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All Journal Al Fikra : Jurnal Ilmiah Keislaman Jurnal Pendidikan Agama Islam Al-Thariqah Kreatifitas: Jurnal Ilmiah Pendidikan Islam Journal of Creative Student Research El-Fata: Journal of Sharia Economics and Islamic Education Jurnal Pendidikan Agama Islam IHSAN : Jurnal Pendidikan Islam Ihsanika : Jurnal Pendidikan Agama Islam Al-Zayn: Jurnal Ilmu Sosial & Hukum QOSIM: Jurnal Pendidikan, Sosial & Humaniora Dhabit : Jurnal Pendidikan Islam Ghiroh La-Tahzan: Jurnal Pendidikan Islam Jurnal Manajemen dan Pendidikan Agama Islam Jurnal Budi Pekerti Agama Islam SURAU : Journal of Islamic Education Jurnal Intelek Dan Cendikiawan Nusantara Pengertian: Jurnal Pendidikan Indonesia (PJPI) Symfonia: Jurnal Pendidikan Agama Islam Jurnal Intelek Insan Cendikia AL-ABSHOR : Jurnal Pendidikan Agama Islam Karakter: Jurnal Riset Ilmu Pendidikan Islam Ikhlas: Jurnal Ilmiah Pendidikan Islam Reflection: Islamic Education Journal Moral : Jurnal Kajian Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam ROBBAYANA: Jurnal Pendidikan Agama Islam Dialektika : Jurnal Pendidikan Agama Islam QAZI : Journal of Islamic Studies QOUBA : Jurnal Pendidikan AL-Ikhtiar : Jurnal Studi Islam Azkia : Jurnal Aktualisasi Pendidikan Islam An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Aslim: Journal of Education and Islamic Studies Jurnal Studi Islam Indonesia (JSII) Episteme: Jurnal Kajian Mahasiswa
Herlini Puspika Sari
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Transportation Other

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Pendidikan Perennialisme : Membangun Pemikiran Kritis di Era Digital Dori Omas Hasibuan; Hadi Kurniawan; Herlini Puspika Sari
Journal of Creative Student Research Vol. 2 No. 6 (2024): Desember : Journal of Creative Student Research
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jcsr-politama.v2i6.4617

Abstract

In the digital era filled with abundant information, students must learn to think critically. The perennialism approach to education, which emphasizes deep learning and enduring principles, can be very helpful in cultivating critical thinking skills. This research finds ways in which perennialism can be incorporated into contemporary education curricula by analyzing literature and educational practices. The results show that this method not only enhances students’ understanding of philosophical and ethical concepts but also improves their ability to analyze and evaluate various information available in the digital world. Therefore, it is hoped that the application of perennialism in education can serve as a useful method to prepare students to face intellectual challenges in the era of computers and the internet. The findings indicate that perennial education encourages students to engage in in-depth discussions, critically analyze classical texts, and reflect on modern ethical issues. This method encourages students not only to acquire information but also to question, analyze, and evaluate arguments within the complex digital context of the current era. This research concludes that perennialism can be an effective method for building critical thinking skills and preparing students to actively participate in the information society.
Wahyu Sebagai Sumber Utama Kebenaran dalam Pendidikan Islam : Kajian Kritis Terhadap Implementasinya di Era Modern Aulia Herawati; Ulil Devia Ningrum; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8713

