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The Impact of Information Technology Utilization, Work Environment and Work Enthusiasm on the Performance of Educational Staff Employees of Universitas Lambung Mangkurat Indahyani Amaliah; A Suriansyah; Aslamiah Aslamiah
The Kalimantan Social Studies Journal Vol 7, No 1 (2025): THE KALIMANTAN SOCIAL STUDIES JOURNAL, OCTOBER 2025
Publisher : Program Studi Pendidikan IPS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/kss.v7i1.15136

Abstract

This study aims to examine the influence of information technology utilization, work environment, and work enthusiasm on employee performance, both directly and indirectly. The background of the study highlights the importance of strategies to enhance employee performance amidst technological developments and organizational dynamics. A quantitative approach was employed using path analysis techniques based on survey data collected through structured questionnaires. The results show that the utilization of information technology has a direct influence on employee performance with a coefficient of 0.383, while the work environment contributes 0.304, and work enthusiasm 0.327. Furthermore, information technology utilization significantly affects work enthusiasm with a coefficient of 0.661, and the work environment affects work enthusiasm by 0.234. The study also reveals indirect effects, where the utilization of information technology influences employee performance through work enthusiasm by 0.216, and the work environment influences employee performance through work enthusiasm by 0.076. These findings indicate that work enthusiasm plays a crucial mediating role between information technology utilization, work environment, and employee performance. Therefore, optimizing the use of information technology and creating a supportive work environment are strategic measures to enhance work enthusiasm and, ultimately, improve employee performance. 
IMPLEMENTASI MANAJEMEN KURIKULUM DI UPTD TK NEGERI PEMBINA TAKISUNG Lestari, Indah; Aslamiah, Aslamiah
Jurnal Inovasi, Kreatifitas Anak Usia Dini (JIKAD) Vol 6, No 1 (2026): FEBRUARI
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jikad.v6i1.18118

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi manajemen kurikulum di UPTD TK Negeri Pembina Takisung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah, guru, tenaga kependidikan, serta dokumen sekolah. Analisis data menggunakan model Miles dan Huberman (2014). Hasil penelitian menemukan bahwa manajemen Kurikulum Merdeka dilaksanakan secara terstruktur melalui tahapan perencanaan, pelaksanaan, dan evaluasi. Tahap perencanaan meliputi penyusunan capaian pembelajaran, alur tujuan pembelajaran, tujuan pembelajaran, dan modul ajar yang terintegrasi dengan pendekatan holistik berbasis karakter. Pelaksanaan pembelajaran berpusat pada anak melalui kegiatan bermain, diferensiasi, dan pembelajaran berbasis projek. Evaluasi dilakukan secara berkelanjutan melalui asesmen formatif, catatan anekdot, portofolio anak, refleksi guru, dan supervisi kepala sekolah. Secara keseluruhan, implementasi manajemen kurikulum merdeka di UPTD TK Negeri Pembina Takisung berjalan efektif dan mendukung perkembangan anak secara holistik. 
IMPLEMENTASI MANAJEMEN PEMANFAATAN LINGKUNGAN DALAM PEMBELAJARAN DI TK OMAH KEPOMPONG BANJARBARU Dhafiya, Farah Maulida; Aslamiah, Aslamiah
Jurnal Inovasi, Kreatifitas Anak Usia Dini (JIKAD) Vol 6, No 1 (2026): FEBRUARI
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jikad.v6i1.18120

