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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Al-Zahra : Journal for Islamic and Arabic Studies Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab International Journal of Nusantara Islam Progresiva : Jurnal Pemikiran dan Pendidikan Islam Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Ta´dib Intizar Jurnal Pendidikan Islam J-PAI: Jurnal Pendidikan Agama Islam Al-Ihkam: Jurnal Hukum dan Pranata Sosial Briliant: Jurnal Riset dan Konseptual Al-Wijdan : Journal of Islamic Education Studies Al Ishlah Jurnal Pendidikan Hayula: Indonesian Journal of Multidisciplinary Islamic Studies QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Tadbir : Jurnal Studi Manajemen Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Kuttab: Jurnal Ilmu Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal LUGAS Jurnal Komunikasi PARAMUROBI Ta'dibuna: Jurnal Pendidikan Islam Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Al-Ta'lim Al-Qalam TARBIYATUNA Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan Ulumuddin : Jurnal Ilmu-ilmu Keislaman SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Ta'dib: Jurnal Pendidikan Islam Jurnal Ilmiah Akuntansi Kesatuan IJECA (International Journal of Education and Curriculum Application) Idarotuna: Jurnal Kajian Manajemen Dakwah Tsamratul Fikri (TF) Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Ilmiah Raflesia Akuntansi LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Dedikasi: Jurnal Pengabdian kepada Masyarakat Jurnal Arastirma Edu Cendikia: Jurnal Ilmiah Kependidikan Taklim : Jurnal Pendidikan Agama Islam Religio Education (RE) TARBAWY: Indonesian Journal of Islamic Education Az-Zahra: Journal of Gender and Family Studies Mimbar Agama Budaya Jurnal Iman dan Spiritualitas Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Arfannur: Journal of Islamic Education Jurnal Cakrawala Pendas Southeast Asian Journal of Islamic Education Jurnal Kajian Islam Modern Analisa: Journal of Social Science and Religion Bulletin of Indonesian Islamic Studies Prima Magistra: Jurnal Ilmiah Kependidikan At-Tarbawi: Jurnal Kajian Kependidikan Islam Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Innovative: Journal Of Social Science Research Jurnal Akuntansi Audit dan Perpajakan Indonesia (JAAPI) Jurnal Ilmu Pendidikan dan Pembelajaran Ethics and Law Journal: Business and Notary Karimah Tauhid Civilization Research: Journal of Islamic Studies Jurnal Akademi Akuntansi Indonesia Padang International Journal of Nusantara Islam Jurnal Elementaria Edukasia Profesi Pendidikan Dasar Intelektual: Jurnal Pendidikan dan Studi Keislaman Eduprof ASEAN Journal for Science and Engineering in Materials Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Al I'tibar Jurnal Pendidikan Islam Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan Halaqa: Journal of Islamic Education Ta'allum: Jurnal Pendidikan Islam Tarikh : Journal of Islamic History and Civilization Jurnal Ekonomi dan Bisnis Islam Journal of Social Humanities and Education: Scripta Humanika Sinergi Teknologi dan Masyarakat (SINTAK-MAS) Quality EDUKASIA: Jurnal Penelitian Pendidikan Islam
Saepul Anwar
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Efektifitas Model Pembelajaran Pendidikan Agama Islam Berbasis Living Values Education (LVE) dalam Meningkatkan Wawasan Kejujuran Siswa Dewi Sinta; Saepul Anwar; Munawar Rahmat; Abid Nurhuda; Inamul Hasan Ansori
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 3 (2026): February: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/2pqeh257

Abstract

This study aims to analyse the effectiveness of the Living Values Education (LVE)-based Islamic Religious Education (IRE) learning model in improving the honesty awareness of junior high school students. The background of this study stems from the problem of IRE learning, which tends to be cognitively oriented and has not been optimal in internalising the value of honesty as the foundation of Islamic character. This study used a quantitative approach with a pretest–posttest non-equivalent control group quasi-experimental design. The research subjects were eighth-grade students at a private junior high school in Bandung, divided into an experimental class and a control class. The research instrument was an honesty awareness test that had been tested for validity and reliability. Data analysis was conducted using independent sample t-tests, paired sample t-tests, and N-Gain tests to measure the level of treatment effectiveness. The results showed a significant difference in the increase in honesty insight between the experimental class and the control class after treatment. The experimental class that implemented the LVE model experienced a higher average score increase and was in the ‘quite effective’ effectiveness category, compared to the control class, which was classified as ‘less effective’. These findings confirm that the integration of values through the LVE approach is able to strengthen the internalisation of honesty in a more meaningful way in PAI learning. This study contributes to the development of PAI learning.
Transformasi evaluasi pembelajaran PAI berbasis teknologi di Kabupaten Garut: penguatan kompetensi guru melalui pelatihan digital Saepul Anwar; Usup Romli; Rijki Ramdani; Diva Nazira Aulia; Najla Zalfa Izdihar
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 6 (2025): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v%vi%i.34450

