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All Journal International Journal of Nusantara Islam Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Tadbir : Jurnal Studi Manajemen Pendidikan al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM EDUKATIF : JURNAL ILMU PENDIDIKAN Education and Human Development Journal Psychosophia: Journal of Psychology, religion, and humanity Hanifiya: Jurnal Studi Agama-Agama Randwick International of Social Science Journal Journal of Social Science Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JENTRE Fitrah: Journal of Islamic Education International Journal of Social Service and Research Jurnal Impresi Indonesia Jurnal Iman dan Spiritualitas Al-MIKRAJ: Jurnal studi Islam dan Humaniora JENTRE: Journal of Education, Administration, Training and Religion Jurnal Hukum dan Peradilan Jurnal Pendidikan Islam International Journal of Education and Digital Learning (IJEDL) Jurnal Al Burhan AL-ISHLAH: Jurnal Pendidikan Islam Journal of Social Science Jurnal Inovasi Pendidikan Agama Islam JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Jurnal Intisabi Jurnal Kajian Islam dan Sosial Keagamaan International Journal of Nusantara Islam Shibyan: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Elementary Education: Strategies, Innovations, Curriculum, and Assesment Indonesian Journal of Islamic Education Studies (INJURIES) Jurnal Epistemic : Jurnal Ilmiah Pendidikan International Journal of Islamic Educational Research Linuhung: Jurnal Manajemen dan Pendidikan Islam Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Jurnal Keprofesian Guru Keagamaan Kharismatik : Jurnal Ilmu Pendidikan Jurnal At-Tadbir: Media Hukum dan Pendidikan Insight: Indonesian Journal of Social, Humanity, and Education At-Ta'lim : Media Informasi Pendidikan Islam Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Khazanah Pendidikan Islam
Asep Nursobah, Asep
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Penggunaan Metode Guided writing Untuk Meningkatkan Keterampilan Menulis Tegak Bersambung di Kelas II Natasya, Kezia Putri; Nursobah, Asep; Nugraha, Anggi Purwa
Journal of Elementary Education: Strategies, Innovations, Curriculum, and Assesment Vol 2 No 2 (2025): November
Publisher : Sekolah Tinggi Ilmu Agama Islam Putra Galuh Ciamis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61580/jeesica.v2i2.119

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan menulis tegak bersambung pada pembelajaran Bahasa Indonesia siswa kelas II SDN 3 Cintanagara melalui penerapan metode Guided writing. Penelitian ini menggunakan model PTK Kurt Lewin (1990) yang dilakukan dalam dua siklus, di mana setiap siklus terdiri dari empat tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, tes, dan dokumentasi. Subjek penelitian ini adalah 25 siswa kelas II SDN 3 Cintanagara. Hasil penelitian menunjukkan bahwa metode Guided writing dapat meningkatkan keterampilan menulis tegak bersambung siswa kelas II SDN 3 Cintanagara. Peningkatan tersebut terlihat dari peningkatan nilai rata-rata kelas, persentase ketuntasan belajar, dan aktivitas siswa selama proses pembelajaran. Pada siklus I, nilai rata-rata kelas adalah 68,00 dengan persentase ketuntasan belajar sebesar 60%. Pada siklus II, nilai rata-rata kelas meningkat menjadi 80,00 dengan persentase ketuntasan belajar sebesar 84%. Aktivitas siswa selama proses pembelajaran juga mengalami peningkatan, di mana siswa menjadi lebih aktif, antusias, dan percaya diri dalam menulis tegak bersambung.
Penggunaan Model Pembelajaran Problem Based Learning (PBL) Dalam Meningkatkan Kemampuan Bercerita Siswa Kelas II MIS PUI Gereba Permana Rahman, Aditya; Nursobah, Asep; Acim, Acim
Journal of Elementary Education: Strategies, Innovations, Curriculum, and Assesment Vol 2 No 2 (2025): November
Publisher : Sekolah Tinggi Ilmu Agama Islam Putra Galuh Ciamis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61580/jeesica.v2i2.121