Abstract

Pendidikan Anak Usia Dini (PAUD) berperan strategis dalam membentuk karakter dan kesadaran lingkungan anak sejak dini. Lingkungan sekolah memiliki potensi besar sebagai sumber belajar yang mendukung perkembangan holistik anak apabila dikelola secara sistematis. Artikel ini bertujuan mendeskripsikan implementasi manajemen pemanfaatan lingkungan dalam pembelajaran di TK Omah Kepompong Banjarbaru, menganalisis peran kepala sekolah, serta mengidentifikasi bentuk pemanfaatan lingkungan yang mendukung pembentukan karakter peduli lingkungan. Metode yang digunakan adalah pendekatan deskriptif kualitatif melalui kajian literatur dan analisis dokumen. Hasil kajian menunjukkan bahwa pengelolaan lingkungan sekolah dengan pendekatan POAC menjadikan lingkungan sebagai media pembelajaran kontekstual. Kepala sekolah berperan sebagai pemimpin, pengambil kebijakan, penggerak, dan teladan dalam mengintegrasikan nilai lingkungan ke dalam budaya sekolah. Pemanfaatan lingkungan melalui pembelajaran luar ruang, kegiatan berkebun, pembiasaan kebersihan, dan penggunaan bahan alam berkontribusi positif terhadap pembentukan karakter peduli lingkungan pada anak usia dini. Dengan demikian, manajemen lingkungan yang terencana dan berkelanjutan mendukung terwujudnya PAUD berwawasan lingkungan.
The Principal’s Strategy in Improving Teacher Performance Through Strengthening Educational Human Resource Management Triantoro, Rilo Pambudi; Mawardi, Muhammad Febri; Arnafama, Putri Medina; Safitri, Aulia; Aslamiah, Aslamiah; Suriansyah, Ahmad
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.296-306

Abstract

This study aims to analyze and formulate an effective Principal’s strategic model for improving teacher performance through the strengthening of an integrated Educational Human Resource Management (EHRM) cycle. The method employed is a literature study (library research), conducted through thematic synthesis and content analysis of 15 reputable journals published within the period 2015–2025. The synthesis results indicate that optimal improvement in teacher performance is achieved through the implementation of Principal-led strategies driven by Transformational Leadership and focused on three pillars of EHRM: (1) Needs-Based Planning (Needs Assessment); (2) Internal Continuous Professional Development (CPD), such as Lesson Study and Coaching, which function as Intellectual Stimulation; and (3) a Formative Evaluation System supported by Strategic Rewards. These findings successfully formulate a Principal Strategic Model (PSM) in the strengthening of EHRM that is cyclical and integrated. This study concludes that the success of the Principal as a strategic leader lies in the ability to integrate all EHRM functions to create a school culture conducive to continuous professional growth, which ultimately directly enhances teacher performance and commitment.
Optimizing The Utilization of Information and Communication Technology as Learning Resources in The Digital Era at SMPN 4 Bataguh Azizah, Nor; Madina, Maya; Noviani, Widy; Suriansyah, Ahmad; Aslamiah, Aslamiah
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.467-477

Abstract

This study aims to describe the optimization of Information and Communication Technology (ICT) utilization as a learning resource in the digital era at SMPN 4 Bataguh. The research focuses on teachers’ strategies in utilizing ICT to support the effectiveness and interactivity of the teaching and learning process. A descriptive qualitative approach was employed, with data collected through observations, interviews, and documentation. The findings indicate that ICT has been applied in various forms, including online learning applications, interactive learning media, and digital-based academic administration. Nevertheless, the utilization of ICT has not been optimally implemented. Several obstacles were identified, such as limited internet infrastructure, differences in teachers’ digital literacy levels, and the absence of continuous professional training related to ICT use in learning. These conditions affect the consistency and effectiveness of ICT integration in classroom practices. Therefore, strengthening teachers’ digital competencies and improving ICT facilities are essential to support effective and sustainable learning processes.
Strengthening Teacher and Educational Staff Competencies and Participation in School Quality Management Azizah, Nor; Madina, Maya; Noviani, Widy; Aslamiah, Aslamiah; Cinantya, Celia
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.508-516