Abstract

This research examines the role of revelation as the main source of truth in Islamic education and the challenges of its implementation in the modern era. Revelation, which consists of the Qur'an and Sunnah, provides fundamental guidance for the formation of moral values, ethics, and the main goal of Islamic education, namely to produce people who not only have intellectual intelligence, but also have noble character. However, along with the rapid development of science and technology, the application of revealed values in education faces various challenges. Globalization, popular culture, and materialistic orientation in modern education often conflict with the principles of revelation, so new approaches that are relevant and adaptive are needed. Revelation as the main source of truth in Islamic education remains relevant, but faces challenges in its implementation in the modern era which is marked by the development of science, technology and the globalization of values. In this context, recent research shows that a critical approach to the implementation of revelation in Islamic education is needed to bridge traditional needs and the demands of modernity.Through critical studies, this research highlights the importance of integrating revealed values with modern science as well as learning methods based on real practice, in order to strengthen Islamic identity amidst the challenges of the times. The results of this study show that Islamic education can remain relevant if it is able to combine the essence of revelation as a guide to truth with modern approaches, thereby forming a generation that is intelligent, has morals, and is able to face global challenges wisely. The methodology used can be a qualitative approach with critical and descriptive analysis methods. Data can be obtained through literature studies of primary sources such as the Al-Qur'an and Hadith, as well as secondary sources such as books, journal articles and previous research. In-depth interviews with Islamic education experts, teachers and clerics can provide additional insight into the implementation of revealed values in various educational contexts. AbstrakPenelitian ini mengkaji peran wahyu sebagai sumber utama kebenaran dalam pendidikan Islam serta tantangan implementasinya di era modern. Wahyu, yang terdiri dari Al-Qur’an dan Sunnah, memberikan panduan mendasar bagi pembentukan nilai moral, etika, dan tujuan utama pendidikan Islam, yaitu menghasilkan insan yang tidak hanya memiliki kecerdasan intelektual, tetapi juga berakhlak mulia. Namun, seiring perkembangan ilmu pengetahuan dan teknologi yang pesat, penerapan nilai-nilai wahyu dalam pendidikan menghadapi berbagai tantangan. Globalisasi, budaya populer, dan orientasi materialistik dalam pendidikan modern sering kali bertentangan dengan prinsip-prinsip wahyu, sehingga diperlukan pendekatan baru yang relevan dan adaptif . Wahyu sebagai sumber utama kebenaran dalam pendidikan Islam tetap relevan, namun menghadapi tantangan dalam implementasinya di era modern yang ditandai dengan perkembangan ilmu pengetahuan, teknologi, dan globalisasi nilai. Dalam konteks ini, penelitian-penelitian terkini menunjukkan bahwa pendekatan kritis terhadap implementasi wahyu dalam pendidikan Islam diperlukan untuk menjembatani kebutuhan tradisional dan tuntutan modernitas. Melalui kajian kritis, penelitian ini menyoroti pentingnya integrasi antara nilai-nilai wahyu dengan ilmu pengetahuan modern serta metode pembelajaran yang berbasis pada praktik nyata, guna memperkuat jati diri Islam di tengah tantangan zaman. Hasil kajian ini menunjukkan bahwa pendidikan Islam dapat tetap relevan jika mampu menggabungkan esensi wahyu sebagai panduan kebenaran dengan pendekatan-pendekatan modern, sehingga membentuk generasi yang cerdas, berakhlak, dan mampu menghadapi tantangan global secara bijaksana. Metodologi yang digunakan dapat berupa pendekatan kualitatif dengan metode analisis kritis dan deskriptif. Data dapat diperoleh melalui studi literatur terhadap sumber-sumber primer seperti Al-Qur’an dan Hadis, serta sumber sekunder seperti buku, artikel jurnal, dan penelitian terdahulu. Wawancara mendalam dengan pakar pendidikan Islam, guru, dan ulama dapat memberikan wawasan tambahan mengenai implementasi nilai-nilai wahyu di berbagai konteks pendidikan.
Pemikiran Filsafat Pendidikan Rekonstruksionisme: Implikasi terhadap Pendidikan Karakter dan Pendidikan Moral Gema Adhari; Siti Nurhidayatul Marati; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8714

