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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab AL QUDS : Jurnal Studi Alquran dan Hadis Arabiyatuna : Jurnal Bahasa Arab Al-I'tibar : Jurnal Pendidikan Islam ASALIBUNA An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Fitrah: Jurnal Studi Pendidikan Tanwir Arabiyyah: Arabic as Foreign Language Journal Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Takuana: Jurnal Pendidikan, Sains, dan Humaniora Asalibuna Al-Istinbath: Jurnal Hukum Islam Borneo Journal of Language and Education Journal of Arabic Education, Linguistics, and Literature Studies Al-Jawhar : Journal of Arabic Language Al I'tibar Jurnal Pendidikan Islam Lisanul Arab: Journal of Arabic Learning and Teaching Jurnal Pendidikan Islam
Renti Yasmar
Institut Agama Islam Negeri (IAIN) Curup
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Multimedia Interaktif Pembelajaran Bahasa Arab Untuk Siswa Madrasah Aliyah Yasmar, Renti
ARABIYATUNA : Jurnal Bahasa Arab Vol 1, No 2 (2017)
Publisher : Sekolah Tinggi Agama Islam (STAIN)Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v1i2.325

Abstract

This study aims to produce appropriate Arabic Learning Media for Madrasah Aliyah students viewed from the validation results of material experts, media experts and teacher and student responses to the developed Arabic Learning Interactive CD. This research is based on the lack of Arabic language learning media in Madrasah Aliyah Muhammadiyah Yogyakarta so that the teacher difficulties in dalm explain Arabic materials. This research type is research and development with stages consist of (1) needs analysis, (2) instructional design 3) product development, (4) Validation (5) Product assessment of teachers and students, (6) Final Product. The validation process is done by 1 media expert and 1 material expert. The subjects of the study were the teachers of Arabic Madrasah Muallimaat Muhammadiyah Yogyakarta at the level of Aliyah amounting to 2 people and the students of Madrasah Muallimaat Muhammadiyah Yogyakarta amounted to 30 students. The data were obtained using questionnaires for media experts and material experts as well as students responses or responses to media developed on the aspects of learning, material aspects, display aspects and programming aspects. Data were analyzed by quantitative descriptive analysis. The result of the research shows that the material expert judgment on the feasibility of Interactive CD of Arabic Learning from the learning aspect with the average 4,17 (good) and the material aspect with the average 4,00 (good). Assessment of media expert on the feasibility of Interactive CD of Arabic Learning from aspect of display with average 4,15 (good) and programming aspect with average 4,00 (good). Teachers responses to Interactive CDs Arabic learning shows that teachers give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average 4,16 (good), aspect of display with average 4 , 19 (good), and programming aspect with average 4,21 (good). The result of responses or students responses to Interactive CDs The learning of Arabic shows that students give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average of 4.10 (good), aspect of display average 4,07 (good), and programming aspect with a mean of 4.12 (good). The results of this study conclude that the Interactive CD of learning Arabic language developed feasible to be used for Madrasah Aliyah students
Tahlil ‘Amaliyah Ta’lim al-Lugah al-‘Arabiyyah Fi al-Madrasah al-Mihniyyah al-Wihdah (SMKIT) Khair al-Ummah Rejang Lebong Widianti, Eni; Jannah, Nur; Yasmar, Renti
Asalibuna Vol 4, No 1 (2020): Vol 4, No 1 (2020)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asa.v4i1.2172