Abstract

Storytelling ability is an essential student capability that can be enhanced through relevant learning methods. This research, therefore, aims to optimize the storytelling skills of second-grade students at MIS PUI Gereba by implementing the Problem-Based Learning (PBL) model. Using a quantitative approach with a four-cycle Classroom Action Research (CAR) design, the study measures the model's effectiveness. The results demonstrate a significant improvement in students' storytelling abilities. The average student score increased from 62 in the first cycle to 85 in the fourth cycle. Student engagement also rose dramatically, from 65% in the first cycle to 90% in the final cycle. Thus, it is concluded that the PBL model is highly effective in enhancing the storytelling skills of second-grade students at MIS PUI Gereba. The model proves successful by providing a platform for students to practice critical thinking, explore ideas, and construct more structured and engaging narratives. Furthermore, collaboration within PBL groups effectively boosts students' comprehension, creativity, and confidence when presenting their stories.
Penggunaan Media Power Point Dalam Meningkatkan Hasil Belajar Siswa Pada Pelajaran PAI Di Kelas VI SD Negeri 2 Maparah Koswara, Pupu; Nursobah, Asep; Acim, Acim
Journal of Elementary Education: Strategies, Innovations, Curriculum, and Assesment Vol 2 No 2 (2025): November
Publisher : Sekolah Tinggi Ilmu Agama Islam Putra Galuh Ciamis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61580/jeesica.v2i2.123

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) di kelas VI SD Negeri 2 Maparah melalui penggunaan media power point. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kurt Lewin , yang terdiri dari empat tahapan: perencanaan (planning), tindakan (acting), pengamatan (observing), dan refleksi (reflecting). Subjek penelitian ini adalah 26 peserta didik kelas VI. Data dikumpulkan melalui tes dan observasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan peningkatan yang signifikan pada hasil belajar peserta didik. Ketuntasan belajar peserta didik meningkat secara bertahap dari pra siklus sebesar 56% , ke Siklus I sebesar 78% , hingga mencapai ketuntasan klasikal pada Siklus II sebesar 87%. Peningkatan ini juga terlihat pada nilai rata-rata peserta didik yang naik dari 66,3 pada pra siklus, menjadi 71,2 pada Siklus I, dan mencapai 73,4 pada Siklus II. Dengan demikian, dapat disimpulkan bahwa penggunaan media power point terbukti efektif dalam meningkatkan hasil belajar PAI peserta didik kelas VI di SD Negeri 2 Maparah. Oleh karena itu diharapkan kedepannya bisa diterapkan dengan lebih luas di berbagai disiplin ilmu lainnya.
Enhancing Digital Competencies in Education: A Comprehensive Framework for Teacher Training and Leadership Aliyah, Adah; Mahmud, Mahmud; Arifin, Bambang Samsul; Nursobah, Asep
JURNAL AL-TANZIM Vol 9, No 4 (2025)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v9i4.10767

Abstract

The development of digital platform-based education requires teachers not only to master technology but also to design interactive, contextual, and pedagogically valuable digital learning experiences. This study aims to create a digital training framework to accelerate the professional growth of Islamic Religious Education teachers by integrating TPACK and Four-D. This study uses a qualitative case study approach. Data were collected through training observations, in-depth interviews, and documentation, then analyzed interactively. The results show that the increase in data-based competencies includes Canva media creation (85%), PowerPoint presentations (81%), Wordwall and Quizizz digital assessments (78%), Padlet collaboration (74%), Google Classroom class management (72%), and digital teaching simulations (69%). This study develops a Digital Training Leadership Framework grounded in practice, collaboration, digital projects, and the dissemination of teacher work, as a new contribution. The implications of this study recommend designing digital training based on dominant practices, continuous mentoring, and peer mentoring to strengthen the digital learning Leadership of Islamic Religious Education teachers.
Problem-based learning as a catalyzer for understanding the yellow books Prilianto, Figo; Rizal Nurzain; Taufiqurrahman; Asep Nursobah
Jurnal Iman dan Spiritualitas Vol. 5 No. 4 (2025): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

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

Abstract

This study provides a comprehensive analysis of the implementation of PBL into the learning of yellow books at PMDG Campus 4. The focus of the study includes the impact of PBL and pedagogical innovation in Islamic boarding schools, as well as potential challenges and effective implementation strategies. This study uses a case study method with a qualitative approach, where data is collected through observation, in-depth interviews, and document analysis. The research subjects consisted of teachers, grade XI students, and the implementing committee involved in the learning program. The results of the study indicate that the Panca Jiwa PMDG is aligned with the student-centred PBL approach, and the core principles of PBL can be applied, yielding potential benefits in the learning of yellow books. The program implementation includes constructive, collaborative, contextual and independent learning. The findings of this study indicate that the PBL model approach can not only deepen students' contextual understanding, but also develop 21st-century skills to face contemporary challenges by upholding Islamic values. Thus, the right and accurate strategy reduces the challenges faced in implementing the PBL model in the learning of yellow books.
Effectiveness of Technology-Enhanced Inquiry-Based Learning: A Meta-Analysis with Implications for Islamic Education Maria dewi, Ai Deudeu; Thohir , Ajid; Nursobah, Asep; Suntiah, Ratu
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.269-291