Abstract

Reconstructionism is a school of educational philosophy that aims to reshape society through radical educational reform. Rooted in a critique of progressivism, it emerged as a response to social and economic stagnation and the desire to make education an agent of social change. Its leading figures, such as George Counts and Harold Rugg, inspired by the thought of John Dewey and Theodore Brameld, advocate for an education that is able to deal with global challenges, including moral, social and environmental issues. Reconstructionism argues that education is not only responsible for shaping individuals, but also plays a role in building a just and equal society. The principles of this school emphasize the important role of education in dealing with the global crisis, as well as the need for a relevant curriculum to foster students' character and morals. This school places teachers as agents of change who play an important role in guiding students to face the challenges of the times, as well as designing a curriculum that prioritizes social interests. Thus, reconstructionism emphasizes the importance of education in saving civilization through the formation of character, morality, and a new, more humanist culture. AbstrakRekonstruksionisme adalah aliran filsafat pendidikan yang bertujuan untuk membentuk kembali tatanan masyarakat melalui reformasi pendidikan yang radikal. Berakar dari kritik terhadap progresivisme, aliran ini muncul sebagai respons terhadap stagnasi sosial dan ekonomi serta keinginan untuk menjadikan pendidikan sebagai agen perubahan sosial. Tokoh utama aliran ini, seperti George Counts dan Harold Rugg, terinspirasi oleh pemikiran John Dewey dan Theodore Brameld, mengadvokasi pendidikan yang mampu menghadapi tantangan global, termasuk isu moral, sosial, dan lingkungan. Rekonstruksionisme berpendapat bahwa pendidikan tidak hanya bertanggung jawab untuk membentuk individu, tetapi jquga berperan dalam membangun masyarakat yang adil dan setara. Prinsip-prinsip aliran ini menekankan pentingnya peran pendidikan dalam menghadapi krisis global, serta perlunya kurikulum yang relevan untuk membina karakter dan moral siswa. Aliran ini menempatkan guru sebagai agen perubahan yang berperan penting dalam membimbing siswa menghadapi tantangan zaman, serta merancang kurikulum yang mengutamakan kepentingan sosial. Dengan demikian, rekonstruksionisme menekankan pentingnya pendidikan dalam menyelamatkan peradaban melalui pembentukan karakter, moralitas, dan budaya baru yang lebih humanis
PEMIKIRAN FILSAFAT PENDIDIKAN IBNU KHALDUN Mukharomah; Hilwa Nurul Fikriyah; Fatimah Azzahra Salim b; Herlini Puspika Sari
DHABIT : Jurnal Pendidikan Islam Vol. 4 No. 2 (2024): Jurnal Dhabit : Jurnal Pendidikan Islam
Publisher : Kementerian Agama Prov Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Ibnu Khaldun merupakan salah satu pemikir Islam yang mempunyai pengaruh besar terhadap perkembangan ilmu pengetahuan. Ibnu Khaldun paling dikenal sebagai sejarawan dan pakar sosial. Sebagaimana tertuang dalam karya ``Muqoddimah'', gagasan pendidikan bukan hanya sekedar konsep yang berkaitan dengan pendidikan, tetapi juga merupakan hasil pemikiran Ibnu Khaldun yang menekankan pada pendidikan. Pandangan Ibnu Khaldun mengenai pendidikan didasarkan pada konsep dan pendekatan filosofis dan empiris. Melalui pendekatan ini, ia mengemukakan visi pendidikan Islam yang ideal dan praktis Berdasarkan hasil penelitian literatur yang dilakukan, Ibnu Khaldun merupakan seorang tokoh besar dunia Islam dan mampu memberikan kontribusi yang signifikan bagi komunitas ilmiah dunia.Pemikiran Ibnu Khaldun sebenarnya tidak bisa dilepaskan dari landasan pemikiran Islam. Ibnu Khaldun meyakini bahwa pendidikan merupakan hakikat keberadaan manusia. Ibnu Khaldun berpendapat bahwa tujuan pendidikan adalah mewujudkan masyarakat yang berbudaya dan memelihara kelangsungan hidup masyarakat yang sedang sekarat. Pandangan Ibnu Khaldun mengenai pendidikan didasarkan pada konsep dan pendekatan filosofis dan empiris. Melalui pendekatan ini, ia mengemukakan visi pendidikan Islam yang ideal dan praktis. Menurut Ibnu Khaldun, tantangan pendidikan adalah mampu mewujudkan masyarakat yang berbudaya dan menghasilkan sumber daya manusia yang berkualitas yang mampu memperjuangkan kelangsungan hidup dan kemajuan masyarakat di masa depan.
Rekonstruksionisme Dalam Pendidikan Islam: Membangun Pendidikan Yang Responsif Terhadap Tantangan Zaman Nurshafitri; Yesha Arista Sulistiawati; Herlini Puspika Sari
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2025): Pendidikan Agama Islam
Publisher : Al-Abshor : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Rekonstruksionisme dalam pendidikan Islam adalah sebuah metode yang bertujuan untuk menciptakan sistem pendidikan yang mampu merespons perubahan sosial, ekonomi, dan teknologi di era modern. Metode ini menekankan pentingnya penyesuaian kurikulum agar sesuai dengan kebutuhan zaman, namun tetap mempertahankan nilai-nilai inti Islam. Pendidikan Islam berbasis rekonstruksionisme mengharuskan adanya sinergi antara ajaran agama dengan pemikiran kritis, pemahaman teknologi, serta keterampilan abad 21, untuk mempersiapkan peserta didik menghadapi tantangan global. Melalui perpaduan spiritualitas Islam dan keterampilan modern, metode ini berfokus pada pembentukan generasi yang tidak hanya memiliki karakter yang kuat, tetapi juga mampu berinovasi, beradaptasi, dan bersaing di tingkat dunia. Rekonstruksionisme dalam pendidikan Islam menjadi pendekatan penting untuk mencetak lulusan yang siap menghadapi perubahan zaman, tanpa kehilangan identitas dan nilai-nilai agama. AbstractReconstructionism in Islamic education is a method that aims to create an education system that is able to respond to social, economic and technological changes in the modern era. This method emphasizes the importance of adapting the curriculum to suit the needs of the times, but still maintains core Islamic values. Islamic education based on reconstructionism requires a synergy between religious teachings with critical thinking, understanding technology, and 21st century skills, to prepare students to face global challenges. Through a combination of Islamic spirituality and modern skills, this method focuses on forming a generation that not only has strong character, but is also able to innovate, adapt and compete at the world level. Reconstructionism in Islamic education is an important approach to produce graduates who are ready to face changing times, without losing identity and religious values.
Pendekatan Esensialisme Dalam Implementasi Problem-Based Learning Pada Pembelajaran Pendidikan Agama Islam Annisaul Fitri; Maysi Adriani; Herlini Puspika Sari
IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2024): Desember : IHSANIKA : Jurnal Pendidikan Agama Islam
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/ihsanika.v2i4.1929

