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All Journal Jurnal Sosiologi Reflektif Jurnal KALAM Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Imtiyaz : Jurnal Ilmu Keislaman Proceedings of Annual Conference for Muslim Scholars Jurnal Partisipatoris Refleksi: Jurnal Filsafat dan Pemikiran Islam At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Tadarus Tarbawy : Jurnal Kajian Islam dan Pendidikan Media: Jurnal Filsafat dan Teologi SHAKHSIYAH BURHANIYAH : Jurnal Penelitian Hukum Islam Journal of Contemporary Islamic Education USRAH: Jurnal Hukum Keluarga Islam DEVELOPMENT : Journal of Community Engagement Jurnal Dekonstruksi Rausyan Fikr: Jurnal Ilmu Studi Ushuluddin dan Filsafat Sanjiwani: Jurnal Filsafat Action Research Journal Indonesia (ARJI) Moderasi : Journal of Islamic Studies Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat Divinitas Jurnal Filsafat dan Teologi Kontekstual JSE: Jurnal Sharia Economica Jisiera: The Journal of Islamic Studies and International Relations Jurnal Fakta: Forum Aktual Ahwal Al-Syakhsiyah LEADERIA : Jurnal Manajemen Pendidikan Islam Jurnal Jurnal Al-Muharrik: Jurnal Pendidikan Agama Islam Kalam Al Gazali: Education and Islamic Studies Journal Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan Ulil Albab PESHUM Journal of Islamic Philosophy and Contemporary Thought SOCIAL EDU: Jurnal Ilmu Sosial dan Pendidikan JAS MERAH: Jurnal Hukum dan Ahwal al-Syakhsiyyah As-Sulthan Journal of Education International Journal of Multidisciplinary Reseach Darussalam : Jurnal Ilmiah Islam dan Sosial Journal of Islamic Education and Intellectual Discourse Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Makkah: Journal Of Islamic Studies Indonesian Journal of Law and Islamic Law (IJLIL) Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Al-Qiyadah Advances In Education Journal
Rifqi Khairul Anam
Institut Ahmad Dahlan Probolinggo
Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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PENDIDIKAN KARAKTER MELALUI PENDEKATAN KETELADANAN (USWAH HASANAH): TINJAUAN FILSAFAT PENDIDIKAN ISLAM Moh. Shaufun Nizham; M. Khoirul Anam; M. Rizal Muhaimin; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Character education is a fundamental aspect of the Islamic education system aimed at developing learners into individuals who are faithful, pious, and possess noble character. One of the most effective approaches to instilling character values is uswah hasanah (exemplary conduct). This article aims to analyze character education through the uswah hasanah approach from the perspective of Islamic educational philosophy and its relevance to contemporary educational challenges. The study employed a library research method using a descriptive qualitative approach. Data were collected from books and recent scholarly journal articles and analyzed using content analysis techniques. The findings indicate that the uswah hasanah approach has a strong philosophical foundation in Islamic education because it emphasizes exemplary behavior as the primary means of internalizing moral and spiritual values. Teachers, parents, and leaders serve as role models whose actions significantly influence students' character development. In the digital era, this approach remains highly relevant for nurturing a generation with integrity, responsibility, social awareness, and noble morals (akhlaq al-karimah). Therefore, character education through exemplary conduct is an effective strategy for achieving the objectives of Islamic education, namely producing insan kamil (well-rounded individuals) who are capable of adapting to modern developments while preserving Islamic values.