Abstract

 التجريد: الغرض من هذا البحث هو تحليل ووصف عملية تعليم اللغة العربية في المدرسة العالية الوحدة (SMKIT) خير الأمة ريجانج ليبنج. والتي تتضمن عملية تعليم اللغة العربية وهي:1.( تخطيط عملية تعليم اللغة العربية (RPP) تعليم اللغة العربية ، ومواد التعليم العربية ، وطرق التعليم العربية ، ووسائل الإعلام العربية ، وتقويم تعليم اللغة العربية. (2) مشكلات عملية تعليم اللغة العربية في المدرسة العالية الوحدة (SMKIT) خير الأمة ريجانج ليبنج. 3.( حل مشكلة تعليم اللغة العربية في المدرسة العالية الوحدة (SMKIT) خير الأمة ريجانج ليبنج. هذا النوع من البحث نوعي وصفي. تقنيات جمع البيانات باستخدام المقابلة والملاحظة والتوثيق. نتائج البحث كما يلي : (1). يشير RPP ومناهج المواد اللغة العربية إلى منهج وزارة الدين في جمهورية إندونيسيا ، المواد التي يتم تدريسها لا تتوافق مع RPP والمنهج الذي تم إعداده. المادة في شكل نصوص قراءة ، لذلك لا تختلف المواد التي يتم تدريسها. الطريقة المستخدمة هي طريقة المحاضرة. الوسائل الإيضاح المستخدمة هي وسائل الإيضاح بسيطة مثل السبورة والعلامات والقرطاس. التقويم في شكل اختبار مكتوب. (2) مشكلة تعليم اللغة العربية أولاً ، لا يزال التلاميذ يواجهون صعوبة في ترجمة القراءة أو القراءة وكتابة اللغة العربية أو الإملاء. لا يتم تعبئة المواد في المناهج وترتيبها بشكل صحيح من قبل المعلم لأنها رتيبة للغاية تقتصر على نص القرعة. ثالثًا ، الطريقة المستخدمة هي طريقة المحاضرة ، ولا تختلف الطريقة في عملية التعليم. وسائل الإعلام المستخدمة مدفوعة فقط بالكتب المدرسية والقرطاسية مثل السبورة والعلامات والقرطاس لوباء اللغووية. حتى العديد من الألعاب اللغوية التي يمكن استخدامها مثل أغاني الأطفال يتم ترجمتها إلى اللغة العربية. المشكلة الثانية هي الخلفية التعليمية غير المتجانسة للتلاميذ وعدم وجود دافع لتلاميذ في المدرسة العالية الوحدة (SMKIT) خير الأمة ريجانج ليبنج. لا يتعرف التلاميذ على شكل الحروف العربية أو الكتابة ، وصعوبة ترتيب أو ربط الحروف العربية وصعوبات في الرسم '. ثم أقل من المتابعة أو المعاملة بالمثل من المعلم والتلاميذ على مهارات اللغة العربية لدى التلاميذ. (3) حل مشكلة تعليم اللغة العربية في المدرسة العالية الوحدة (SMKIT) خير الأمة ريجانج ليبنج. أولاً عن صعوبة التلاميذ في ترجمة نص عربي أو نص وكتابة باللغة العربية ، يجب على المعلم استخدام الأساليب التي تتوافق مع المواد المقدمة مثل طريقة الإملاء وطريقة القراءة. في إعداد المادة ، يجب على المعلم التكيف مع مستوى تعليمه ، لأن لكل مستوى من مستويات التعليم لدى التلاميذ قدرات مختلفة. يجب أن تختلف وسائل الإعلام المستخدمة مثل تنفيذ الألعاب العربية مع ترجمة أغاني الأطفال إلى اللغة العربية. يجب على التلاميذ الذين يعانون من مشاكل مختلفة ولديهم خلفيات تعليمية مختلفة أن يغيروا الأساليب والوسائل الإيضاح في تسليم المواد حتى يتمكن التلاميذ من فهم المواد المقدمة بسهولة على الرغم من أنهم لم يتعليموا العربية مطلقًا. في مقدمة الحروف العربية يمكن للمدرس استخدام طريقة الأغنية واللعبة. علاوة على ذلك ، مع الافتقار إلى المعاملة بالمثل بين المعلمين والتلاميذ في مهارات اللغة العربية ، يجب أن يكون هناك شعور بمسؤولية المعلم تجاه التلاميذ لأن أحد متطلبات المعلمين المحترفين هو المعلم المسؤول عن قدرة التلاميذ.
Multimedia Interaktif Pembelajaran Bahasa Arab Untuk Siswa Madrasah Aliyah Renti Yasmar
Arabiyatuna: Jurnal Bahasa Arab Vol 1, No 2 December (2017)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.213 KB) | DOI: 10.29240/jba.v1i2.325