Abstract

AbstrakKegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan kompetensi guru Pendidikan Agama Islam (PAI) jenjang Sekolah Dasar di Kabupaten Garut dalam pemanfaatan teknologi untuk evaluasi pembelajaran. Pelatihan dilaksanakan selama tiga hari dengan pendekatan campuran (luring, daring sinkron, dan asinkron), mencakup penguatan konseptual, praktik aplikasi digital, dan pendampingan implementatif. Materi pelatihan meliputi evaluasi pembelajaran PAI dalam konteks kurikulum nasional, pemanfaatan teknologi, serta praktik penggunaan Google Workspace for Education, Quizizz, H5P, dan Wordwall. Hasil evaluasi menunjukkan peningkatan signifikan dalam tingkat penguasaan peserta terhadap seluruh materi pelatihan, dengan skor posttest mencapai 80–90%. Selain itu, tingkat kepuasan peserta terhadap penyelenggaraan pelatihan berada di atas 82% pada seluruh dimensi, dengan skor tertinggi pada kualitas fasilitator (97%) dan kepuasan umum (94%). Kendala seperti keterbatasan perangkat, literasi digital yang beragam, dan beban kerja guru berhasil diatasi melalui strategi adaptif, termasuk penyediaan materi offline, pendekatan bertahap (scaffolded learning), dan pemanfaatan aplikasi gratis. Kegiatan ini tidak hanya meningkatkan kompetensi individu peserta, tetapi juga memperkuat kapasitas kelembagaan mitra, serta membuka ruang bagi transformasi budaya evaluasi pembelajaran yang lebih adaptif dan berbasis teknologi. Model pelatihan ini berpotensi untuk direplikasi di jenjang pendidikan lain sebagai bagian dari strategi peningkatan mutu pendidikan agama Islam di era digital. Kata kunci: pengabdian kepada masyarakat; guru PAI; evaluasi pembelajaran; teknologi pendidikan; Kabupaten Garut. Abstract This Community Service Program aimed to enhance the competencies of Islamic Education (PAI) teachers at the elementary level in Garut Regency, focusing on the use of technology for learning assessment. The training was conducted over three days using a blended approach—combining in-person sessions, synchronous online meetings, and asynchronous assignments. The materials covered included the role of PAI in the national curriculum, assessment concepts and practices, and hands-on training in digital tools such as Google Workspace for Education, Quizizz, H5P, and Wordwall. Evaluation results indicated a significant improvement in participants’ mastery of the training content, with posttest scores ranging from 80% to 90%. Participant satisfaction was also notably high, with all dimensions scoring above 82%, and the highest ratings given to facilitator quality (97%) and overall satisfaction (94%). Challenges such as limited access to devices, varying levels of digital literacy, and teachers’ workload were effectively addressed through adaptive strategies, including offline materials, scaffolded learning, and the use of free, open-source applications. This program not only improved individual competencies but also strengthened institutional capacity and fostered a more adaptive, data-driven culture of assessment in Islamic education. The training model has strong potential for replication at other educational levels as part of broader efforts to improve the quality of Islamic education in the digital era. Keywords: community service; islamic education teachers; learning evaluation; educational technology; Garut Regency
Policy of Uptd Information and Communication Technology Education And Culture (TIKPK) Banten Province in Improving the Quality of Human Resources: a Study in Pandeglang Regency Ariyan, Said; Anwar, Saepul
Ethics and Law Journal: Business and Notary Vol. 1 No. 2 (2023)
Publisher : CV. Lenggogeni Data Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61292/eljbn.293