Abstract

His study discusses the application of the essentialism approach in the implementation of Problem-Based Learning (PBL) in Islamic Religious Education learning. Essentialism, as a conservative educational school, emphasizes the importance of maintaining cultural values ​​that have been tested by time. The purpose of this study is to identify how essentialism can support the problem-based learning process, so that students can discover and internalize the truth rooted in cultural heritage. The methods used include literature analysis on educational philosophy and classroom learning practices. The findings show that the essentialism approach encourages the use of lecture, dialogue, and discussion methods, as well as exploring relevant issues in the student's environment. The implications of this study emphasize the importance of the role of teachers as authorities in the classroom, as well as the need for discipline in the learning process, which is expected to strengthen students' character and understanding of religious values. Thus, the essentialism approach in PBL can make a significant contribution to more effective and meaningful Islamic Religious Education learning.
Pemikiran Filsafat Pendidikan Rekonstruksionisme: Implikasi terhadap Pendidikan Karakter dan Pendidikan Moral Gema Adhari Sutrisno; Siti Nurhidayatul Marati; Herlini Puspika Sari
Jurnal Budi Pekerti Agama Islam Vol. 3 No. 1 (2025): February: Jurnal Budi Pekerti Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jbpai.v3i1.870

Abstract

Reconstructionism is a school of educational philosophy that aims to reshape society through radical educational reform. Rooted in a critique of progressivism, it emerged as a response to social and economic stagnation and the desire to make education an agent of social change. Its leading figures, such as George Counts and Harold Rugg, inspired by the thought of John Dewey and Theodore Brameld, advocate for an education that is able to deal with global challenges, including moral, social and environmental issues. Reconstructionism argues that education is not only responsible for shaping individuals, but also plays a role in building a just and equal society. The principles of this school emphasize the important role of education in dealing with the global crisis, as well as the need for a relevant curriculum to foster students' character and morals. This school places teachers as agents of change who play an important role in guiding students to face the challenges of the times, as well as designing a curriculum that prioritizes social interests. Thus, reconstructionism emphasizes the importance of education in saving civilization through the formation of character, morality, and a new, more humanist culture.
Wahyu sebagai Sumber Utama Kebenaran dalam Pendidikan Islam: Kajian Kritis terhadap Implementasinya di Era Modern Aulia Herawati; Ulil Devia Ningrum; Herlini Puspika Sari
Moral : Jurnal kajian Pendidikan Islam Vol. 1 No. 4 (2024): Desember : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v1i4.229