INTEGRASI EPISTEMOLOGI ISLAM DAN SAINS BERBASIS TAUHID DALAM KURIKULUM Ike Septia Wulandari; Nurhalimah; Umi Kulsum; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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This study examines the principle of tauhid as the philosophical foundation for integrating religious and scientific knowledge within the educational curriculum, particularly in Madrasah Ibtidaiyah (MI). The rapid advancement of science and technology in the digital era has created a dichotomy between religious and secular sciences, resulting in fragmented understanding among students. Islamic education requires a holistic paradigm that unites all branches of knowledge within the framework of divine values. The principle of tauhid emphasizes the unity of Allah as the source of all knowledge and serves as a conceptual basis for harmonizing religious teachings with scientific inquiry. This research employs a qualitative approach through library research by analyzing classical and contemporary literature on Islamic education, curriculum development, and the concept of knowledge integration. The findings indicate that the implementation of the tauhid-based curriculum can be realized through integrative learning, contextual teaching strategies, character education, and the incorporation of Islamic values into science subjects. Such an approach encourages students to develop spiritual awareness, scientific literacy, critical thinking skills, and moral responsibility simultaneously. Therefore, the principle of tauhid remains highly relevant as a philosophical foundation for developing an integrated curriculum that responds to contemporary educational challenges while maintaining Islamic values.
PENDIDIKAN SEBAGAI PEMBENTUK KARAKTER BANGSA: ANALISIS KONSEP NEGARA IDEAL AL-FARABI Intan Nur Aini; Dian Sri Utami; Hotimah; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Education is one of the most important instruments in shaping national character and developing a civilized society. This study aims to analyze Al-Farabi's concept of the ideal state and examine the role of education in shaping national character based on his philosophical thought. This research employs a library research method by utilizing various sources, including books, scientific journals, academic articles, and Al-Farabi's works relevant to the topic. The collected data were analyzed using content analysis to identify the relationship between education, character formation, and the concept of the ideal state. The findings reveal that Al-Farabi viewed education as the primary means of developing knowledgeable, virtuous, and socially responsible individuals. In the concept of Al-Madinah Al-Fadhilah, education plays a strategic role in creating citizens who possess moral virtues and contribute to achieving collective happiness. Furthermore, Al-Farabi's ideas remain relevant in addressing contemporary moral challenges, particularly in strengthening character education in Indonesia. Therefore, value-based and moral-oriented education should continue to be developed as a foundation for building a harmonious, ethical, and prosperous society.
KRITIK IBNU KHALDUN TERHADAP METODE MENGHAFAL TANPA PEMAHAMAN DALAM PENDIDIKAN ISLAM Syahiratuszahra Annur Fadiah; Fina Safira; Naila Cahaya Fitri; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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This article examines Ibn Khaldun's critique of rote memorization without comprehension in Islamic education and its relevance to modern educational practices. Using a library research approach with content analysis technique, this study explores Ibn Khaldun's thought as articulated in the Muqaddimah and other relevant sources. The findings indicate that Ibn Khaldun viewed education as a process of developing intellect and character, not merely accumulating memorized content. He sharply criticized mechanical teaching methods for weakening students' reasoning capacities. This research finds that such criticism remains highly relevant in addressing the modern educational phenomenon of examination-oriented and rote-memorization-based learning. Ibn Khaldun offers a graduated, comprehension-based, and humanistic learning model suited to the intellectual development of students. By integrating this thought into contemporary Islamic educational curricula, it is hoped that a generation of Muslims will emerge who not only memorize religious texts but also understand, internalize, and apply their values critically and creatively.
MEMBANGUN KEMANDIRIAN SISWA: TITIK SEMU KONSEP MERDEKA BELAJAR DAN PRINSIP PENDIDIKAN ISLAM Amalia Soleha; Milati Nuril Azka; Imron Sahroni; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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This study critically examines the concept of student independence within the Merdeka Belajar curriculum and identifies the potential emergence of a “pseudo-independence” when independence is interpreted merely as technical freedom without a strong value-based foundation. The research employs a qualitative library research method using content analysis and critical analysis of educational policy documents, Islamic education literature, and previous studies. The findings indicate that independence in Merdeka Belajar is largely oriented toward learning autonomy and self-regulated learning; however, in practice, it may be distorted when detached from moral and spiritual orientation. This condition produces pseudo-independence characterized by confusion in direction, external influence dominance, and pragmatic tendencies in learning processes. The study further reveals that Islamic Education provides a corrective framework through the concepts of taklif, istikhlaf, adab, and the integration of reason and revelation, positioning independence as a form of accountability before Allah. Therefore, the integration of Islamic educational values serves as a crucial foundation for reconstructing student independence so that it is not only academically autonomous but also morally and spiritually grounded.
