p-Index From 2021 - 2026
13.045
P-Index
This Author published in this journals
All Journal Auladuna Edukasia Islamika Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Al Ishlah Jurnal Pendidikan Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN RELIGIA Social, Humanities, and Educational Studies (SHEs): Conference Series Forum Tarbiyah Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang EDU RILIGIA: Journal of Islamic and Religious Education Ishlah: Jurnal Ilmu Ushuluddin, Adab dan Dakwah Jurnal Paradigma JURALIANSI (Jurnal Lingkup Anak Usia Dini) International Journal of Social Learning (IJSL) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) IBTIDA : Jurnal Kajian Pendidikan Dasar Asian Journal of Innovative Research in Social Science Jurnal Abdi Masyarakat Multidisiplin Jurnal Basicedu ANWARUL: Jurnal Pendidikan dan Dakwah Millah: Journal of Religious Studies Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Pustaka: Jurnal Bahasa dan Pendidikan Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Jurnal Kajian Pendidikan Islam Heritage of Nusantara: International Journal of Religious Literature and Heritage Jurnal Penelitian Asghar: Journal of Children Studies Religia : Jurnal Ilmu-Ilmu Keislaman Gudang Jurnal Multidisiplin Ilmu Risalatuna: Journal of Pesantren Studies Jurnal Bimbingan Konseling Flobamora Cemara Education and Science AL-MAFAZI: JOURNAL OF ISLAMIC EDUCATION MANAGEMENT Manajia: Journal of Education and Management QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Dhabit : Jurnal Pendidikan Islam Education Transformation: Jurnal Ilmiah Insan Pendidikan Jurnal Ilmu Pendidikan dan Psikologi (JIPP) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Manajemen dan Pendidikan Agama Islam Jurnal Budi Pekerti Agama Islam Jurnal Hukum Islam Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika Jurnal Intelek Dan Cendikiawan Nusantara Journal of Education Sciences (Edusci) Jurnal Ekonomi, Akuntansi dan Perpajakan Fahmina Jurnal Pendidikan Islam Muta'allim: Jurnal Pendidikan Agama Islam Ikhlas: Jurnal Ilmiah Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam Journal of Educational Science and E-Learning Edukasia Islamika: Jurnal Pendidikan Islam EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran QOUBA : Jurnal Pendidikan Jurnal Ragam Pengabdian JURALIANSI (JURNAL LINGKUP ANAK USIA DINI) Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam Research Journal on Teacher Professional Development Journal of Social Humanities and Education: Scripta Humanika Social Journal of Studies in Education Sumbula : Jurnal Studi Keagamaan, Sosial dan Budaya Jurnal Pendidikan dan Sastra Inggris Advances In Education Journal JIPSOS: Jurnal Inovasi Pendidikan dan Ilmu Sosial International Journal of Educational Narratives Educational Leadership: Jurnal Manajemen Pendidikan
Claim Missing Document
Check
Articles

Multikulturalisme dalam Perspektif Filsafat Pendidikan Islam: Menemukan Pondasi Etis untuk Kehidupan Damai di Tengah Perbedaan Septia Rosada; Abdul Khobir; Trinindita Nayla Nabilla; Dwi Septi Rahayu
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 9, No 4 (2025): Oktober-Desember
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v9i4.27071