Abstract

This research examines the role of revelation as the main source of truth in Islamic education and the challenges of its implementation in the modern era. Revelation, which consists of the Qur'an and Sunnah, provides fundamental guidance for the formation of moral values, ethics, and the main goal of Islamic education, namely to produce people who not only have intellectual intelligence, but also have noble character. However, along with the rapid development of science and technology, the application of revealed values ​​in education faces various challenges. Globalization, popular culture, and materialistic orientation in modern education often conflict with the principles of revelation, so new approaches that are relevant and adaptive are needed. Through critical studies, this research highlights the importance of integrating revealed values ​​with modern science as well as learning methods based on real practice, in order to strengthen Islamic identity amidst the challenges of the times. The results of this study show that Islamic education can remain relevant if it is able to combine the essence of revelation as a guide to truth with modern approaches, thereby forming a generation that is intelligent, has morals, and is able to face global challenges wisely.
Konsep Esensialisme dalam Perspektif Pendidikan Agama Islam Ari Supriadi; Riri Novia Sari Hasibuan; Herlini Puspika Sari
Moral : Jurnal kajian Pendidikan Islam Vol. 1 No. 4 (2024): Desember : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v1i4.247

Abstract

The essentialist school of philosophy is a school of philosophy that wants humans to return to their old culture. The emergence of this ideology was a reaction to the absolute and dogmatic symbolism of the Middle Ages. In this way, a systematic and comprehensive concept regarding humans and the universe is formed that is in accordance with the needs of the times. This essentialism assumes that education based on the core belief in flexibility in all its forms can produce views that are easily changed, easily swayed, directionless, and less stable. Therefore, education must be based on values that are stable, proven, long-term, and have values that enable a country's education to remain stable and focused. The aim of the essentialist educational philosophy is to improve the character of society through existing cultural heritage, so that later students can contribute to improving social life in the face of changing times that can damage character values. The purpose of this paper is to examine the philosophy of essentialism from the perspective of Islamic education using library research methods. Based on the research results, it is stated that essentialist schools have a view of the field of education, namely educational goals, educational curriculum, educators, students and the environment. Apart from that, there are several views that can be used as measuring tools and should be taken seriously. These are the ontological view, epistemological view and axiomatic view.
Relevansi Filsafat Pendidikan Islam dengan Tantangan Globalisasi dalam Pembentukan Karakter Muslim Syuhadatul Husna; Nurul Hikmah; Herlini Puspika Sari
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 1 No. 4 (2024): Desember : Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v1i4.172