Abstract

This study aims to analyze how principal-led leadership strategies are operationalized to strengthen teacher competencies and structure the participation of educational staff within an integrated school quality management system at SMKN 2 Marabahan. Adopting a descriptive qualitative design, data were collected through in-depth interviews, observations, and document analysis involving the principal, teachers, and educational staff selected via purposive sampling. Data analysis followed the Miles and Huberman interactive model. The findings reveal that school quality improvement is enacted through three interrelated strategic mechanisms: continuous professional development via academic supervision and internal training, competency-based task delegation aligned with institutional needs, and the cultivation of a collaborative work culture. The principal functions as the coordinating actor who aligns these strategies, while teachers serve as the main instructional agents and educational staff operate as strategic partners in administrative management, digital services, and data governance. Participation is institutionalized through regular coordination meetings, shared decision-making forums, and the structured involvement of educational staff in planning and quality assurance processes. These mechanisms contribute to increased institutional efficiency, transparency, and collective accountability. The study concludes that inclusive and integrative leadership is critical for sustainable school quality management, as it connects teacher competence development with participatory governance involving educational staff. This model is particularly relevant for vocational schools navigating the challenges of digital transformation.
Implementasi Supervisi Akademik berbasis Refleksi Kolaboratif: Optimalisasi Pembelajaran Guru Tamu Industri di SMKN 5 Banjarmasin Fakhrin, Edi; Suriansyah, Ahmad; Aslamiah, Aslamiah
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 2 (2026): SENTRI : Jurnal Riset Ilmiah, Februari 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i2.5726

Abstract

This study addresses a persistent challenge in Indonesian vocational education, namely bridging the gap between classroom instruction and the rapidly evolving demands of industry within the link and match policy framework. The study aims to analyze the implementation of a collaborative reflection-based academic supervision model that integrates industrial guest teacher sessions into a structured supervision cycle to enhance the pedagogical competence of productive teachers at SMKN 5 Banjarmasin. Industrial guest teaching sessions were positioned as the initial trigger for supervision, followed by systematic classroom observation, reflective Focus Group Discussions, and pedagogical redesign through lesson plan revision. Using a qualitative approach with a participatory action research design, the study was conducted over six months and involved 12 productive teachers from the Automotive Engineering program. Data were collected through participatory observations of industrial guest sessions, structured FGDs using a modified design thinking framework, teacher reflection journals, lesson plan document analysis, and in-depth interviews. The findings indicate notable improvements in teachers’ pedagogical competencies, particularly in adapting industrial content into lesson plans (75%), applying problem-solving-based instructional strategies (70%), and developing contextual learning media (65%). Beyond individual competence enhancement, the supervision model fostered a sustainable Professional Learning Community (PLC), shifting teacher practices from individualistic to collaborative and inquiry-oriented. In addition, the model facilitated a transformation in the principal’s role from conventional supervision toward instructional leadership. Overall, the study concludes that collaborative reflection-based academic supervision embedded within industrial guest teacher programs offers an effective and transferable framework for strengthening institutional learning cultures responsive to industry demands.
The Influence Of Work Culture, Organizational Justice And Job Satisfaction On Ocb Teachers Of State Elementary Schools In South Tapin District Fadilah, Syarif; Aslamiah, Aslamiah; Noorhapizah, Noorhapizah
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32023p375

Abstract

Abstract: This study aims to analyze the direct and indirect effects of work culture, organizational justice, and job satisfaction on Organizational Citizenship Behavior (OCB) among public elementary school teachers in South Tapin District. The research employed a descriptive correlational approach with a survey design and data analysis conducted using path analysis. The population consisted of 277 teachers from 21 schools, of which 163 respondents were selected using probability simple random sampling. Data were collected through questionnaires and analyzed using descriptive statistics, classical assumption tests, hypothesis testing, and path analysis. The results indicate that work culture, organizational justice, and job satisfaction have direct effects on teachers’ OCB. In addition, work culture and organizational justice were found to indirectly influence OCB through job satisfaction. Regression analysis shows that the coefficients for work culture, organizational justice, and job satisfaction on OCB were 0,276; 0,332; and 0,311 respectively. Meanwhile, the influence of work culture and organizational justice on job satisfaction was 0,442 and 0,544 respectively. The indirect effects of work culture and organizational justice on OCB through job satisfaction were 0,137 and 0,169. Overall, all research variables were categorized as high. These findings suggest that strengthening work culture, organizational justice, and job satisfaction can enhance teachers’ OCB, which in turn contributes to improving overall school organizational performance. Keywords: Work culture; Organizational justice; Job satisfaction; Organizational Citizenship Behavior
School Leadership and Counseling Synergy: Cross-Continental Reflections from Recent Literature Setiawan, Muhammad Andri; Aslamiah, Aslamiah; Noorhapizah, Noorhapizah; Novitawati, Novitawati
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.15424