Abstract

This study aims to analyze the policy of the Regional Technical Implementation Unit for Educational and Cultural Information and Communication Technology (UPTD TIKPK) of Banten Province in improving human resource quality in Pandeglang Regency. The research uses a qualitative descriptive approach to provide a comprehensive overview of policy implementation and its influencing factors. Data were collected through interviews with key informants, field observations, and documentation studies. The analysis was conducted based on Van Meter and Van Horn’s (1975) policy implementation theory, which highlights six main factors: policy standards and objectives, resources, implementing agency characteristics, disposition of implementers, inter-organizational communication, and social, economic, and political conditions. The results show that the UPTD TIKPK policy has been fairly effective in enhancing human resource capacity, particularly through training programs and digital literacy development. However, several challenges remain, including limited infrastructure, insufficient budget support, and suboptimal inter-agency coordination. In conclusion, the success of human resource development through TIKPK policy depends largely on policy actor synergy, resource adequacy, and program sustainability in responding to technological advancement.
Rancang Bangun Sistem Deteksi Kebakaran Real-Time Berbasis IoT di MAN 1 Kabupaten Serang Dede Ikhsan; Ecih; Mohamad Sobirin; Saepul Anwar; Ulumuddin; Widyaningsih; Muhammad Fauzi Firdaus
Sinergi Teknologi dan Masyarakat Vol. 1 No. 2 (2026): SINTAK-MAS Sinergi Teknologi dan Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/sintak-mas.v1i2.54964

Abstract

Lingkungan sekolah menyimpan banyak peralatan elektronik dan dokumen penting, sehingga apabila terjadi kebakaran tanpa deteksi awal, kerugian yang ditimbulkan dapat berdampak lebih besar. Berdasarkan observasi tim pengusul di MA Negeri 1 Kabupaten Serang, sekolah belum memiliki sistem otomatis yang mampu memberikan peringatan secara cepat dan akurat jika terjadi peningkatan suhu, asap, atau nyala api. Sebagai solusi, tim pengusul dari Program Studi Sistem Komputer (S1) Universitas Pamulang Kampus Kota Serang mengusulkan pengembangan Sistem Peringatan Dini Kebakaran  berbasis Internet of Things (IoT). Sistem ini akan memanfaatkan sensor DHT22 untuk memantau suhu, sensor MQ-2 untuk mendeteksi asap, dan Flame Sensor untuk mendeteksi api. Ketiga sensor ini akan terhubung ke mikrokontroler yang kemudian mengirimkan data secara real-time ke server cloud melalui koneksi WiFi. Jika ambang batas terlampaui, sistem akan mengaktifkan buzzer, menghidupkan relay untuk mengontrol alat elektronik, dan mengimplementasikan relay pulsing dengan interval tiga detik ON/OFF pada kondisi danger, juga mengirimkan notifikasi melalui web monitoring dan telegram. Dengan adanya sistem ini, pihak sekolah akan lebih siap dalam menghadapi risiko kebakaran berupa evakuasi dini dan dapat mengurangi dampak buruknya secara signifikan.
Cultivating an Attitude of Honesty Through the Living Values Education Model in PAI Learning Sinta, Dewi; Syahidin, Syahidin; Rahmat, Munawar; Anwar, Saepul; Ahmad, Walid In'am; Nurhuda, Abid; Ismail, Muhammad Faqihudin
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.7

Abstract

Honesty is a valuable moral value that must be owned by everyone. Researchers are trying to find alternative ways to instill this attitude of honesty. Therefore, this study aims to examine the related literature whether the Living Values Education (LVE) learning model emphasizes character education? Can this LVE model be an alternative Islamic education learning model that can train students' honesty? This study uses a qualitative approach with the method of literature study. Data was collected through document study, then analyzed using content analysis method, then data was presented using description method. The results of this study indicate that the Life Values Education learning model can foster student morale such as the moral values of tolerance, anti-radicalism, responsibility, peace, and respect. Application of the LVE in Islamic Religious Education learning significantly instills and enhances honesty in students. This is evident in the changes student behavior, leading to greater honesty in speech, attitude, and actions. LVE model also encourages active student involvement through value reflection, discussion, and role modeling, making Islamic Religious Education learning more meaningful and character oriented. This is a reference that the LVE model can be used as an alternative to instill an attitude of honesty as well.
Bridging Planning and Practice: Cognitive Assessment Based on Bloom's Taxonomy in Islamic Religious Education at Senior High Schools Wulandari, Ayu; Anwar, Saepul; Faqihuddin, Achmad
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5652