Abstract

Penelitian ini dilatar belakangi oleh realitas keberagaman budaya, etnis, dan agama di Indonesia, serta pentingnya pendidikan multikultural sebagai upaya membangun kehidupan sosial yang inklusif dan harmonis. Kajian ini berfokus pada bagaimana filsafat pendidikan Islam dapat menjadi pijakan etis dalam memperkuat pendidikan multikultural, sekaligus menelusuri tantangan serta alternatif solusi yang muncul dalam implementasinya di lembaga pendidikan Islam. Melalui metode kualitatif berbasis studi pustaka, penelitian ini mengkaji berbagai literatur terkait multikulturalisme, etika pendidikan Islam, pendidikan karakter, dan praktik pendidikan inklusif. Hasil penelitian menunjukkan bahwa nilai-nilai seperti keadilan, toleransi, ihsan, ukhuwah, dan kesetaraan dalam filsafat pendidikan Islam selaras dengan prinsip-prinsip multikultural modern. Pendidikan karakter turut berperan penting dalam menumbuhkan empati, wawasan kebangsaan, serta sikap terbuka terhadap perbedaan. Penerapan nilai multikultural dapat diwujudkan melalui pengembangan kurikulum, pembentukan budaya sekolah, pendekatan pedagogis, dan pembiasaan perilaku dalam keseharian siswa. Namun demikian, implementasinya masih terhambat oleh perbedaan penafsiran keagamaan, bias budaya, ketimpangan sosial-ekonomi, serta kurangnya fasilitas pendidikan. Sebagai respons atas tantangan tersebut, penelitian ini merekomendasikan pengembangan kurikulum terpadu, peningkatan kompetensi pendidik, penggunaan pendekatan dialogis, dukungan kebijakan yang memadai, serta inovasi pembelajaran yang berkelanjutan. Secara keseluruhan, penelitian ini menegaskan bahwa pendidikan multikultural yang berpijak pada filsafat pendidikan Islam memiliki potensi besar untuk membentuk masyarakat yang adil, inklusif, dan hidup dalam harmoni apabila diaplikasikan secara konsisten.Kata kunci: Multikulturalisme, Filsafat Pendidikan Islam, Pendidikan karakter, Dasar etis kehidupan damai.
SEKOLAH UNTUK HIDUP: FUNGSI PENDIDIKAN SEBAGAI BEKAL BERTAHAN DI ZAMAN MODERN Anis Fadhilah; Karlalia Felisiana; Ma’isyatul Ihtiyadh; Aufa Nur Afifa; Wiranti Shofiroh; Abdul Khobir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16912

Abstract

The current formal education system faces a fundamental problem, namely a functional shift from a medium for developing life skills toward a narrow and standardized academic orientation. This condition results in students not being fully equipped with the competencies needed to navigate the complexity of modern life. This study aims to examine the ideal function of education, analyze the factors contributing to this orientational shift, and formulate a conceptual framework for restoring education to its fundamental role as a foundation for survival in the modern age. This study employs a qualitative approach through descriptive-analytical library research. Data were obtained from relevant scientific literature, including books, journal articles, and research findings related to the philosophy of education, educational transformation, and twenty-first century challenges. Analysis was conducted using content analysis and conceptual analysis techniques with source triangulation to ensure the validity of the findings. The results reveal four key findings. First, education ideally constitutes a holistic process that prepares individuals intellectually, morally, and practically. Second, the pressures of globalization and academic standardization have significantly displaced educational priorities, causing vital competencies such as critical thinking and mental resilience to be increasingly marginalized. Third, the challenges facing modern education are multidimensional, encompassing technological, sociocultural, and human resource dimensions. Fourth, educational reform requires comprehensive renewal in life competency-based curriculum, active and contextual learning methodology, and institutional reorientation placing the formation of the whole person as the highest goal. This study concludes that school for life is a collective commitment that must be concretely realized across all aspects of educational practice.
Qur'anic Philosophical Foundations for Developing an Inclusive Islamic Religious Education Curriculum: Justice, Human Dignity, and Rahmatan lil 'Alamin Muhammad Habibul Arif; Rani Rahmawati; Abdul Khobir; Moh. Mushlih
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33645