TAZKIYATUN NAFS SEBAGAI PARADIGMA INTEGRATIF: MENGURAI KRISIS KARAKTER DALAM PUSARAN TEKNOLOGI ABAD KE-21 Musyanti Waqiyatul Lana; Rizki Majmatuz Zahiroh; Fitria Wulandari; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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The acceleration of technology in the 21st century has created a discrepancy between technical competency achievements and the moral-spiritual character resilience of students. This study aims to examine the relevance of Al-Ghazali’s concept of Tazkiyatun Nafs (purification of the soul) as a value architecture in contemporary character education. Using library research and philosophical analysis, this study dissects how takhalli (renunciation of negative traits), tahalli (cultivation of virtues), and tajalli (actualization of values) can function as integrative mechanisms to respond to identity crises and ethical fragility in the digital era. The findings demonstrate that Al-Ghazali’s thought transcends mere cognitive orientation by emphasizing robust emotional-spiritual development. This integration offers a comprehensive curriculum-pedagogy framework, enabling students not only to be digitally proficient but also to possess integrity, responsibility, and social awareness grounded in adab (ethical refinement). Thus, Tazkiyatun Nafs serves as a therapeutic solution for reorienting character education amidst the vortex of modern moral challenges. Abstrak : Akselerasi teknologi di abad ke-21 telah menciptakan diskrepansi antara pencapaian kompetensi teknis dan ketangguhan karakter moral-spiritual peserta didik. Penelitian ini bertujuan untuk menguji relevansi konsep Tazkiyatun Nafs (penyucian jiwa) Al-Ghazali sebagai arsitektur nilai dalam pendidikan karakter kontemporer. Menggunakan metode studi kepustakaan dan analisis filosofis, penelitian ini membedah bagaimana takhalli, tahalli, dan tajalli dapat difungsikan sebagai mekanisme integratif untuk merespons krisis identitas dan kerapuhan etika di era digital. Hasil penelitian menunjukkan bahwa pemikiran Al-Ghazali melampaui orientasi kognitif semata dengan menekankan pengembangan emosional-spiritual yang kokoh. Integrasi ini menawarkan kerangka kurikulum-pedagogi yang komprehensif, memungkinkan peserta didik tidak hanya cakap secara digital, tetapi juga memiliki integritas, tanggung jawab, dan kesadaran sosial yang berlandaskan adab. Dengan demikian, Tazkiyatun Nafs berperan sebagai solusi terapeutik untuk mereorientasi pendidikan karakter di tengah pusaran tantangan moral modern.
RELEVANSI KONSEP KELUARGA SEBAGAI PENDIDIK PERTAMA DALAM FILSAFAT PENDIDIKAN ISLAM DI ERA MODERN Azaliya Putri Azizah; Melisa Nur Alvilayli; , Nafisah R.A; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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The family occupies a strategic position as the first educational institution in the process of shaping a child's personality. However, the rapid development of technology, changes in parenting patterns, and the increasing influence of external environments have weakened the educational function of the family, leading to challenges in the formation of children's moral and spiritual values. This study aims to analyze the role of the family as the first educational institution from the perspective of Islamic philosophy. The research employs a qualitative approach using a library research method. Data were collected from the Qur'an, Hadith, books on Islamic educational philosophy, and relevant scientific journal articles. The data were analyzed through content analysis by identifying key concepts, categorizing themes, and interpreting their philosophical meanings. The findings reveal that, in Islamic philosophy, the family is not merely a biological and social unit but also the primary educational institution responsible for nurturing faith, morality, and character. The family serves as the first environment for preserving and developing the child's innate nature (fitrah) through faith-based education, moral guidance, exemplary behavior, and habituation of worship. In the modern era, strengthening the educational role of the family has become increasingly urgent to address moral challenges arising from globalization and digital transformation. Therefore, the family remains the fundamental foundation for achieving the objectives of Islamic education and developing morally upright individuals.  