Abstract

Islamic Education Philosophy has been a solid foundation in shaping Muslim character for centuries. However, in the dynamic and challenging era of globalization, the relevance of this philosophy is increasingly questionable. This study aims to analyze the extent to which the principles of Islamic Education Philosophy are still relevant in shaping Muslim character that is able to face the complexities of the modern world. Through literature review and comparative analysis, this study reveals that the core values of Islamic Education Philosophy such as monotheism, akhlakul karimah, and knowledge are still very relevant in shaping Muslim character that is faithful, has noble character, and has global competence. This study also identifies specific challenges faced by Islamic education in the era of globalization, as well as strategies that can be applied to overcome these challenges. The results of this study are expected to contribute to the development of a more relevant and effective Islamic education curriculum in shaping a quality Muslim generation.
Co-Authors A. Julizar ABDUL HAMID Adelia Putri Adrian Saputra Ahmad Afandi Hasan Ahmad Ridwan Fauzi Ahmad Taufiq Ahmad Zidan Alfaruqi Ainur Rafiq Aldi Zainal Alfaza Rizky Alvia Zackia Syabrina Alya Nur Affifah Alya Rizanda Amelia Sofia Putri Ana Susiana ananda solokhatunnisa Anggie Ardilla Tari Anggrayni Annisaul Fitri Apriani Putri Fajtriansyah Ardina Rasiani Ari Supriadi ARIF HIDAYAT Aryuna Amalia Harahap Atom Suhendra Attiqa Nazira Aulia Herawati Aulia Putri Azkiyah, Naila Azzura Arum Ningtias A’isy Alya Febriani Cici Wulandari Daniel Happy Putra Darma Sari Lubis Dela Andriani Delingga Nugraha Dena Aulia Harani Dera Adila Putri Deri Wanhar Sarputra Desi Gustiara Dinda Pratiwi Doni Afrialdi Dori Omas Hasibuan Eka Alzahra Erna Wilis Fadillah Julya Putri Fadly Hady Lingga Fatimah Azzahra Salim b Fauzan, Khizna Kholiq Femas Dwi Andhika Fhina Ardini Fika Heriyati Finna Rahmatia Fiqi Refianada Putra Firza Alkhoiri Fitri Handayani Fitri Handayani Fitria Azura Gema Adhari Gema Adhari Sutrisno Gilang Irhamsyah Gladicya Amanda Br. Purba Hadi Kurniawan Hafizah Indriany Hilwa Nurul Fikriyah Ibrah Safirah Igo Fadhli Sa’bani Ikhwan Maulana Indriayu Ramadhani Intan Probowati Intan Rosetya Viera P Irhamullah Irma Nur Rahmawati Irusmaini Isratul Husna Jefri Jefri Kamilatul Hayati Khairunnisa Tazkia Khairunnisa, Wenny Khoirul Umam Lubis KHOIRUNNISA Khoirunnisa Khoirunnisa Kurniawan Laila Sari Rambe Lely Amelia Aryani Lilis Gusliyah Linda Astria Liza Ananda Putri M. Rafi Alfazri M. Sahrial Efendi Lubis M. Wahyu Fahrizal M.Khairul Mahatri Awalia Mahfidzul Amal Maisy Afriliany Manda Apta Firanti Mardatul Hasanah Mariza Zurma Audina AR Maulana Ismail Maysi Adriani MIFTAHUL JANNAH Miftha Hulladuni Riandi Muhammad Bukhari Tambunan Muhammad Farhan Muhammad Hisyam Muhammad Idris Muhammad Iqbal Muhammad Irfan Rizaldi Muhammad Khairi Azhar Muhammad Raihan Ramadhan Muhammad Rizki MUHAMMAD SYAFIQ Muharrani, Muharrani Mukharomah Musthafa Rahman Nanda Mulyani Pratiwi Nandika Dwi Pratama Nazifah Fitri Annisa Nia Ramadhani Niesa Amalia Nova Mulyani Novelia Angely Novita Dyah Islamiyyah Nur Aini Nur Annisa Nur Ikhsaniyah Lubis Nur Rahmadani Fitri Nur Sa'adah Nurhasanah Chan Nurlita Ekasari Nurshafitri Nurul Azwa NURUL HIKMAH Nuryana Purwasi Oktadilla Fauzana Paras Rindwianto Putri Dewi Sinta Putri Nabilah Putri Nurhidayah PUTRI WULANDARI Rahma Alya RAHMALIA, RENNY Rahmi Alya Rahnia Mutari Anli Rani Jutia Anggraini Ridwan Saleh Rika Lestari Rika Lestari Hasibuan Rini Andriani Riri Novia Sari Riri Novia Sari Hasibuan Ririanti Riska Nabela Risma Indriana Riu Anugerah Neoldi Poetra Rizky Ananda Putra Rizky Azzahra Robiatul Adawiyah Romadon Ronal Ramadhan Rosnita Siregar Rusdiah Roitona Nasution Safira Laila Wulandari Said Najibul Hariri Salsa Bila Ivanda Salsa Nurhabibah Salsabila Afifah Riswana SALSABILA, ANNISA Samarotul Silmi Sari Primayeni Satria Parwira selviana safitri Sendi Sendi SITI FATIMAH Siti Khoriah Fitriani Siti Najla P Siti Nurhidayatul Marati Siti Sri Wahyuni sitisarohhasibuan Sitti Hawa Sri Hafizatul Wahyuni Zain Sri Widyahati Suci Rahmi Syarifah Aini Syarifah Alfiah Nabilah Syarkani syatia aranni Syuhadatul Husna Ulfa Faizah Ulil Devia Ningrum Umi Kalsum Urai Setiawarni Varisha Qurratul Syaraini Varisha Qurratul Syar’aini Viona Putri Ramadhan Wahyu Hidayat Wenny Khairunnisa Widya Lestari Yenny Siregar Yesha Arista Sulistiawati Yuli Angraeni Yusriyah Zahra Khairunnisa Zaleha, Siti Zikri Dwi Marpendra