Abstract

This study aims to produce appropriate Arabic Learning Media for Madrasah Aliyah students viewed from the validation results of material experts, media experts and teacher and student responses to the developed Arabic Learning Interactive CD. This research is based on the lack of Arabic language learning media in Madrasah Aliyah Muhammadiyah Yogyakarta so that the teacher difficulties in dalm explain Arabic materials. This research type is research and development with stages consist of (1) needs analysis, (2) instructional design 3) product development, (4) Validation (5) Product assessment of teachers and students, (6) Final Product. The validation process is done by 1 media expert and 1 material expert. The subjects of the study were the teachers of Arabic Madrasah Mu'allimaat Muhammadiyah Yogyakarta at the level of Aliyah amounting to 2 people and the students of Madrasah Mu'allimaat Muhammadiyah Yogyakarta amounted to 30 students. The data were obtained using questionnaires for media experts and material experts as well as students' responses or responses to media developed on the aspects of learning, material aspects, display aspects and programming aspects. Data were analyzed by quantitative descriptive analysis. The result of the research shows that the material expert judgment on the feasibility of Interactive CD of Arabic Learning from the learning aspect with the average 4,17 (good) and the material aspect with the average 4,00 (good). Assessment of media expert on the feasibility of Interactive CD of Arabic Learning from aspect of display with average 4,15 (good) and programming aspect with average 4,00 (good). Teachers' responses to Interactive CDs Arabic learning shows that teachers give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average 4,16 (good), aspect of display with average 4 , 19 (good), and programming aspect with average 4,21 (good). The result of responses or students' responses to Interactive CDs The learning of Arabic shows that students give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average of 4.10 (good), aspect of display average 4,07 (good), and programming aspect with a mean of 4.12 (good). The results of this study conclude that the Interactive CD of learning Arabic language developed feasible to be used for Madrasah Aliyah students
UPAYA MENINGKATKAN KEMAMPUAN BAHASA ARAB DOSEN NON PENDIDIKAN BAHASA ARAB (PBA) Noza Aflisia; Renti Yasmar
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 4, No 2 (2018)
Publisher : UIN Sumatera Utara Medan

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

Abstract

Abstrak: Penelitian ini merupakan bentuk evaluasi terhadap upaya dalam meningkatkan kemampuan bahasa Arab dosen non Pendidikan Bahasa Arab (PBA). Tujuan dari penelitian ini adalah melihat seberapa efektif kegiatan bimbingan belajar bahasa Arab ini dalam meningkatkan kemampuan bahasa Arab dosen, melalui uraian bentuk pelaksanaan kegiatan bimbingan belajar bahasa Arab, dan solusi yang ditawarkan. Dengan mengumpulkan data dari pihak yang teribat yaitu tutor dan dosen sebagai peserta bimbingan belajar bahasa Arab. Hasil penelitian ini menunjukkan bahwa upaya yang dilakukan untuk meningkatkan kemampuan bahasa Arab dosen IAIN Curup adalah dengan mengadakan bimbingan belajar bahasa Arab. Diantara solusi yang ditawarkan untuk meningkatkan pelaksanaan bimbingan belajar bahasa Arab untuk dosen ini adalah waktu yang cukup dan kontinuitas untuk pelaksanaan kegiatan bimbingan belajar bahasa Arab, pelatihan dan workshop untuk tutor bahasa Arab, menciptakan lingkungan untuk berbahasa Arab, dan adanya evaluasi kegiatan bimbingan belajar bahasa arab dari pimpinan.
Tahlil ‘Amaliyah Ta’lim al-Lughah al-‘Arabiyah fi al-Madrasah al-Mihiniyah al-Wihdah (SMKIT) Khairul Ummah Rejang Lebong Eni Widianti; Nur Jannah; Renti Yasmar
Asalibuna Vol 4, No 1 (2020): Vol 4, No 1 (2020)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asa.v4i1.2172