Abstract

Purpose – Technology-Enhanced Inquiry-Based Learning (TE-IBL) is widely regarded as effective for fostering 21st-century competencies. However, empirical findings remain inconsistent across studies, and synthesis that systematically accounts for key moderators is still limited, particularly within Islamic Education contexts that require the integration of spiritual values and digital ethics. This study aims to estimate the overall effect of TE-IBL on learning outcomes and to examine how contextual and instructional moderators shape its effectiveness. Design/methods/approach – This study followed the PRISMA 2020 guidelines for systematic review and meta-analysis. From 16,742 initial records, 47 studies met the inclusion criteria. A random-effects model using Restricted Maximum Likelihood (REML) estimation and Hedges’ g was employed to calculate effect sizes. Heterogeneity was assessed using Q, τ², and I² statistics. Moderator analyses included educational level, subject domain, inquiry type, technology type, and intervention duration. Publication bias was examined using Egger’s regression test, complemented by leave-one-out sensitivity analysis. Findings – The pooled effect size indicated a significant and large effect of TE-IBL on learning outcomes (g = 0.92; SE = 0.108; 95% CI = 0.61–1.03; p < 0.001), with substantial heterogeneity (I² = 67.99%). Problem-Based Learning yielded the highest effect (g = 1.20), followed by guided inquiry (g = 0.79) and project-based learning (g = 0.72). Social and humanities subjects showed stronger effects than STEM (g = 1.06 vs. 0.74). Non-AI technologies outperformed AI-based technologies (g = 1.05 vs. 0.52). Longer interventions (>2 months) produced the largest effects (g = 1.37). Across educational levels, early childhood education demonstrated the highest effect size (g = 2.49), while lower secondary education showed the lowest (g = 0.47). Egger’s test indicated potential funnel plot asymmetry (z = 2.30; p = 0.021). Research implications – High heterogeneity and indications of publication bias constrain generalizability and call for cautious interpretation. Design-related factors such as inquiry scaffolding, intervention duration, and technology selection substantially influence outcomes. Practically, TE-IBL implementation should emphasize teacher professional development, value-sensitive technological design, and ethical integration aligned with Islamic educational principles. Future research should expand geographic coverage, adopt preregistered designs, and more rigorously integrate AI within a framework of ethically grounded and sustainable education.
A Meaningful Learning Model Based on Digital Video Integrated with Active Syntax to Enhance Students' Critical Thinking in Higher Education Ridwan Fauzi, Muhammad; Hambali, Adang; Darmalaksana, Wahyudin; Nursobah, Asep
International Journal of Islamic Educational Research Vol. 3 No. 1 (2026): January : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v3i1.470

Abstract

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.
Analisis Kualitas Soal Essay pada Buku Mata Pelajaran Sejarah Kebudayaan Islam Kelas XI MA Syarifah, Elis; Nugraha, Mulyawan Safwandy; Nursobah, Asep
Jurnal Keprofesian Guru Keagamaan Vol. 1 No. 1 (2023): Jurnal Keprofesian Guru Keagamaan
Publisher : Department of Teacher Professional Education, Tarbiya and Teacher Training Faculty, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jkgk.v1i1.561

Abstract

Beberapa problematika yang terjadi dalam pembelajaran abad 21 ini adalah kurangnya mutu pendidikan yang dilihat dari bahan ajar yang tidak sepenuhnya dapat memfasilitasi peserta didik sesuai dengan prinsip pembelajaran HOTS, hal tersebut dilihat dari kualitas soal evaluasi yang tidak semuanya HOTS. Tujuan Penelitian ini adalah untuk menganalisis kualitas soal essay pada buku mata pelajaran Sejarah Kebudayaan Islam kelas XI Madrasah Aliyah (MA) yang diterbitkan oleh Kementrian Agama Republik Indonesia tahun 2020. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Teknik analisi data yang digunakan adalah model Miles & Huberman. Hasil Penelitian menunjukan bahwa kualitas Soal Essay pada buku Sejarah Kebudayaan Islam kelas XI ini terdiri dari 82% Soal LOTS dan 18% soal HOTS. Dari beberapa ranah kognitif yang paling banyak muncul adalah kategori L1/C2 (pemahaman) dengan jumlah 40 soal/ 53%. Ini bukan soal HOTS karena hanya membutuhkan kemampuan mengingat dan menjelaskan ide/konsep. Sehingga dapat disimpulkan bahwa buku Sejarah Kebudayaan Islam kelas XI ini tidak memenuhi standar soal HOTS yang dituntut oleh pembelajaran abad 21. Secara teoritis implikasi penelitian ini dapat bermanfaat bagi para pembaca untuk menambah wawasan dan pengetahuan yang luas terkait kualitas soal HOTS dalam pembelajaran abad 21.
Applying Discussion Method to Improve Qur'anic Studies Learning Outcomes for Junior High School Students Asep Ramdan; Nursobah, Asep
Jurnal Keprofesian Guru Keagamaan Vol. 2 No. 1 (2024): Jurnal Keprofesian Guru Keagamaan
Publisher : Department of Teacher Professional Education, Tarbiya and Teacher Training Faculty, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jkgk.v2i1.915

