagaimana “ruang aman” diproduksi atau dilemahkan dalam dialog tentang perbedaan praktik doa di sebuah MIS Muhammadiyah Sidabowa. Menggunakan sosiologi percakapan, konsep safe space yang dipahami secara kritis, dan teori pengakuan, artikel ini menunjukkan bahwa rasa aman tidak merata: siswa yang perbedaan praktik doanya sejalan dengan mayoritas kelas atau dengan penekanan guru lebih mudah merasa aman, sementara siswa yang perbedaannya menyentuh wilayah yang dianggap sensitif cenderung belajar untuk membatasi diri. Artikel ini berkontribusi pada sosiologi pendidikan Islam dengan menjelaskan bahwa tata percakapan aman menuntut perhatian pada distribusi rasa aman, bukan hanya pada ada atau tidaknya forum dialog.

Strategi Mitigasi Kerentanan Kesehatan Mental Siswa di MTs Muhammadiyah 02 Purbalingga Yanuar Abdillah Setiadi; Muh Hanif
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 8 No 2 (2025): Paramurobi: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/gfd33822

This study aims to understand the mitigation strategies in addressing students' mental health vulnerability at MTs Muhammadiyah 02 Purbalingga. Using a qualitative approach and field research method, data was collected through in-depth interviews, direct observation, and school policy documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The focus of the research included factors such as excessive use of social media, age gap between teachers and students, and less adaptive communication patterns. The results showed that on average students spend more than six hours a day accessing social media and online games, which has an impact on declining learning focus, mental resilience and academic motivation. The age gap between teachers and students widens the differences in perspectives and ways of communicating, thus worsening relationships in the classroom. In addition, rigid teacher communication patterns are unable to meet the emotional needs of digital generation students. The strategies applied by schools include the integration of Islamic values in learning, strengthening character education, limiting the use of gadgets during school hours, and providing counseling services. This study recommends innovation in Islamic education management to be more adaptive to technological developments and social dynamics. Schools need to design strategies that integrate Islamic values with a healthy digital-based learning approach. Character strengthening and digital literacy should be an important part of the Islamic education curriculum. In addition, communication patterns between teachers and students need to be adjusted to the emotional needs of the current generation to be more dialogic and empathetic.

Co-Authors Abdul Qodir Abu Dharin Abzuna Sanysha Hada Addina, Najwah Adib, Shohibul Afiffah rahma dwi suryani Afniatul Nofriah Agam Tanzilul Ghoni Agus Suwanto Ahmad Junaidi Ahmad Muzajjad Faqihudin Aida Maulidi Nur Khoeriyah 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 Anggi Budi Hartarto 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 Dwi Kurniawan 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 Choirul Lafwan 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 Ety Prasetyani Euis Farida Eva Nur Hamidah Evaliya Isni Alhidayah Evi Agustina Fahri Hidayat Faoji Mansur Farah Nuril Izzah Fatiahna Puspa Pratista Fatih Shidqi Annabil Fatikhatussyangadah Fatikhatussyangadah Fatima Al-Hammadi Fatimah Sri Handayani Fatmah Nur'aeni 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 Halwa Chumayda Hani Prasetianingtiyas Hanifah Fitriani Hanifah Nazwa Khoerunisa Hanifatun Nafisah Heni Widiastuti Hidayah, Sarofatul HIKMAH, IQLIMA AVIATUL Himatun Aliyah Humam, Muhamad Syafiqul Ibrahim Anwar Jawawi Ifah Farkhatun Ifanda Zulfan Izadi Ika Verina Ikrimatul Aola Imam Nisfusofar Intan Nur Rohmah Iren Putri Salsabila Ischak Suryo Nugroho Ishmatunisa Syarif Ismah Lailanida Ismawati Ismawati Ismawati Isnaefatul Aulita Isnaini Nurul Hidayati Isnaini Nurul Hidayati Ivana Maulia Rahmah 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 Lidhah Sekar Mulatsih Lidyaningsih, Windy Lies Ning Ujiyanti Lies Ning Ujiyanti Lili Rahmawati Lina Khoerunnisa Lintang Hikmah Pratiwi Lutfi Aulia Rahmadhani Lutfi Uhwati Lu’lu Abyadah M Slamet Yahya M. Misbah 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 Miftahul Umam Moh. Roqib Mohamad Khoerul Anam Mohammad Nur Zamzam Mr, Yazid Abdul Qadir Jawaz Mualifah, Mualifah Mufidah, Diroyatul Muflih Nurriza Pahlawi Muhamad Aldi Muhamad Fatchu Reza Muhamad Syafiqul Humam Muhammad Alifian Ferdi Ikhsan Muhammad Hafidza Daffa Nurdiansyah Muhammad Haikal Fikri Muhammad Labib Mashum Muhammad Miftah Gunawan Muhammad Nurhalim Muhammad Sholeh Muhammad Suherman Muhammed Ndow Munjin Muruatul luthfiyah Muryanti Muryanti Muslikhudin Muttaqin, Khaerul Umam Nabila Putri 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 Nisa Nur Fadillah 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 Ridhwan Abdurrohman Rindiani Eka Puspitasari Rio Triyono Riswanto Riswanto Rita Qurotun Nadhiroh Nadhiroh Rizky Ali Al Lathief Rizma, Rahma Sivatur Rizqi Aulia Amania Saputri Rizqi Aulia Amania Saputri Robikhatul Hidayah Rochmat Cahyo Wibowo Rofiqoh, Nadilatur Rohandi Yusup Rosadi, Tahrir Sa'diyah Handayani Safiyah Saif ‘Abdul Fatah Saifullah, Ammar Salim Akhmadiyanto Salma An Naafi Salma Rutbati Aliyyah Salsabila Sari, Prisillia Mustika Sarjono Sa’diyah Handayani SETIANINGSIH, EMY Setyaningrum, Ari Eka Sifa Novitasari Silfia Aribatun Nabilah Silvia Ari Julianti Siminto Sintya Amalia Sholikhah Siswadi Siti faradina Siti Musarofah Sofa Mei Ika Sari Soleman Sri Winarsih 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 To'in Asngad Tri Ibnu Abdul Yusuf Tri Yanti Tulnasiet Subyany Tuti Alawiyah Azzahra Ukar, Kurweni Umi Kharisoh Umi Khomsiyatun Umu Latifah Utama, Wahyu Ginanjar Budi Verlin Aryanti Vina Afiyati Wahyu Septiani Wahyu Septiani Wahyu Widodo Wilda Fazmi Luvita Windhariyati Dyah Kusumawanti Windy yogiana Wulan, Rahajeng Hapsari Yanuar Abdillah Setiadi 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 Afifatul Fadhilah Zulfa Mustofa Zulfan Ulil

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