Abstract

Inclusive Islamic Religious Education (IRE) requires a robust Qur'anic philosophical foundation to transform the prevailing exclusive-doctrinaire paradigm into a humanistic, equitable, and transformative educational framework. This study aims to construct a Qur'an-based philosophical framework for developing an inclusive IRE curriculum grounded in three interconnected principles: justice (al-'adl), human dignity (karāmah insāniyah), and rahmatan lil 'ālamīn (mercy to all creation). The study adopts a qualitative approach using a library research design combined with the thematic tafsir (tafsir mawḍū'ī) method. Primary data comprise purposively selected Qur'anic verses representing the three philosophical principles, analyzed through four sequential stages: text identification, thematic categorization, philosophical interpretation, and pedagogical-curricular synthesis. The findings demonstrate that the three principles constitute an integrated philosophical trilogy in which justice serves as the structural foundation, human dignity as the ontological foundation, and rahmatan lil 'ālamīn as the axiological foundation of inclusive education. These principles are systematically derived from nine key Qur'anic verses: QS. An-Nahl [16]:90, QS. Al-Mā'idah [5]:8, and QS. An-Nisā' [4]:135 for justice; QS. Al-Ḥujurāt [49]:13, QS. Ar-Rūm [30]:22, and QS. Al-Isrā' [17]:70 for human dignity; and QS. Al-Anbiyā' [21]:107, QS. At-Taubah [9]:128, and QS. Āli 'Imrān [3]:159 for mercy. Their synthesis generates practical implications for five essential curriculum components: differentiated learning objectives, culturally responsive content, student-centered pedagogy, a dignified learning environment, and equitable assessment. This study contributes to Islamic educational philosophy by proposing an operational Qur'anic philosophical trilogy that bridges normative Qur'anic interpretation with practical curriculum development. It further offers a conceptual framework for curriculum developers, teachers, and policymakers to advance inclusive, context-sensitive, and transformative Islamic Religious Education while demonstrating the Qur'an's enduring epistemological relevance in addressing contemporary educational challenges
Rekonstruksi Pendidikan Agama Islam Berwawasan Global Berbasis Moderasi Beragama Sebagai Strategi Mengatasi Tantangan Radikalisme Di Era Kontemporer Thoyibah; Moh. Sugeng Solehuddin; Abdul Khobir; Sopiah
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/3szx9b13

Abstract

Artikel ini bertujuan untuk menganalisis peran moderasi beragama sebagai paradigma utama dalam pengembangan Pendidikan Agama Islam (PAI) berwawasan global dalam menghadapi tantangan radikalisme dan polarisasi identitas di era digital. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka (library research) melalui analisis berbagai literatur ilmiah yang relevan. Hasil penelitian menunjukkan bahwa moderasi beragama tidak hanya berfungsi sebagai nilai normatif, tetapi juga sebagai kerangka epistemologis dalam merancang pembelajaran PAI yang inklusif, toleran, dan kontekstual. Tantangan global seperti ekstremisme berbasis digital, intoleransi, dan krisis identitas keagamaan menuntut rekonstruksi PAI berbasis moderasi sebagai solusi strategis. Artikel ini menawarkan model konseptual integrasi moderasi beragama dalam PAI global melalui pendekatan kurikulum, metode pembelajaran, dan penguatan peran pendidik. Dengan demikian, moderasi beragama menjadi kunci utama dalam membentuk peserta didik yang memiliki sikap religius moderat dan mampu beradaptasi dalam masyarakat global yang plural.
Internalizing the Values of Religious Moderation through Narrative Education: A Study among Madrasah Aliyah Students in Pekalongan Abdul Khobir; Abdul Basith; Hendri Hermawan Adinugraha; Ilyas Erpay
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3722

Abstract

Background. The rise of exclusive and radical religious narratives among Indonesian students, driven by globalization and digitalization, poses a serious threat to social cohesion. Madrasah in Pekalongan, as strategic Islamic educational institutions, face the challenge that a purely cognitive approach to learning is insufficient to foster deep awareness of anti-extremism among students. Purpose. This research analyzes the process of internalizing religious moderation values through narrative education and its implications for fostering anti-extremist awareness among madrasah students in Pekalongan. Methods. This study employed a qualitative case study design involving purposively selected teachers and students in Pekalongan madrasah. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted thematically through data reduction, categorization, interpretation, and conclusion drawing. Data validity was ensured through triangulation and member checking to strengthen credibility. Results. Findings show that narrative education through experiential stories, role modeling, and reflective dialogue engages both emotional and cognitive dimensions of students more effectively than cognitive approaches alone. Students are able to construct their own understanding of moderation values (tawasuth, tasamuh, tawazun, i’tidal) through lived experiences rather than passive acceptance. This process strengthens anti-extremist awareness and builds resilience against radical influences in the learning environment. Conclusions. Narrative education is an effective pedagogical strategy for internalizing religious moderation values and developing anti-extremism awareness. It integrates reflective dialogue and exemplary storytelling to foster meaningful understanding and can be adopted as an innovative approach in madrasah education.
STRATEGI ADAPTASI PENDIDIKAN DALAM MENGHADAPI DISRUPSI ERA DIGITAL ABAD 21 Mahfudloh, Elok Thohirotul; Zalfa Ramadani, Labibah Putri; Ali AKbar, Maulana; Ramandani, Nabila; Khobir, Abdul; Kamilia, Nadya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48744

