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All Journal Ta´dib Abjadia, International Journal of Education Profetika Al-Wijdan : Journal of Islamic Education Studies Risâlah, Jurnal Pendidikan dan Studi Islam Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Asatiza: Jurnal Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Didaktika: Jurnal Kependidikan IJECS: Indonesian Journal of Empowerment and Community Services Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Riset dan Inovasi Pembelajaran Mamba'ul 'Ulum Universitas Muhammadiyah Yogyakarta Undergraduate Conference Proceeding Jurnal Pengabdian Multidisiplin Didaktika Religia Jurnal Pengabdian Mandiri SWARNA Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Al'Ulum Jurnal Pendidikan Islam Amorti: Jurnal Studi Islam Interdisipliner Jurnal Pendidikan dan Ilmu Sosial AL HAZIQ: Journal of Community Service Proceeding of International Conference of Islamic Education Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam AL-ABSHOR : Jurnal Pendidikan Agama Islam Indonesian Journal of Islamic Educational Review Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Bunyan al-Ulum : Jurnal Studi Islam International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon Profetika: Jurnal Studi Islam Jurnal Riset Sosial Humaniora dan Pendidikan JIPDAS (Jurnal Ilmiah Pendidikan Dasar) At Turots: Jurnal Pendidikan Islam
Meti Fatimah
Institut Islam Mamba'ul 'Ulum Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Pelatihan Pembuatan Media Pembelajaran Berbasis Game Bagi Guru-Guru Madrasah Ibtidaiyah Fatma Sukmawati; uswatun khasanah; meti fatimah; mujibburohman mujibburohman
IJECS: Indonesian Journal of Empowerment and Community Services Vol. 3 No. 2 (2022): IJECS: Indonesian Journal of Empowerment and Community Services
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijecs.v3i2.1654

Abstract

Di era teknologi, pemanfaatan media pembelajaran telah banyak  inovasi yang dilakukan. Salah satu inovasi media yang dapat mambantu pendidik dalam mengajar yaitu media pembelajaran berbasis games dengan bantuan aplikasi Kahoot. Namun, masih terdapat pendidik  di sekolah mitra  belum memanfaatkan teknologidalam media pebelajaran yang digunakannya. Tujuan dari kegiatan Pengabdian Kepada Masyarakat (PkM)adalah: (1) Memperkenalkan media pembelajaran berbasis games, (2) meningkatkan keterampilan pengajar  guru dalam menggunakan media berbasis games seperti aplikasi Kahoot!. Metode yang digunakan pada kegiatan ini yaitu metode ceramah, demonstrasi dan penugasan. Data diperoleh dari angket kepuasan kegiatan pelatihan. Dari hasil analisis data diperoleh bahwa 92,30% kegiatan ini menambah wawasan pendidik mengenai pembuatan media berbasis games, 92,00% materi yang disampaikan sesuai dengan kebutuhan, 85,50% kegiatan menambah keterampilan pendidik dalam memanfaatkan media pembelajaran. Ada dua simpulan pada kegiatan ini, yaitu: (1) kegiatan PkM ini menjadikan pengajar atau pendidikan lebih mengenal  aplikasi Kahoot sebagai media pembelajaran berbasis games dan memberikan manfaat untuk pendidik untuk melakukan inovasi dalam pembuatan  media pembelajaran, (2) kegiatan pengabdian kepada masyarakat  ini  meningkatkan keterampilan pendidik dalam menggunakan media games seperti aplikasi Kahoot!
ANALYSIS OF TARIKH TEST ITEMS IN MADRASAH ALIYAH USING THE RASCH MODEL THEORY Joko Subando; Meti Fatimah; S Sukari
Proceeding of International Conference of Islamic Education Vol. 3 (2025): Proceeding of International Conference on Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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

Abstract

This study is an evaluative research aimed at analyzing the quality of Fiqh exam items for 12th-grade students at Madrasah Aliyah Negeri 1 Surakarta, using the Rasch Model evaluation theory approach. The reason for choosing this model is its ability to simultaneously evaluate both the test items and the ability to address the limitations of classical test theory. The research subjects consisted of 332 students who met the minimum criteria for Rasch analysis according to Linacre (1994). Data was collected through documentation of final exam results and analyzed using the Winstep software. The main component evaluated in this study is the difficulty level of the items. The analysis was conducted by considering the validity and reliability of the instrument. Validity was assessed through item fit (Outfit MNSQ, ZSTD, and Pt Mean Corr), unidimensionality, and bias detection using DIF and DPF. The results of the study showed that two items (S17 and S27) were outliers in terms of difficulty, two other items (S17 and S39) were classified as misfits, and 19 items were identified as biased. This indicates that some items were unfair and inaccurate in measuring students' abilities. In terms of reliability, the person reliability value of 0.79 indicated a fair consistency in student responses, while the item reliability of 0.99 suggested that the items were highly reliable in distinguishing levels of ability. The Cronbach's alpha of 0.89 indicated very good internal consistency. The study recommends revisions to the problematic items in order to improve the validity and fairness of the evaluation instrument.
Transformasi Supervisi Pendidikan Islam: Dari Paradigma Otoriter Menuju Kolaboratif-Humanis Ariyanto Ariyanto; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10381