ADAB MENCARI ILMU MENURUT IMAM AL-GHAZALI DAN RELEVANSINYA DALAM MEMBENTUK AKHLAK SISWA DI ERA DIGITAL Arrohma; Aisyah Nayla Faza; Naili Zakiyah; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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The rapid development of digital technology has significantly transformed learning processes, while simultaneously creating moral challenges such as declining communication ethics, reduced respect for teachers, cyberbullying, and the spread of unverified information. This study aims to analyze Imam Al-Ghazali’s concept of etiquette in seeking knowledge and its relevance to the formation of students’ character in the digital era. This research employs a qualitative library research method. Data were collected from relevant literature, including Al-Ghazali’s works, scholarly journals, and previous studies, and were analyzed using content analysis techniques. The findings reveal that Al-Ghazali’s concept of learning etiquette is founded upon five main pillars: sincerity of intention, purification of the heart, respect for teachers, diligence in learning, and the application of knowledge in daily life. These values are highly relevant to addressing moral challenges in the digital age, as they contribute to the development of students who are disciplined, responsible, ethical, and wise in utilizing technology. Therefore, integrating Al-Ghazali’s educational values into contemporary digital learning can serve as a strategic foundation for nurturing knowledgeable individuals with strong moral character who are capable of navigating modern technological developments wisely and responsibly.
INTEGRASI MAQASHID AL-SYARIAH DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM UNTUK MENJAWAB DILEMA ETIKA TEKNOLOGI DIGITAL Rodian; Miftahul Jennah; Misnatun Hasanah; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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The development of the digital era has created new challenges for Islamic education, particularly in developing a curriculum that integrates technological advancement with Islamic values. This article aims to analyze the implementation of Al-Maqāṣid Al-Sharī‘ah principles in Islamic education curriculum as an effort to respond to changes and educational needs in the digital era. This study employs a library research method by examining relevant literature, academic journals, and educational documents. The findings indicate that Al-Maqāṣid Al-Sharī‘ah can serve as a foundation for curriculum development by strengthening religious values, improving intellectual development, building students’ character, and encouraging responsible use of technology. The implementation of principles such as ḥifẓ al-dīn (preservation of religion) and ḥifẓ al-‘aql (preservation of intellect) plays an important role in developing students who are not only digitally competent but also possess Islamic ethics and moral values. However, its implementation still faces challenges, including negative impacts of technology and changes in students’ behavior. Therefore, an adaptive curriculum development strategy is needed to ensure that Islamic education remains relevant in facing the demands of the digital era.
REDEFINISI PERAN GURU DALAM PENDIDIKAN ISLAM: DARI PENGAJAR MENJADI PENDIDIK (MURABBI) Muhammad Abdurrahman Izzul Islam; Naufal Dwi Ardianto; Ahmad Baikuni; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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The development of education in the modern era requires a transformation of teachers' roles, no longer limited to transmitting knowledge but also serving as educators who contribute to students’ character and personality development. In the perspective of Islamic education, this role is embodied in the concept of murabbi, an educator responsible for guiding, nurturing, and developing students’ potential in a holistic manner. This study aims to analyze the redefinition of teachers’ roles in Islamic education from mere instructors to educators (murabbi) and to examine its relevance in addressing contemporary educational challenges. The study employs a library research method with a descriptive qualitative approach through the analysis of relevant literature, including books, scholarly articles, and Islamic education journals. The findings reveal that the concept of murabbi positions teachers as role models who not only transfer knowledge but also instill moral, spiritual, and social values in students. The role of teachers as murabbi has become increasingly significant amidst technological advancements and social changes that may influence the character of younger generations. Therefore, strengthening the role of teachers as murabbi is essential to achieving the objectives of Islamic education, namely producing individuals who are knowledgeable, faithful, and possess noble character.    