Abstract

This study aims to describe the application of the discussion method in improving learning outcomes in the subject of Al-Qur'an Hadith (Qurdis) in grade VIII Odd Semester MTs Darul Mumtazin, Ciparay District, Bandung Regency, Academic Year 2021/2022. The formulation of this research problem is how the application of the discussion method can improve student learning outcomes. This research uses an action research method consisting of two cycles, where each cycle includes the stages of design, implementation and observation, reflection, and revision. The subject of the study was grade VIII students in the Odd Semester. Data collection is carried out through written tests and practice tests. The results of the study show that the discussion method is effective in improving student learning outcomes. In Cycle I, 76.9% of students (10 out of 13 students) achieved completeness, while in Cycle II it increased to 92% of students (12 out of 13 students). With an increase of 15.1% from Cycle I to Cycle II, it was concluded that the discussion method succeeded in improving learning outcomes and achieving completeness in Cycle II.
The Analysis of Difficulties in Implementing Learning Models in Islamic Education Teachers Muhammad Polem; Septia Nur Saputri; Dian Nupus; Chaerul Rochman; Karman Karman; Asep Nursobah
At-Ta'lim : Media Informasi Pendidikan Islam Vol 22, No 1 (2023): JUNI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v22i1.4842

Abstract

Abstract: Analysis of Difficulties in Implementing Learning Models in Islamic Education Teachers.The purpose of the study was to analyze the difficulties of Islamic Religious Education teachers in implementing learning models based on the Education Unit Accreditation Instrument (IASP 2020), including PBL, PjBL and Cooperative Learning learning models.This research uses the literature study method. Data analysis uses descriptive-qualitative starting with inventorying, classifying, and analyzing data.The results showed that the difficulties of Islamic religion teachers in applying learning models were caused by (1) mastery and application of learning models; (2) organizing and guiding students; (3) limited learning time.The conclusion of the research describes that Islamic religion teachers experience varied difficulties in implementing learning models that are in accordance with IASP 2020 and are caused by minimal school facilities and infrastructure.The results of this study can be a basis for consideration, as well as a contribution of thought for Islamic religion teachers, especially in designing effective and interesting learning.Abstrak: Analisis Kesulitan Implementasi Model Pembelajaran pada Guru Pendidikan Agama IslamTujuan penelitian untuk menganalisis kesulitan guru Pendidikan Agama Islam dalam mengimplementasikan model pembelajaran berdasarkan Instrumen Akreditasi Satuan Pendidikan (IASP 2020), meliputi model pembelajaran PBL, PjBL dan Cooperative Learning. Penelitian ini menggunakan metode studi Pustaka. Analisis data menggunakan deskriptif-kualitatif dimulai dengan menginventarisasi, mengklasifikasi, dan menganalisis data. Hasil penelitian menunjukkan kesulitan guru agama Islam dalam menerapkan model pembelajaran disebabkan oleh (1) penguasaan dan penerapan model pembelajaran; (2) mengorganisir dan membimbing siswa; (3) waktu pembelajaran yang terbatas. Kesimpulan penelitian mendeskripsikan bahwa guru agama Islam mengalami kesulitan yang bervariasi dalam mengimplementasikan model pembelajaran yang sesuai dengan IASP 2020 dan disebabkan oleh sarana dan prasarana sekolah yang masih minim. Hasil penelitian ini dapat menjadi dasar pertimbangan, serta sumbangan pemikiran bagi para guru agama Islam khususnya dalam mendesain pembelajaran yang efektif dan menarik.