Abstract

This study investigates the pedagogical dissonance between curriculum expectations and classroom reality in the implementation of cognitive assessment within Islamic Religious Education (IRE). While existing literature highlights the gap between Higher-Order Thinking Skills (HOTS) planning and practice, a concise theoretical explanation for this divergence remains underexplored. Using an instrumental case study design involving IRE teachers at a senior high school in Bandung, this research deconstructs the assessment culture through in-depth interviews, observations, and document analysis. The study contributes to the literature by identifying two distinct, conflicting paradigms that govern assessment practices: the systematic–diagnostic paradigm, rooted in strict adherence to Bloom’s Taxonomy for formative improvement, and the contextual–summative paradigm, which prioritizes flexibility and social relevance for accountability. Theoretically, this research argues that the failure to institutionalize HOTS is not merely a technical competency issue but a result of the lack of integration between these two paradigms. The findings imply that fostering HOTS requires a "hybrid assessment model" that harmonizes systematic rigor with contextual adaptability, moving beyond the binary of diagnostic versus summative functions. This framework offers a novel lens for evaluating teacher competence in 21st-century religious education.
Exploration of Islamic Religious Education Teaching Material Management in Higher Education Nasrudin, Ega; Anwar, Saepul; Suresman, Edi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1014

Abstract

This study aims to examine how Islamic teaching materials are developed and managed at Telkom University, with a particular focus on integrating the values of sustainable development into the curriculum. The research seeks to understand how these materials are designed to remain relevant to learning outcomes while responding to contemporary global challenges. The study employs a qualitative approach. Data were collected through interviews with lecturers and academic managers, direct observations of the learning process, and analysis of institutional documents related to curriculum and teaching material development. This approach allows for an in-depth understanding of both the process and the context of material development. The results show that Islamic teaching materials are systematically designed in accordance with learning outcomes and incorporate key dimensions of sustainable development, including economic growth, social inclusion, and environmental protection. The development process emphasizes collaboration and deliberation through structured discussions before each semester, ensuring that the materials remain relevant to regulations and current social issues. In conclusion, a collaborative and sustainability-oriented model of teaching material development enhance the relevance of higher education and supports student engagement and achievement.
Exploring Cognitive Domain Assessment Practices in Islamic Religious Education Learning at The Elementary School Level Risa Melinda Septiani; Saepul Anwar; Ganjar Eka Subakti
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i1.54421

Abstract

While cognitive assessment is crucial, elementary Islamic Religious Education (IRE) faces a specific pedagogical crisis: a severe disconnect between students' theoretical religious knowledge and actual moral behavior, exacerbated by curriculum overload and rigid evaluation metrics. This study analyzes the cognitive assessment ecosystem of Islamic Education learning to reveal how teachers understand, implement, strategize, and utilize assessment results in a public elementary school in Bandung. Employing a qualitative instrumental case study, five IRE teachers were purposively selected ensuring variation in teaching experience and grade levels to capture the full spectrum of cognitive developmental phases and guarantee data representativeness. Data were gathered via interviews, observations, and document analysis. Moving beyond the extensively researched finding that assessments stagnate at lower cognitive levels, this study reveals a novel epistemological dynamic: teachers pragmatically navigate the misalignment between heavy curriculum demands and students' cognitive readiness by implicitly merging cognitive evaluations with affective mechanisms and behavioral tracking. Resolving this crisis requires a transformative policy shift. Policymakers must systematically redesign the IRE assessment framework into an integrative-authentic model that formally bridges cognitive achievement with character actualization, empowering teachers as adaptive pedagogical designers.
An Affective Domain Evaluation in Islamic Education: A Perspective from Self-Determination Theory Maulidya Nisa; Siti Salma Shobihah; Mokh Iman Firmansyah; Agus Fakhruddin; Saepul Anwar
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 13 No. 01 (2024): Special Edition
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v13i01.31509