Abstract

The purpose of this study is to analyze and describe the process of learning Arabic in SMKIT Khoiru Ummah Rejang Lebong which includes the Arabic learning process, namely : (1). Arabic learning process planning (rpp) Arabic learning, Arabic learning materials, Arabic learning methods, Arabic learning media and Arabic learning evaluation. (2) problems in the process of learning Arabic in SMKIT Khoiru Ummah Tasik Malaya Rejang Lebong. (3) the solution to the problem of learning Arabic in SMKIT Khoiru Ummah Tasik Malaya Rejang Lebong. This type of research is descriptive qualitative. Data collection techniques using interview, observation and documentation. The results of the study are as follows: (1). RPP and Arabic subject syllabus refer to the curriculum of the ministry of religion of the republic of Indonesia. The material taught is not in accordance with the rpp and syllabus that has been prepared. The material is in the form of reading texts, so the material taught does not vary. The method used is the lecture method. The media used are simple media such as blackboards, markers, and paper. The evaluation is in the form of a written test. (2) the problem of learning Arabic first, students are still having difficulty in translating a reading or qiro 'and writing Arabic or dictation imla'. The material in the curriculum is not packaged and arranged properly by the teacher because it is very monotonous only limited to the qiro'ah text. Third, the method used is the lecture method, the method does not vary in the learning process. The media used is only driven by textbooks and stationery such as blackboards, markers and paper Lu'bah lughawiyah has not been implemented. Even so many language games that can be used like children's songs are translated into Arabic. The second problematic is the heterogeneous educational background of students and the lack of motivation of students of SMKIT 45 | تحليل عملية تعليم اللغة العربية في املدرسة املهنية الوحدة خيراألمة ريجانج ليبنج Khoiru ummah Rejang Lebong. Students do not recognize the form of Arabic letters or writing, difficulty in arranging or connecting Arabic letters and difficulties in drawing '. Then less follow-up or reciprocity from the teacher and students on students' Arabic language skills. (3) the solution to the problem of learning Arabic in SMKIT Khoru ummah Rejang Lebong. First about the difficulty of students in translating an Arabic text or text and writing in Arabic, the teacher must use methods that are in accordance with the material presented such as the 'ilma method' and the qiro 'method. in the preparation of the material the teacher must adjust to the level of his education, because each level of education students have different abilities. the media used must vary such as implementing Arabic games with children's songs translated into Arabic. The second problematic students who have different educational backgrounds teachers must vary the methods and media in the delivery of material so that students easily understand the material presented even though they have never learned Arabic. In the introduction of Arabic letters the teacher can use the song and game method. Furthermore, with the lack of reciprocity of teachers and students on Arabic language skills there must be a sense of responsibility of a teacher towards students because one of the requirements for professional teachers is the teacher who is responsible for the ability of students.
Model Pendidikan Multikultural (Telaah Hidden Curiculum di Pondok Buntet Pesantren Cirebon) Vira Rodiatul Maghfiroh; Mohammad Anwar; Miftahul Huda; Renti Yasmar
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 10 No 1 (2023): : Jurnal Pendidikan Islam: Al I'tibar
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jpia.v10i1.2118