Abstract

The synergy between school leadership and counseling services is increasingly viewed as central to effective and holistic student support, yet empirical evidence shows substantial variation across educational systems. This study aims to systematically compare global patterns of principal–counselor collaboration and to clarify how leadership models shape collaborative practices and student-related outcomes. Using a systematic literature review design, 67 empirical studies published between 2005 and 2025 were analyzed, comprising Asia (13), Africa (13), the Americas (13), Europe (13), and Australia (15). Data were examined through thematic analysis, enabling cross-continental comparisons of leadership orientation, organizational structure, and collaboration mechanisms. The findings identify five dominant collaboration models: strategic partnerships in the Americas, interdisciplinary teamwork in Europe, integrative–reflective collaboration in Australia, reactive hierarchical relationships in Africa, and normative–subordinative arrangements in Asia. These models reveal clear causal linkages between leadership orientation and student outcomes, particularly psychosocial well-being, preventive intervention capacity, and continuity of academic support. Leadership approaches characterized by shared decision-making, counselor integration into school governance, and data-informed collaboration consistently produce stronger and more sustainable student support systems, whereas hierarchical leadership structures constrain counseling impact and limit preventive effectiveness. This study contributes original value by offering a balanced cross-continental synthesis and an integrative analytical framework that connects leadership models, collaboration processes, and student outcomes. The findings advance comparative scholarship and provide a conceptual basis for developing evaluative tools and evidence-based policies to strengthen collaborative school leadership across diverse educational contexts.
EMPOWERING TEACHERS THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: HOW AN EMPOWERMENT-ORIENTED SCHOOL CULTURE STRENGTHENS TEACHER PROFESSIONALISM? Mujiyat, Mujiyat; Suriansyah, Ahmad; Bachri, Ahmad Alim; Aslamiah, Aslamiah
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8496