Abstract

The era of digital disruption in the 21st century has brought fundamental changes to the education system, where technology is no longer just a tool but has become the main driver of changes in the learning paradigm. This research aims to examine educational adaptation strategies in facing the challenges of digital disruption, with a focus on the balance between technological skills and character formation. The research method used is descriptive qualitative with a literature study approach (library research), where data is analyzed from various relevant literature, theories and previous research results. The research results show that an effective educational adaptation strategy involves optimizing educational technology, such as the use of digital libraries and e-learning systems, to encourage students to think critically, creatively and collaboratively. However, it was found that technological adaptation alone was not enough; educational character remains the main pillar for mitigating the negative impacts of easy access to information, such as exposure to negative content. Therefore, educational strategies in the era of disruption must integrate technological innovation with the cultivation of strong personal values. With proper management through policies such as Merdeka Belajar and digitalization of schools, it is hoped that the world of education will be able to produce a generation that is not only digitally proficient but also has good character integrity in facing the dynamics of the 21st century.
Analisis Batasan Usia Pendidikan Dalam Perspektif Psikologi Perkembangan dan Kesiapan Belajar Purwandoro, Muhammad Galih; Khoiril, Muhammad; Nabilah, Bayyinatun; Balqis, Fadhila Emira; Avriani, Dina; Kamilia, Nadya; Khobir, Abdul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50277

Abstract

ABSTRACT This study discusses educational age limits from the perspectives of developmental psychology and learning readiness. The research aims to analyze children’s developmental stages and their readiness to participate in formal education. This study uses a qualitative approach with a descriptive analytical method through literature review. Data were collected from books, educational regulations, and scientific journals related to developmental psychology, learning readiness, and Islamic education. The findings show that educational age limits should not only be based on chronological age but also on cognitive, emotional, social, and physical maturity. Each developmental stage requires different educational approaches according to children’s characteristics and needs. In Islamic education, the concept of fitrah explains that every child is born with natural potential that must be developed through proper guidance and education. Therefore, understanding developmental psychology and learning readiness is important in creating effective and child-centered education. Keywords: Educational Age, Developmental Psychology, Learning Readiness ABSTRAK Penelitian ini membahas batasan usia pendidikan dalam perspektif psikologi perkembangan dan kesiapan belajar. Penelitian bertujuan untuk menganalisis tahap perkembangan anak dan kesiapan mereka dalam mengikuti pendidikan formal. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif analisis melalui studi pustaka. Data diperoleh dari buku, regulasi pendidikan, dan jurnal ilmiah yang berkaitan dengan psikologi perkembangan, kesiapan belajar, dan pendidikan Islam. Hasil penelitian menunjukkan bahwa batas usia pendidikan tidak hanya didasarkan pada usia kronologis, tetapi juga pada kematangan kognitif, emosional, sosial, dan fisik anak. Setiap tahap perkembangan memerlukan pendekatan pendidikan yang berbeda sesuai karakteristik dan kebutuhan anak. Dalam pendidikan Islam, konsep fitrah menjelaskan bahwa setiap anak lahir dengan potensi alami yang harus dikembangkan melalui bimbingan dan pendidikan yang tepat. Oleh karena itu, pemahaman terhadap psikologi perkembangan dan kesiapan belajar sangat penting dalam menciptakan pendidikan yang efektif dan berpusat pada anak. Kata Kunci: Usia Pendidikan, Psikologi Perkembangan, Kesiapan Belajar
INTEGRASI NILAI- NILAI KARAKTER DALAM PROSES PEMBELAJARAN Khoeriyyah, Ahliyatul; Tri Lestari, Nur Citra; Gustiani Sadisatul Mu’akhiroh; Zhafirah Aldini, Shalfa; Khobir, Abdul; Kamilia, Nadya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50813