Abstract

Pondok Pesantren Buntet merupakan salah satu pondok tertua di Jawa Barat yang mampu mengaplikaiskan pendidikan multikultural pada santri dan masyarkat sekitar. Pendidikan multikultural harus dipahami bersama dan dipraktekan langsung dalam aktifitas keseharian. Santri yang datang berasal dari penjuru indonesia dan pastinya mereka dari budaya, bahasa, suku, bahkan etnis yang berbeda. Meskipun tidak tertulis (Hidden curriculum), pendidikan multikultural selalu dilakukan oleh santri dan masyarakat sekitar. karena pondok Buntet Pesantren keberadaannya di tengah-tengah penduduk asli atau masyarakat Buntet oleh karena itu santri dan masyarakat dapat bergaul bersosialisasi langsung. Pendekatan yang digunakan dalam penelitian ini yaitu deskriptif kualitatif dengan teknik pengumpulan data melalui observai langsung, wawancara mendalam, dan dokumentasi. Adapun peneliti menganalisa data tersebut dengan mereduksi data, menyajikan data dan tahap akhir penarikan kesimpulan. Berdasarkan temuan penelitian maka konsep pendidikan multikultural pondok pesantren cirebon ialah menumbuhkan semangat hidup tanpa diskriminasi, intoleransi, dan saling menghargai dalam bingkai keberagaman budaya pada masyarakat plural sedangkan model pendidikan multikultural di pondok buntet pesantren ialah: 1) Forum Musyawarah Kubro, 2) Ngaji kuping, 3) mengapresiasi etnis yang berbeda dan 4) Toleransi.
Permasalahan Mahasiswa Dalam Mempelajari Morfologi Bahasa Arab Siti Sulaikho; Renti Yasmar; khoirul umam
Al-Lahjah Vol. 6 No. 1 (2023): Januari
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/allahjah.v6i1.3861

Abstract

This study aims to uncover students' problems in learning Arabic in morphological or shorof aspects. The research subjects were 35 PAI students in semester 3 in class E. Research instruments used 2 types of questionnaires, namely closed questionnaires and open questionnaires. This research belongs to the quantitative type. Data analysis is descriptive. The results showed that there are several aspects that cause students to have difficulty in learning Arabic morphology, namely: [1] only 11% of the terms in shorof science are known,[2] it is difficult to distinguish terms in shorof science by 14%, [3] The example used is always the same by 5%, [4] It is difficult to find 25% different examples,[5] The examples used are not words that are commonly encountered in everyday life so that they feel distant and unfamiliar by 8%, [6] One word can turn into a variety of words and confuse it by 17%, [7] Unable to grasp the intent of the word change by 6%, [8] It is difficult to translate into Indonesian by 0%, [9] Explanations that are difficult to understand by 6%, and [10] It is difficult to find learning resources that suit the needs of 8%. Penelitian ini bertujuan untuk mengungkap permasalahan mahasiswa dalam mempelajari bahasa Arab pada aspek morfologi atau shorof. Subyek penelitian adalah 35 mahasiswa PAI semester 3 pada kelas E. Instrument penelitian menggunakan 2 jenis angket, yaitu angket tertutup dan angket terbuka. Penelitian ini termasuk jenis kuantitatif. Analisis data bersifat deskriptif. Hasil penelitian menunjukkan bahwa terdapat beberapa aspek yang menjadi penyebab mahasiswa mengalami kesulitan dalam mempelajari morfologi bahasa Arab, yaitu: [1] baru mengetahui istilah-istilah dalam ilmu shorof sebesar 11%, [2] sulit membedakan istilah-istilah dalam ilmu shorof sebesar 14%, [3] Contoh yang digunakan selalu sama sebesar 5%, [4] Sulit menemukan contoh yang berbeda 25%, [5] Contoh yang digunakan bukan kata yang biasa ditemui dalam keseharian sehingga terasa jauh dan asing sebesar 8%, [6] Satu kata dapat berubah menjadi berbagai kata dan membuat bingung sebesar 17%, [7] Tidak dapat menangkap maksud dari perubahan kata tersebut sebesar 6%, [8] Sulit menerjemahkan ke dalam bahasa Indonesia sebesar 0%, [9] Penjelasan yang sulit dipahami sebesar 6%, dan [10] Sulit menemukan sumber belajar yang sesuai dengan kebutuhan sebesar 8%
Exploration HOTS (Higher Order Thinking Skills) in Arabic Textbook Yasmar, Renti; Al Husna, Lathifah; Wargadinata, Wildana Wargadinata; Nurhadi, Nurhadi
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 3, No 2 (2023)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v3i2.4795