Abstract

Purpose –This study addresses this gap by examining how an empowerment-oriented school culture strengthens teacher professionalism through CPD in public junior high schools.Methodology – This study employed a qualitative, multi-site case study design across three public junior high schools (SMPN 1, SMPN 3, and SMPN 4 Marabahan) in South Kalimantan, Indonesia. Data were collected through in-depth interviews with principals and teachers, nonparticipant observations of CPD practices, and document analysis of school policies and professional development programs. Data analysis followed Miles and Huberman's interactive model, involving data reduction, data display, and conclusion drawing, with single-site and cross-site thematic analysis to identify patterns and contextual variations.Findings – An empowerment-oriented school culture—characterized by shared values, participatory decision-making, collegial trust, and psychological safety—acts as a key mediating mechanism between CPD and teacher professionalism. When teachers are actively involved in designing and implementing CPD, professional development shifts from isolated training activities to embedded learning practices. This condition enhances teachers' professional agency, reflective practice, instructional innovation, and collaborative learning through professional learning communities, peer mentoring, and reflective supervision.Contribution – This study contributes to the literature by positioning empowerment-oriented school culture as an active mediator linking CPD to teacher professionalism. The findings suggest that empowering school environments is essential for fostering meaningful, context-responsive, and sustainable professional development.
Co-Authors A Suriansyah A. Muhyani Rizalie A. R, Sultan Zainurrahman AA Sudharmawan, AA Ade Saputri, Noviyanti Adi Putra, M Hafizan Adi Saputra, Riski Afifah, Neela Afifi, Azza Ayu Aghnia, Syifa Nur Agustin, Ila Agustin, Oktaviani Ahmad Alim Bachri Ahmad Farhan Nashar Ahmad Muhyani Rizalie Ahmad Sauqi Ahmad Suriansyah Ahmad Suriansyah Ahmad Syahminan Ainun Jariah Ainun Nafisah Aisyah, Della Akbar, Muhammad Faidzin Akhmad Fadhilah Akrimna Al-Faris, Dzul Fadly Al-Qibthia, Vidianata Alfayed, Dody Alfitriah, Nita Ali Mustadi Alya Nabila Alya Nabila, Anissa Amalia, Fadhila Amalia, Rosida Amalien, Cahya Amalia Amanda, Larasati AMELIA, NUR amelia, nur amelia_ Ananda, Mutya Ani, Fatrahul Anindita, Lisda Mauli Anshari, Muhammad Hafiz Anshari, Muhammad Zulkifli Aprianti, Ria APRILIA, PRISKA Apriliani, Eka Diah Nur Apriliawati, Apriliawati Arfawi Arfawi Arif Rahman Arifina, Lutfi Azzah Arnafama, Putri Medina Aryani, Dewi Aryanti, Maulida Asniwati Asniwati Asniwati Atikah Rizkyareza Aulia Rahmah Aulia Safitri, Aulia Ayu Pratiwi, Diani Ayu Septiani, Ayu Azizah Norsafitri Azizah, Fitria Azkia Rahmi Azkia, Resyadilla Azzahra, Devina Noor Azzahra, Humaira Salwa Azzahra, Putri Natasya Bagus Aulia Iskandar Balela, Gusti Salma Assyifa Budianti, Selvany Ayu Bulkis, Putri Cahyani, Najunda Dwi Celia Cinantya Celia Cinantya Chresty Anggreani Cinantya, Celia Cinantya, Cellia Dahlia Dahlia Dahnilsyah, Dahnilsyah Damayanti, Salsabilla Putri Daniel Happy Putra Darmiyati Destri Yermina Dewi Kurniawati Dewi, Ratri Nur Kusuma Dewi, Ruspita Dhafiya, Farah Maulida Dian