Abstract

The integration of character values into the learning process is an urgent necessity amid the increasing phenomenon of moral degradation among students. This article aims to examine the concepts, strategies, and implementation of character value integration in learning activities across various levels of education. The study employs a library research method with a qualitative descriptive approach through the analysis of scientific journals, books, and relevant educational policy documents published between 2018 and 2025. The findings indicate that the integration of character values including honesty, responsibility, discipline, cooperation, and tolerance can be effectively achieved through three main strategies: (1) explicit embedding of values in character-based teaching materials, (2) application of active and contextual learning methods grounded in local wisdom, and (3) holistic evaluation encompassing affective aspects in a formative and ongoing manner. The Character Education Strengthening Policy (PPK) and the Merdeka Curriculum provide a strong normative foundation; however, implementation remains constrained by insufficient teacher understanding, limited parental support, and the influence of global culture. This article affirms that the integration of character values is not merely a curricular addition, but the very essence of the entire learning process that educators must consistently and sustainably embody. Strong synergy among schools, families, and communities, along with systematic strengthening of teachers' professional capacity, is essential to ensure character education is genuinely internalized in students' daily lives.
KEBIJAKAN PENDIDIKAN SEPANJANG HAYAT DI INDONESIA: TINJAUAN TERHADAP REGULASI DAN IMPLEMENTASI DALAM SISTEM PENDIDIKAN NASIONAL Faizah, Usrotul; Amelia Putri, Rizka; Putra Sasmitla, Muhamad Azmi; Qomar Arifin, Nurul; Kamilia, Nadya; Khobir, Abdul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51122

Abstract

Lifelong learning is an educational concept that views learning as a continuous process conducted through formal, non-formal, and informal pathways. This study aims to analyze the concept, regulatory foundation, implementation, and challenges of lifelong learning in Indonesia’s national education system. The research employed a qualitative approach using a literature review method through the analysis of national regulations, UNESCO reports, scientific journal articles, and supporting literature. The findings indicate that Indonesia has recognized the principle of lifelong learning through Law Number 20 of 2003 concerning the National Education System, Law Number 13 of 2003 concerning Employment, and the National Long-Term Development Plan 2025–2045. Its implementation is carried out through the integration of formal, non-formal, and informal education pathways. However, several challenges remain, including the absence of comprehensive regulations, unequal digital access, weak inter-agency coordination, limited recognition of Recognition of Prior Learning (RPL), and low public learning culture. Therefore, strengthening regulations, improving digital infrastructure, and fostering a sustainable learning culture are necessary to support the realization of Golden Indonesia 2045.
PENGEMBANGAN MATERI PENDIDIKAN AGAMA ISLAM BERBASIS KEBUTUHAN PESERTA DIDIK SEKOLAH DASAR Hilmi Bayhaqi Hakim; Salwa Sofia Putri; Mohammad Nabil Musyafa' Ilham Pedrossa; Najwa Valerina Azzahra; Abdul Khobir; Nadya Kamilia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51188