Abstract

This research aims to analyze various problems of the evaluation system in the affective domain of Islamic Education. In addition, this research based on Deci and Ryan's Self-Determination Theory. This research is important to do because of the urgency related to the various problems in evaluation system, especially in affective domain related to Islamic education in Indonesia. This research used a qualitative approach and library research to obtain data related to the reality of the evaluation system in affective domain with Deci & Ryan's Self-Determination as a theory. Researchers searched the references from various books and articles through Google Scholar. The research showed that an evaluation system in the affective domain based on Self-Determination theory will give more possibility to teacher for emphasize the fulfilment of three basic human psychological needs such as autonomy, competence, and relatedness. This principle can be applied by measuring student's basic needs and examining how these needs can be fulfilled through the education provided. This research has implications in improving the quality of evaluation system in Indonesia, especially in the affective domain. However, this research only focuses on measuring the affective domain in Islamic Education, so further research must be done. This research focus on the evaluation system of the affective domain in Islamic Education by providing a new point of view with Self-Determination Theory (SDT) as a reference.
Building Inclusive Education: Analysis of PAI Learning Strategies for SLB Phase E and F Nindy Putri Aprilia; ⁠Rudi Ahmad Suryadi; Saepul Anwar; Asy'ari; ⁠Putri Intan Utami; Utami Qonita Rahmi
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.38227