Purnama Diana Safitri Diani Ayu Pratiwi Dina Fauziah Dini Amalia, Dini Doni Rahmat Wicakso Dzakwan Eksel, Fiona Fadilah, Syarif Faisal Akbar Fakhrin, Edi Fathonah, Sharida Ratri fawwaz, Alwan Febrianasari, Dewi Firnanda, Eliza Dea Fitriah Fitriah Fitriani, Alisa Guisandro, Johannes Gusti Salma Assyifa Balela Hadani, Hadani Hafizah, Noor Hafizhah, Hafizhah Hafizi, Rahmani Hairullah Hairullah, Hairullah Hajon, Aloysia Jawa Halidah Halidah, Halidah Halisa, Noor Hasanah, Siti Rabbiatul Hatimah, Khusnul Hayati, Hikmah Hayati, Nisma Helnisa, Nida Herdayanti, Siti Herka, Herka Herliana, Puspa Hermawan, Hendry Herry Susanto Heru Arna Fama, Putri Medina Hidayah, Husmiatul Hidayat Pujisiswanto Hidayatullah, Muhammad Husna, Faradellatul Ibtisamah, Alyaa Ifan Anom Bintoro Aji Ilmi, Muhammad Zainal Inayanti, Shaufia Indah Kurniasih Indah Lestari, Indah Indah Purnamasari Indah Puspita Sari, Indah Puspita Indahyani Amaliah Indriyati Irawati, Agustina Irma Irma Irwanto, Randi Ahmad Iseu Widiartina Ishak Sin Isjoni, Muhammad Yogi Ryantama Islami, Widya Ismawiyah, Ismawiyah Jahriah Jahriah Jamalullail, Jabal Jati, Danang Kuncoro Jesi Alexander Alim Joleha, Joleha Jupriadi, Jupriadi Kamil, Muhammad Fadhil Kamsiah Kamsiah Karella Lichesya Feithjeria AS Karimah, Dina Kazimah, Zulfa Huriah Dina Khairunnisa Khairunnisa Khairunnisa, Nor Tiara Kurniawan, Gilang Dwi Kurniawan, Muhammad Deny laela Sari, laela Lailawati, Nor Lailawati, Siti Mulkaf Latifatunnisa, Latifatunnisa Lestari Simanjuntak, Pitria Lorenta, Hasiana Lubis, Nadhira Fahrani Lubis, Nisa Cahya Pertiwi M. Ziyan Takhqiqi Arsyad Madina, Maya Magfiroh, Salsa Maharani, Sofie Dhiya Mahfudha, Ghina Mahmud Alpusari Mahmudah, Nur Annisa Mahrita Mahrita Maidah, Titania Qhaifa Maimunah, Maimunah Majidah, Nurul Makaria, Eklys Cheseda Maksadah, Rayyan Malanita, Evatriana Marina Dwi Mayangsari Marini . Marini, Fika Marliah Marpuah Marpuah, Marpuah Maulana, Akhmad Maulana, Muhammad Rasyid Maulana, Selamat Maulida Safarina, Della Maulida, Elsa Maulida, Maulida Maulida, Rahmi Maulidatun Noor Syifa Maulidia, Rida Maulidina, Dwi Meilana Mawaddah, Arina Mawardi, Muhammad Febri Mayasari Mayasari, Mayasari Meldayani, Sri Meliani, Dwi Melinda, Rida Melisa Triandini Maulani, Melisa Triandini Meriana, Annisa Merida Fatimah Metroyadi, Metroyadi Milawati Milawati Miliyawati, Dina Mudah, Mudah Muhaimim, Muhammad Muhammad Abduh Muhammad Fadhil Kamil Muhammad fauzan Muhammad Firdaus Muhammad Ihsan Muhammad Maulana Muhammad Najib Muhammad Nunu Sanusi Muhammad Rizhan, Muhammad Muhammad Rizki Akbar, Muhammad Rizki Muhammad Saleh Muhsinin Muhsinin, Muhsinin Mujiyat, Mujiyat Munir, Muhammad Misbahul Murdjoko, Murdjoko Murhartoyo, Murhartoyo Muthi'ah, Shafa' Muthiah, Shafa Muthoharoh, Tri Muzdalifah, Elva Nabila, Alya Nadia, Ira Nasri Nasri, Nasri Nathalia, Deasy Nazmiatun, Siti Purida Neni Hermita Ngadimun Ngadimun Ngadimun Ngadimun Ningtyaz, Dian Kusuma Nisa, Haidatun Noor Adha, Nita Noor, Maulida Kamaratih Nooraida, Dea Noorhapizah Nopiyana Nopiyana Nopiyana, Nopiyana Nor Azizah, Nor Norhapizah, Norhapizah Norlatifah, Elmah Norlatifah, Norlatifah Norrahmah, Farisha Noviani, Widy Novianti, Witha Novitawati Novitawati Nugroho, Irmawati Eko Pratiwi Nupita, Rika Nur Aina Nur Oktaviani, Mustika Nur Wahyuni Nur, Siti Hasny Nurdohiyah, Nurdohiyah