Abstract

This study aims to explore HOTS (Higher Order Thingking Skill) in Class VIII Arabic Textbooks. This research uses qualitative descriptive methods with document analysis techniques (content analysis). The document analyzed in this study is a Class VIII MTs Arabic textbook published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020. This study concludes that HOTS problems are more complex, require deeper thinking, and often require the application of concepts in new or complex contexts. Of the 16 question commands on Tadrib Maharah Qiraah contained in 6 dars in the MTs Class VIII Arabic textbook, it was found that only 6 question commands included the cognitive level at the HOTS level with 3 categories of question commands, namely determining paragraph titles, answering questions based on text and making sentences based on images.
Penerapan HOTS (Higher Order Thinking Skills) dalam Eksplorasi Ide pada Mata Kuliah Kitabah Yasmar, Renti; Sulaikho, Siti; Munir, Muhammad Syahrul; Asrori, Imam; Machmudah, Umi
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 25 No 2 (2023): An Nabighoh
Publisher : Institut Agama Islam Negeri (IAIN) Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v25i2.7171

Abstract

Idea generation, a cognitive process requiring creativity and action, is the focal point of this study. It aims to evaluate the learning needs of PBA students in Maharatul Kitabah, focusing on higher-order thinking skills (HOTS) for idea generation. The study employs educational research and development methods, iteratively aiming to align outcomes with predetermined goals. The learning model development in this study is guided by learning design procedures, emphasizing the Dick and Carey model. This design process entails three stages: (1) initial research, (2) model design, and (3) feasibility testing. The findings reveal a need for more students' Arabic writing skills, necessitating various activities to bolster high-level thinking competencies in the Kitabah course. These activities encompass strategies like tartib al mahdar, tartib al qishshah min shuwar, washf al–shurah, ta'liq al-nash, and tartib al–nash. All these efforts are directed at enhancing students' writing competence.
Designing Insya' teaching material for the second-grade students at the Khadimul Ummah Islamic Boarding School in Bintan Suja, Aidillah; Haq, Muhammad A'inul; Yasmar, Renti; Ridho, Ali; Sofian, Ganjar Yusup
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 2 No. 2 (2023): Takuana, Oktober 2023
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v2i2.76

Abstract

This study aims to design teaching materials for Insya' subjects and explain the design process and its outcomes. The research method used was Design-Based Research (DBR), which belongs to Research and Development (R&D) and consists of four stages: problem identification and analysis, solution design, iterative testing cycles, and final reflection. The data were collected through questionnaires and interviews with both quantitative and qualitative analysis applied. The results show two main findings: first, the teaching materials design goes through three stages, namely setting objectives, setting materials, and formulating evaluations. Second, the outcomes that have been designed were stated to be 'good' category.
Co-Authors -, miftahul huda Abdul Hafiz Ahmad Fadhel Syakir Hidayat Aidillah Suja Al Husna, Lathifah Ali Ridho Amalia, Dian Risky Amirul Hidayat Anwar, Mohammad Shohibul Arini Salsabila Atikah, Tiara Azizah, Fitriyana Bambang Irawan Bambang Irawan Daroini, Slamet Dewi Chamidah Eni Widianti Erlina Erlina Faisal Mahmud Adam Fathul Ulum Fatiha, Belgheddouche Fitriyana Azizah Haq, Muhammad A'inul Imam Asrori khoirul umam Maghfiroh, Rodiatul Masnun Masnun Mia Nurmala Miftahul Huda Miftahul Huda Mohammad Anwar Mohammad Shoibul Anwar Muhamad Turki Muhammad Rizal Munir, Muhammad Syahrul Munjiah, Ma'rifatul Noza Aflisia Noza Aflisia, Noza Nur Jannah Nur Jannah Nurhadi Rahadian Kurniawan RINI RINI Rodiatul Maghfiroh Shofiyani, Amrini Siti Sulaikho Sofian, Ganjar Yusup Sulaikho, Siti Syakir Hidayat, Ahmad Fadhel Turkey, Mohamed Umi Machmudah Umi Sumbulah Uril Bahruddin, Uril Wanto, Deri Widianti , Eni Widianti, Eni Wildana Wargadinata Yayan M.A Nurbayan