Abstract

This study examines the development of Islamic Religious Education (IRE) materials based on the needs of elementary school students. The background of this study is the existence of IRE materials that are not fully aligned with students’ cognitive development, making learning less effective and less engaging. The purpose of this study is to explain the importance of developing IRE materials that are relevant to students’ characteristics so that learning becomes more meaningful. This research uses a qualitative method with a literature review approach by collecting data from books, scholarly journals, and articles related to learning material development and child development. The results show that IRE materials need to be developed by considering the principles of relevance, consistency and adequacy so that they are in line with learning objectives and students’ needs. Material that are contextual, attractive, and closely related to daily life can improve students’ understanding, participation, and character formation. Therefore, developing IRE materials based on students’ needs is essential to create effective, enjoyable learning and to support the formation of a generation that is faithful, morally noble, and ready to face future challenges.  
Co-Authors A. Rifqi Hanif, A. Rifqi Abdul Basith Abidin, M Yasin Achmad Affan Maula Azmi Achmad Tubagus Surur Adji, M. Arsalrifki Ahmad Isa Abdallah Ahsa Aini, Rofiqotul Aisy, Jihaan Rihhadatul Akbar Nor Rochmat Akmal, Maulidina Alfiyatun Nur Fadhilah Ali AKbar, Maulana Alisia Zahro’Atul Baroroh Amat Zuhri Amelia Putri, Rizka Amma Chorida Fadhila Amrullah, Arfan Ana Chonitsa Ana Chonitsa Anis Fadhilah Anisa, Sofiatun Arafah, Tiara Pelangi ARDIANSYAH, SYAHRUL Arkan Abdul Ghoni Aufa Nur Afifa Avriani, Dina Azam, Nisrina Luthfiya Baihaqi Balqis, Fadhila Emira Chatarina Umbul Wahyuni Chayatu Riski Chonitsa, Ana Chorida Adila, But Daningsih, Nur Deva Nela Reditha Dewi Kartika Sari Dhini Maulidatul Isnaini Dinal Haq, M. Da'i Dini, Rikza Diva Khasanadia Diyah Andini Kusumastuti Dliyaudin Achmad Durrotul Hikmah Yuliangsih Dwi Septi Rahayu El-Muhtadi Rizal, Zacky Al-Ghofir Eli Mufidah Elia Nur Rohmah Ely Mufidah Elysia, Fakikhatul Fachry Abda El Rahman Faizah, Haizatul Faizah, Usrotul Farah Dilah Zahra Farah Qotrun Nada Farhan M, Arif Farkhan Syahrul Mubarok Fatmawati Nur Hasanah Fidiyah Sari Filia Griselda Nabiha Fina Nikmatul Kamelia Firdaus, M Nur Gustiani Sadisatul Mu’akhiroh Hamdani, Miftah Harits Mafaza Hendri Hermawan Adinugraha Hendri Hermawan Adinugraha Hendri Hermawan Adinugraha Herfanda Agif Ghifarix Hilmi Bayhaqi Hakim Hisyam Hilmi, Muhamad Huda, Dafid Yanuaril Husna, Nadia Amalia Ifadah, Alik Iis Arifudin Ika Nur Iliza Ike Janu Arya Diningrum Ila Khayati Muflikhah Ilyas Erpay Ima Rosila Ima Rosila Imamudin Imamudin Inayah Priyatun Inayah Priyatun Indah Lestari, Nur Khofia Insani, Ayu Amalia Intan Permatasari Iqlil Khoerul Ma’mun Isna Mazroah Isriani Hardini Isval Maulana Izza, Nailatul I’anatul Ashriyah Joina, Ceren Desta Juwita Rini Kamilia, Nadya Karlalia Felisiana Khaerun Umam Khafid Islahul Ula Kharismatul