Nurhalimah Sa’dah Nurhaliza, Resty Nurita, Linda Nurkhalida, Nurkhalida Nurliani, Putri Nurmaida Nurmaida, Nurmaida Nurmalinda Nurmalinda Oktavia, Amalia Oktaviana, Nurhaliza Prahesti, Devi Tia Dewi Prasetyo, Muhammad Arief Pratama, Candra Eka Pratidina, Nadiya Anisa Pratiwi , Diani Ayu Prima Mega Puspita Purba, Etioti Br Purwanti, Ratna Putera Kamarul Hidayat Puteri, Nazarni Dara Putri, Dela Nesia Putri, Dinda Azahra Putri, Dwika Hanifah Putri, Julianor Vatika Putri, Noor Annisa Putri, Tiara Adelya Putri, Wini Amelia Putria, Nazwani Dwi Rachman, Muhammad Rizaly Rachmayantie, Alfia Nanda Rafianti, Wahdah Refia Rahimah, Rahmaniar Rahmadani, Amira Puput Rahmadi Rahmadi rahmah, Noer hafizah Rahmah, Santia Rahmah, Yunita Rahman, Saipul Rahmaniah, Rahmaniah Rahmiyani, Ita Raihan, Muhammad Raihani Raihani Raisyah, Siti Rakhmadi, Edy Ramadani, Ramadani Ramadani, Suci Ramadhan, Fitriyadi Ramadhaniah, Nur ‘Asyaro Ramadhanie, Annisa Ramadhayanti, Novia Randi Ahmad Irwanto RATNA PURWANTI Ratna Saparina Raudah, Syufi Raudatussyifa, Raudatussyifa Raudhatul Jannah Reannisa, Farraz Ridha, Assyakhirah Nur Ridha, Sahbana Ridhati, Noor Hidayah Riduansyah, Achmad Rifa’atul Mahmudah Rindi, Muhammad Rini, Arisandi Tiya Riskawaty, Helyna Rismiyati, Luthfia Amni Rivada, Feby Suci Firly Amanda Rizaldi, Muhammad Hafiudin Rizalie, Ahmad Muhyani Rizki, Muhammad Zaidan Rizky Amelia Rizky Amelia Rooswita Santia Dewi, Rooswita Santia Rukaniya, Nurzilawati Rusda, Arini Rusda, Rusda Rusdi Evizal Rustam Effendi Rustam Effendi SA, KHOIROTUN NISA Sabarudinnur, Akhmad Safira, Hikmah Safitri, Deta Sahbani, Sahbani Sahdat, Sahdat Sahyoni, Sahyoni Salma Salma Sandan, Maria Fransisca Sandy Sandy Sanusi, Muhammad Nunu Saparina, Ratna Sapna, Sapna Saputra, Rudi Saputri, Meilani Sari, Anugrah Mitria Sari, Ruli Merliana Saskia, Yola Sa’adah, Miftahus Seftiawan, Rodi SEPTIAN, DWI Sermantho, Sermantho Setiawan, Muhammad Andri Setiawan, Nopri Setiyani, Tri Ananda Setyowati, Dinan Anggun Sevilla, Riska As Shin, Ishak Shinta Dwi Nanda Shopia, Zahra Sihombing, Syeba Sekarini Simanjuntak, Robet Januar Sin, Ishak Sins, Ihsak Siregar, Ayu Meita Puteri Siti Khodijah Siti Nurhayati Siti Zahra Sopia, Sopia Sri Mirnawati Sri Mulyani Suadi Suadi Sulaiman Sulaiman Sulaiman Sulaiman Sulasih Sulasih Sulistiawan, Edi Sulistiyana Sulistiyana, Sulistiyana Sulistyana, Sulistyana Sundari Sundari Suriansyah, Suriansyah Suryani, Susantika Susanty Susanty, Susanty Sutrisno, Sutrisno Suyoto Suyoto Syahminan, Ahmad Syarifudin, Ahmad Syawaluna, Dea Annisa Syifa, Novanda Fara Terayanti, Yeslin Anjelina Thai, Aom Triantoro, Rilo Pambudi Trisna Trisna, Trisna Trisno Aji Umi Risia Ummi, Laila Nur Unul, Unul Uswatun Nisa, Uswatun Utami, Rizki Tria vchananda, Syalsyabila alisyia Wahdah Refia Rafianti Wahyu Wahyu Wahyuni, Putri Trisna Wartinah Wartinah Waruwu, Riama Wati, Hersa Aulia Widea Safitri Widiawati, Olivia Widyatmoko, Suryo Wihandarti, Aura Permata Wijaya, Arinda Okanthia WIWI, WIWI Wiwik Indrasari Wulandari, Yenny Nurul Yanti, Rahma Yennie Juhar Latifah Yulandra, Rianty Yuliana Yuliana Yuliani Yuliani Yuliani, Rika Yuliansyah Yuliansyah Yulianti, Ani Yuniar, Tya Yuridka, Fitrah Zahroh, Fatimah Az Zahrotul ‘Ula, Nabila Tiffany Zamzani Zamzani Zetra Hainul Putra Zuhairiah, Aliza Rifka Zulaika, Nova ‘Azizah, Nisma Aulia