Co-Authors , Nafisah R.A Abd Gafur Abdelmajid Idris Mohammad Khalil Abdul Adhim, M. Abdul Ghofur Abdul Hakim Abdul Kodir Abdullah Adib Abdurrahman Abimanyu Panurat Achmad Akbar Qomaru Zaman Achmad Habibi Adam Rasuli, Moh. Addinul Subhan Adytia Maulana Zidqi , Muhammad Afifah Az Zahra Ahmad Baikuni Ahmad Dani Hasan Ahmad Dwi Juharmanto Ahmad Fathin Naufal Ahmad Hisyam As Sibli Ahmad Khoiriansyah Ahmad Yakin Aisyah Aqila Ayu Sholihah Aisyah Nayla Faza Alamsyah Halim Alda Novita Natasya Alfiya Agustin Ali Mukdin Ali, Mahfud Alif Haidir Aziz, M. Alifatur Rodziah, Dinda Allifatur Rohma Almas Kistina, Sabila Alvina, Tahta Alvivatus Nirmatus Sholeh Alya Nafasya Amalia Soleha Amelia, Fita Anam, Saipul Andi Antoro Andi Jaka Ditiya Andri Yanto Annisa Nurul Zannah Arrohma Athar Abdullatif Husain Athar Abdullatif Husain Aulya Septa Anggita Ayu Kumala, Firda Ayu Lestari Ayu Saputri, Dinda Azaliya Putri Azizah Badiah, Zumrotul Badiatul Munawaroh Basir Hanif, Ahmad Benny Prasetiya Carissa Imelda Salsabila Kusuma Choiriyah, Mahmadatul Choirul Umam, Choirul Dafa Ihsa Mahendra Darul Ihsan Dasuki, Marum Defrina Eky Maulidia Dewi Putri Suci Dian Sri Utami Dinastiya Iriani Azzahro Eka pratiwi, Aisyati Emil Fuaidah Widiara Erlindah Dwi Rahayu Evi Hosnawiyah Fajar Mustakhim Fajaruddin Himmawan Fardiani, Fitria Fareed Ahmad Obaidy Fareed Ahmad Obaidy Faruq Fadhlillah, Fatin Fatahillah, M. Fathy ubaidillah, M. Fatimah Aulia Izzah Billah Fatoni Aziz Fauzi Nurjaman Fa’izah Hanifah Fika Anjana Fina Safira Firdaus Amalia Sholehudin Firliatul Ilahi, Rani Fitri Shofiatul Ulul Hikmah Fitria Fardiani Fitria Wulandari Fitria, Habibatul Fitria, Lailatul Fitriana, Rohmatun Gafur, Abd Habibullah Halili, Heri Rifhan Handoko Handoko Hani Nafi'ah Rachmawati Hani Hardiansyah, Yayak Harfiya Awaliatun Aminah Heliza Holis Majid, Nur Hotimah Hulwa, Febriana Hisana Huwaida, Nisrina Ibnu Abbas Abbas Iffatul Afifah Afifah Iftitah Hidayati Ike Septia Wulandari Ilahiyah, Athiyah Imam Abdimullah Al Ishaq Imam Ghozali Imam Sholihin Imam Solihin Imron Sahroni Intan Aprilia Putri Intan Fajril Fitriani Intan Fitriani Intan Nur Aini Irfan Ali, Irfan Izzah Nurul Aini Jannah, Royanatul Karimah, Milla Kharimah Yunisaputri Khodijah Amatulloh Sholihat Khoiriyah Komariya, Lailatul Laili Rohmadhoni Novita Fitri, Noer Lailiyah, Miradatul Lilik Noer Laili Lina Alfiah Luklu’ul Islamiyati Luluk Mukarromah Lyke Nuroniyah Lailatul Lutfhi Lyke M Jadid Khadavi M. Arjuna Umar Faruq M. Khoirul Anam M. Mubin M. Rizal Muhaimin M.Azhari Rasyid M.Fathy ubaidillah Mada Yudha