Khasanah Khikmatun Khikmatun Khoeriyyah, Ahliyatul Khoiril, Muhammad Kunduri Kunduri Kurratul Aini, Kurratul Lail, M. Khabib Jamlalul Lilis Mulyawati Luthfiyah Luthfiyah M. Adham Adil Santoso M. Fadlullah M. Khafidz Alfaza M. Rafi M. Tegar Husain M.Sugeng Solehudin Mahfudloh, Elok Thohirotul Malik Al-majdi, Muhammad Martina Septi Manisa Masykuroh, Siti Maulidia, Rahma Alfina Ma’isyatul Ihtiyadh Ma’mun Hanif Mei Yuniati Miftahul Ula Moh. Abrori Moh. Mushlih Moh. Sugeng Solehuddin Mohammad Ja’far Firdaus Mohammad Nabil Musyafa' Ilham Pedrossa Mohammad Syaifuddin Moses Adeolu AGOI Mufidatuzzulfa, Nisa Muhamad A’Tho Fiizatillah Muhamad Jaeni Muhamad Yusma Triyundana Muhammad Awal Ludin Muhammad Habibul Arif Muhammad Maskur Musa Muhammad Maskur Musa Muhammad Maskur Musa Muhammad Maskur Musa Muhammad Ma’ruf Muhammad Zakki Musyafa Muhammad Zufar Sabiq Muhammmad Maskur Musa Muhandis Azzuhri Muhlisin Muhlisin Muhlisin Muhlisin Muhtar, Aprilia Kartika Mujabah, Thibtum Murodah, Naily Murtadlo, Muhammad Khasib Amin Musa, Muhammad Maskur Mustaqim Pabbajah Muzaki, Muhammad Nabilah, Bayyinatun Nadia Qurrota A'yun Nadya Kamilia Nadya Kamilia Nadzifah A’isyah Fauzi nafisah, lulu Nailal Mubarokah Nailatul Izza Najwa Nafi’ah Zahra Najwa Valerina Azzahra Nala Ni’matul Maula Nanang Hasan Susanto Nanang Ilham Fatih Nasution, Azhar Neza Dwi Nasyfa Nilna Zulfa Nisrin Humaida Annur Ni’matul Izzati, Arsya Ma’wa Nok Uzana Nok Uzana Nur Afina Laelatun Ni’mah Nur Daningsih NUR HASANAH Nur Khasanah Nur Khasanah Nur Rahmaliya Aula Haanie Nurul Athiyah NURUL FAHMI, MUHAMMAD Oktafiani, Dewi Ayu Oluwakemi Racheal Oshinowo Pratama, Ilham Alif Pristalinda, Delfina Eka Purwandoro, Muhammad Galih Putra Sasmitla, Muhamad Azmi Putri Amalia Sholiha Qodriah, Lailatul Qomar Arifin, Nurul Qotrunnadya, Fella Sufah Rachmah, Anisah Aulia Ramadhani, Nidhya Risthy Ramandani, Nabila Rani Rahmawati Refi Mariska Ria Ratna Ningtyas Rifa’i, Much Rachmat Rizki Ni’matul Khasanah Rofiqotuzzahro, Rofiqotuzzahro Rohmah Nur Mahmudah Roisna Kamila Ropiah Sitorus Rosalina Sabila Faiza Al Izzati Amin Safitri, Nida Fadhila Salma Kusuma Listiani Salwa Salwa Sofia Putri Saniyyah, Saila Rizkiyati Santika Lya Diah Pramesti Saputra, M Rinka Saputra, Wahyu Candra Septia Rosada Seviani Najiyah Shiva, Aeni Shofie Ahyadina Alahmada Silmi Afifah Siti Anisa Al Maulani Siti Salamah Siti Salamah Solehudin, Moch. Sugeng Sopiah * Sopiah Sopiah Sopiah Sopiah Sopiah, Sopiah Sopiah, Sopiah Sugeng Sholehuddin, Sugeng Supandi Supandi Syah, Wahyu Firman Syauqie Muahammad Marier Taufik Afandi Taufiqoh Khasanah Teguh Handoyo Teguh Handoyo Teguh Handoyo Thoyibah Tiara Pelangi Arafah Tri Astutik Haryati Tri Lestari, Nur Citra Trinindita Nayla Nabilla Umi Mahmudah Umi Mahmudah Ummu Sahila Syifa Azzuhroh Untung Arif Warasanto Via Lutfiatul Izza Vina Dhiyaul Aulia Vina Mafaza Wafda Sabilla Wahyu Taufiqur Rohman WANARTI RUSIMAMTO, PUPUT Wiranti Shofiroh Yundari, Yundari Zaidan Wahyu Saputra Zakiyah, Nur Zalfa Ramadani, Labibah Putri Zalfa Zayyana Zamrudin Ruwais Zamzami, Abid Khaidar Zhafirah Aldini, Shalfa Zidan Kurniawan, Muhammad Ziyadah El fadllilah