Co-Authors AA Sudharmawan, AA Aan Hasanah Abdul Rahman, Agus Abdullah, Asep Acim, Acim Adah Aliyah Adang Hambali, Adang Ade Andriyani Adya Winata, Koko Agnes Nuraeni Muslim Ahmad Fuad Ai Deudeu Maria Dewi Aini, Fadhilah Fadhilah Al Bahal, Manal Andewi Suhartini, Andewi Andi Surya Abdi Andri Irawan Andriawan, Irwan Angga Permana Anisa Nurul Ikhsan Annisa Fitriyani, Annisa Arifin, Bambang Samsul ariska, mutiara Arjuna Arjuna Arjuna, Arjuna As-Syahida, Salma Nadhifa Asep Abdurahman Asep Ramdan Asridayani, Asridayani Atang Suharna A’raaf, Sarah Nofis Badrudin Bambang Samsul Arifin Chaerul Rochman Dede Wartini Deden Sofwan Ismail Dedi Mulyasana Dewi Sadiah, Dewi Dian Nupus Didin Sahidin Didin, Didin Sahidin Edi Prihadi Eri Hadiana Erni Haryanti Feri Julhamdani Figo Prilianto Firyal Yasmin RF Gandini, Lilis Sri Dewi Gilang Sukma Permana Gita Anggraini, Gita Hadian, Dhandy Bhima Shakty Hasan Basri Hasan Basri Hayati, Tuti Hermansyah, Hasbi Hermawan, Ganjar Hisniati, Sally Badriya Hisny Fajrussalam Husain Husain Ihrom Jaelani Iis Suryantini Iis Suryantini Imas Masripah Imas Masripah Indriana, Nina Insan Nulyaman Irfan Ismail irwan andriawan, Irwan andriawan Ismail, Heri Taufik Jaja Jahari Jalaludin, Dodi Misbah Karlaely, Irma Karman Karman karman karman Khaeruniah, Ade Een Koestanti, Melinda Koko Adya Winata Koswara, Pupu M. Yunus, Badruzzaman Mahmud Mahmud Mamang Subagja Mamang Subagja Maspuroh Maspuroh Maulana, Meiviani Nurul Aisyah Mauzifa Mauzifa Melinda Koestanti Miftahul Huda Mohamad Erihadiana, Mohamad Mohamad Jaenudin Muhammad Polem Muhammad Rakha Fauzan Muhammad Ridho Abdul Rozaq Muhibbin Syah Muhibbin Syah Mulyawan Safwandy Nugraha Munawar, Fuad Musthafa, Izzuddin Musyfiq, Ahmad Mutiara Ariska Natasya, Kezia Putri Nina Nurmila Ningsih, Nur Wahyu Nugraha, Anggi Purwa Nugraha, Mulyawan Safwandi Nurdiyanto Nurdiyanto, Nurdiyanto Nurmalasari Nurmalasari Nurul Husna Nurwadjah Ahmad Eq Opik Taupikur Rahman Permana Rahman, Aditya Polem, Muhammad Prilianto, Figo Purnama, Jajang Qiqi Yuliati Zaqiah, Qiqi Yuliati Rahayu Kariadinata Rahmawati, Untari Raito Raito Ramdani, Ibnu Laksana Aulia Razali, Nabihah Husna RF, Firyal Yasmin Ridwan Fauzi, Muhammad Rivan Widiana Rivan Widiana Rizal Nurzain Rizza, Muhamad Rohaeni, Neng Rukoyah, Siti Ruswandi, Uus Safari, Edi Sahid, Muhamad Mugni Sarbini Sarbini Selamet Selamet Septia Nur Saputri Shofiyyah, Nilna Azizatus SITI ROSYIDAH, SITI Sofia Ratna Awaliyah Fitri Sonia, Gina Aria Suhartini, Andewi Suherman, Usep Suntiah, Ratu Supiana Supiana Supiana, Supiana Supriani, Yuli Syah, Muhibbin Syamsul Arifin, Bambang Syarifah, Elis Tantan Heryadi Tantan Tarsono Tarsono Tatang Sudrajat Taufiqurrahman Thohir , Ajid Tuti Hayati Udung Hari Darifah Ulhaq, Muhammad Miftah Ulpah, Ghina Unang Wahidin, Unang Uswatun Hasanah Wahyudin Darmalaksana Wanayati, Sri Wendi Saepul Mikdar Wulandari, Reksahati Yusup Ridwan Zainal Muttaqin