Sasana Magfiroh Adhelia Putri Jasmine Mahmud Adaem Mariyatul Kifiyah, Sarifah Martatik Martatik Maulana Ihsan, Maulana Maulana Meisa Brian Melisa Nur Alvilayli Melisa Septyasabbas Miftahul Jennah MiftahurRisqi Sirat Milati Nuril Azka Misnatun Hasanah Miswan Moch. Birrul Akil Mochammad Zainul Arifin Mochammad Zainul Arifin Moh. Rifky Roihansyah Moh. Shaufun Nizham Mohammad Solihin Mubarok Mufthi Azizah, Aulia Muhammad Abdurrahman Izzul Islam Muhammad Al Haariz Muhammad Alfi Syahrin Muhammad Alif Dwiki Ramadhan Muhammad As’ad Humam Muhammad Ghufron Muhammad Hasan Wira Stika Muhammad Rifai Muhammad Sholeh Muhammad Sutan Nadhif Mukarromah, Nafilatul Musyanti Waqiyatul Lana Mutammimah, Siti Nabila Mufidah Aulia Nabila Sarifatul Habibah Nadiyah Qurrata A’yun Nafi’ah Nashihah Naila Cahaya Fitri Naila Faza Aisyi Nadlira Naili Zakiyah Nailul Izzah Naisyah Hidayatul Maula Najwa Musyarrofah Nanang Kosim Kalam Naufal Dwi Ardianto Neneng Nurhayati Nensa Widiawati Sukma Nico Nini Paramida Nisak, Choirun Novika Febriyant Nur Aisa Eka Rahayu Nur Aisyah Rizqullah Nur Faidah Wiga Lestari Nur Kholis Akhadi Nur Laili Lestari Nur Masfufatul Izzah Nur Rif’ Atul Karimah Nur Rofidah Nurhalimah Nurhayati Nurhayati Nurhidayati Nuril Khoiriyah Nuril Maulida Alfianti, Najwa Nurin Nadia Usakinah Nurul Lailatul Aulia Nurwahid, Nurwahid Pri Astutik, Imama Putri Karimah Putri Nabila, Vania Putriana, Eka Raden Rara Lisa Faatirahmah Rahmatullah Ratih Gumilang Ririn Astutik Riza Nurul Aini Rizki Majmatuz Zahiroh Robiatul Adawiyah Robiatul Adawiyah Rodian Rohmatin Ramadhani Rohmatun Fitriana Roni Nuryusmansyah Rosadiyah Nia Atus Sa'adah Rudianto Rully Agung Firmansyah Sa'adah, Karomatus Sabaruddin Ado Sakti Cahyo Nugroho Salsabila Makadina, Resfia Samsul Huda Samsul Huda Saripah Saripah Saripudin Sariroh, Toyiba Sarmita Sigit Sugiarto Sigit Sugiarto Siti Aisah Siti Aisyah Siti Maimunah Siti Mutmainah Siti Nur Aziza Sitta Qurrota A'yun Sudirman Dianto Sufiya Sunarsih Suwadi Pranoto Syahiratuszahra Annur Fadiah SYAIFUL, MOHAMMAD Syarifah Nur Hamdini Ubaidila Ubaidila Umi Kulsum Ummu Habiba Uswatun Suciati Verawati, Tanti Vieka Oktanie Liastikha Vika Halimatus Sallimah Vina Rohmatul Ummah Waahsturi Wahyudi Wahyudi Saputra Irawan Wardatul Jannah Yanti Yuniarti Yonita Nayla Agustina Putri Yopi Ardila Zahratun Nurhakiki Halimatus Sya’dyah Zahro Maulidiya, Luluk Zahro'il Warda Zahro, Lutfiatuz Zahro, Rofiatus Zaini , Ahmad Zaitun Ummul Khoiroh Zariin binti Mohd Ysin Zerlin Armida Reva Irawan Ziaul Rahman Baihaqi Zumrotul Badiah Zumrotul Munawwaroh