Abstract

Education is a fundamental right for every individual as mandated by the 1945 Constitution. However, several factors hinder its fulfillment, such as teachers ' lack of understanding regarding children with special needs and a curriculum that is not fully aligned with inclusive education principles considering diversity and individual needs. This study aims to analyze the alignment of Islamic Religion Education (PAI) teaching materials for students with special needs in Phases E and F of the Merdeka Curriculum and explore appropriate strategies for implementation in Special Needs Education (ABK). Using a qualitative descriptive approach, data were analyzed based on Miles and Huberman's steps, including data collection, reduction, display, and conclusion drawing. Findings indicate that : (1) PAI objectives, characteristics of each elements, and learning outcomes in Phases E and F are aligned with the needs of SMALB students with an average mental age of ±10 years; (2) teaching requires strategic adjustments and individualized approaches to cater to the specific needs of ABK groups , including those who are visually impaired, hearing impaired, physically disabled, intellectually disabled, emotionally disturbed, autistic, or gifted. These​ strategies significantly enhancing PAI learning, fostering individual with faith, piety, and noble character as mandated by the National Education System Law No. 20 of 2003.
Co-Authors Aam Abdussalam Aam Abdussalam, Aam Abas Asyafah Abas Asyafah, Abas Abbas, Hafizh Muzhaffar Abdul Aziz Abid Nurhuda Aceng Kosasih, Aceng Achmad Faqihuddin Adawiyah, Siti Adinda Fatimtul Ade Budi Setiawan Adrian, Syntia Afifah, Juliana Nur Agus Fakhruddin Agus Fakhruddin Ahmad Lokman, Fatimah Ezzahrah binti Ahmad, Walid In'am Ahsan, Aflina Asfahani Aisyah Salsabilla Alamsyah, Adam Andamisari, Dessy Andy Lasmana Andy Lasmana Anisa Ananda Anisa, Siti Nurul Anisah Ansori, Yoyo Zakaria Anugrah, Dena Sri Anwar Taufik Rahmat Anwar Taufik Rakhmat Apla Yarida Aprilia, Nindy Putri Aprilianti, Tia Arif Yudianto Asrianti, Putri Utami Asy'ari Aulia Nurul Insani Aulia Nurul Insani Ayu Wulandari AZIZAH, SITI SYAFIQAH Azzahra, Naila Zalva Bin Engku Ab Rahman, Engku Shahrulerizal binti Sadrul Azham, Nur Ain Zulaikha Budi Febriyanto Chaniago, Faathir Muhammad Cindriyanti, Cindriyanti Dede Ikhsan Deden Syarif Hidayatulloh Dewi Sinta Dianita, Gita Dianita, Gita Diva Nazira Aulia Ecih Edi Suresman Ega Nasrudin Endis Firdaus, Endis Endro Wibowo, Fogot Fahmi Fazar Fahmi Fazar Fahrudin Fahrudin Fajar Islamy, Mohammad Rindu Farizka Susandra Farizka Susandra Fatihunnada, Fatihunnada Fauzhia Rahmasari Fazar, Fahmi Febriansyah Febriansyah Fihrallah, Resty Aprilia Fihrallah, Resty Aprilia Firdaus, Muhammad Irham Fitria Novianti Fitriani, Deselpi Ganjar Eka Subakti Gunawan, Riski Haikal, Muhammad Fajrin Hambani, Susy Hamdun Handini, Meyta Nisa Haris, Ahmad Abdul Hasan Basri Salim Hawa, Rahma Nur Hazma, Hazma Hikayat, Bunga Anisa Hilman Taufiq Abdillah, Hilman Taufiq Hulmun, Nai Wise Inamul Hasan Ansori Indah Purnamasari Indriani, Ananda Indriyanti, Andini Intan Permatasari Ishak, Muhamad Ishak, Muhamad Islamiah, Rieska Secar Ismail, Muhammad Faqihudin Isnaeni, Andri Istianah Istianah Kamilah, Safina Kartini Kartini Kartini, Tini Khodijah, Ajeng Labbaika, Lingga Lailatus Sa'adah Lubena Lubena, Lubena Lukman, Zahra Asyifa Lya Nuranisa Maitsaa Rifani Khoirunnisa Mardan Umar Maulidya Nisa Mawadda, Mita Mia Hasanah Amanah Illahi Mohamad Sobirin Mohammad Rindu Fajar Islamy Mohammad Syairozi Dimyathi Mokh. Iman Firmansyah Monaya, Nova Muflih, Abdillah Muflihah, Nisa Muhamad Parhan Muhammad Fauzi Firdaus Muhammad Hizba Aulia Muhammad Lathif, Nur Muhammad Syaiful Nurasman Muharrozi, Marprilyan Mumtazza, Hazel Munawar Rahmat Munawar Rahmat Muzakkir, Muhammad Ridho Nabilah, Syifa Najla Kamilia Marwa Najla Zalfa Izdihar Nandang Nursaleh Nasrudin, Ega Nazhan, Faiz Aswa Nindy Putri Aprilia Nirwansyah, Moch Novrandianti, Novi Nur Afifah, Nisrina Nur Anis Saila Pajrin NUR FATIMAH Nurapipah, Iip Nurhuda, Abid Nurlela Nurrachmah, Aisya Nurti Budiyanti Pajrin, Nur Anis Saila Pratama, Repaldy Ananditasyah Pratiwi, Puji Oktavia Pratiwi, Puji Oktavia Putri Anggraini, Sabrina Qalbyna, Galih Khalisa Rachmawati, Sella Rachmawati, Sella Rachmawaty, Silvia Siti Rafdinal, Wahyu Rahman, Roslan Abdur Rahmi, Utami Qonita Rama Wijaya Abdul Rojak Ramadani, Fuji Tri Rashid, Rosmalizawati Ab Rasyid, Ari Farizal Rijki Ramdani Risa Haelani, Risa Risa Melinda Septiani Risris Hari Nugraha Rizka Febriani Roslan Ab Rahman Roslan Abdur Rahman Rudi Ahmad Suryadi S, Waway Qodratulloh Saepulmilah, Ceceng Said Ariyan Samodrawati, Dian Samsuri, S. Saskia, Anggy Sasmi Selvia Selvia, Sasmi Setianingrum, Dika Wahyu Setianingrum Setiawan, Fajar Sidik Setiohadi, Bagas Sinta, Dewi Siti Hajar Sulaeman Putri Siti Nurul Anisa Siti Salma Shobihah Sofwandi, Mulyawan Sri Harini Sudirman Sudirman Sulastri, Imas Sya'ban, Bildan Muhammad Syafe'i, Makhmud Syahidin Syahidin, Syahidin Syifa Fithriyya Syifa Nurjamilah Fatwa Fadilah Tanjung, Fadhilah Sukmawati TATANG HIDAYAT, TATANG Teddy Rahman Al Hakim Tya Shofarina M. Nur Udin Supriadi Ulumuddin Usup Romli Utami Dewi Utami Qonita Rahmi Vycka Ramandhita WARDAH, DEWI Wardah, Saidah Nabila Warizal Wati, Desi Erna Wawan Hermawan Wibowo, Waskito Widi Setiadi Widyaningsih Wulandari, Heni Yasin, Yuli Yonanda, Devi Afriyuni Yuli Wahyuliani, Yuli Zahra, Sarah Aufa Zannah, Hikmah Aulia Zen, Iris Agripina ⁠Putri Intan Utami ⁠Rudi Ahmad Suryadi