Abstract

Islamic education supervision plays a strategic role in improving educational quality through the professional development of teachers. However, supervision practices in various Islamic educational institutions remain largely influenced by a traditional paradigm that is authoritarian, inspection-oriented, administrative, and focused on fault-finding. This condition reduces the effectiveness of supervision in strengthening teacher professionalism and may generate resistance, weaken motivation, and limit teachers’ creativity. In addition, a gap remains between the modern concept of humanistic and collaborative supervision and its implementation in educational practice. This study aims to examine the transformation of the Islamic education supervision paradigm toward a collaborative-humanistic supervision model and to analyze the integration of Islamic values in its implementation. This study uses a library research method with a descriptive qualitative approach through a review of books and scholarly articles related to Islamic education supervision. The findings indicate that Islamic education supervision has shifted from a control-based approach toward a professional development model that is more humanistic, democratic, participatory, and reflective. The collaborative-humanistic approach is considered relevant to contemporary Islamic education because it positions teachers as professional partners rather than objects of inspection. Clinical supervision also emerges as an effective model for improving learning quality through dialogical and reflective processes. The integration of the values of amanah, ihsan, musyawarah, and islah strengthens the distinctive character of Islamic education supervision by ensuring that supervision is not only directed toward competence improvement but also toward teachers’ moral and spiritual development. This study contributes theoretically to the development of Islamic education supervision literature and provides practical implications for supervisors, school leaders, and Islamic educational institutions in implementing supervision that is collaborative, humanistic, reflective, and grounded in Islamic values.
Pendekatan Holistik Untuk Pencegahan Bullying: Edukasi Dan Psikososial di SAM Tengku Ampuan Jemaah Sungai Besar Malaysia Edy Muslimin; Meti Fatimah; Muh. Nur Rochim Maksum; Aulia Rachma Fajria; Agit Purwo Hartanto; Riski Kristianto Pambudi; Ridwan Rohmad Yunadi; Arilana Nur ‘Izi
Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Vol. 9 No. 2 (2026): April 2026
Publisher : STMIK Royal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33330/jurdimas.v9i2.4528

Abstract

Abstract: Bullying in Malaysian secondary schools is a serious issue with the prevalence of cases continuing to increase and adversely affecting the mental health of adolescents. At SAM Tengku Ampuan Jemaah Selangor, Malaysia it was found that more than 30% of stu-dents still consider bullying to be a normal social dynamic. This service aims to raise awareness of the dangers of bullying, equip school residents with social-emotional skills, and create a safe and inclusive school environment. The method used in the PkM-International Partnership uses a holistic approach that combines anti-bullying education and psychosocial reinforcement for four days for 219 students. The implementation strategy includes interactive workshops, case discussions, role-play simulations, and educational poster creation. The results of the service showed a significant increase in participants' understanding with an increase in the average score from 2.99 to 3.74 (25.10%). The real impact of this activity is the strengthening of anti-bullying literacy and the formation of a more responsive internal school mechanism to build a school cul-ture that is free of violence and compassion. Keywords: bullying; awareness; school environment; holistic approach; students Abstrak: Perundungan di sekolah menengah Malaysia merupakan isu serius dengan prevalensi kasus yang terus meningkat dan berdampak buruk pada kesehatan mental remaja. Di SAM Tengku Ampuan Jemaah Selangor, Malaysia ditemukan bahwa lebih dari 30% siswa masih menganggap perundungan sebagai dinamika sosial yang wajar. Pengabdian ini bertujuan untuk meningkatkan kesadaran akan bahaya perundungan, membekali warga sekolah dengan keterampilan sosial-emosional, serta menciptakan lingkungan sekolah yang aman dan inklusif. Metode yang digunakan dalam PkM-Kemitraan Internasional ini menggunakan pendekatan holistik yang memadukan edukasi anti-bullying dan penguatan psikososial selama empat hari terhadap 219 peserta didik. Strategi pelaksanaan mencakup workshop interaktif, diskusi kasus, simulasi role-play, dan pembuatan poster edukasi. Hasil pengabdian menunjukkan peningkatan signifikan pemahaman peserta dengan kenaikan skor rata-rata dari 2,99 menjadi 3,74 (25,10%). Dampak nyata dari kegiatan ini adalah penguatan literasi anti-bullying serta terbentuknya mekanisme internal sekolah yang lebih responsif guna membangun budaya sekolah yang bebas kekerasan dan penuh kasih sayang. Kata kunci: bullying; kesadaran; lingkungan sekolah; pendekatan holistik; peserta didik
Implementation of the Storytelling Method in Islamic Religious Education to Develop the Spiritual Intelligence of Grade XI Students at State Vocational High School 2 Sukoharjo Hanif Fawwas Ramadhan; Meti Fatimah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1054

Abstract

This study analyzes the implementation of the storytelling method in Islamic Religious Education and identifies its supporting and inhibiting factors in developing the spiritual intelligence of Grade XI students at State Vocational High School 2 Sukoharjo. The study employed a descriptive qualitative approach with a case study design. The research participants consisted of Islamic Religious Education teachers, Grade XI students, and the vice principal for curriculum affairs, selected through purposive sampling. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data analysis involved data condensation, data display, and conclusion drawing and verification. Data credibility was strengthened through source and technique triangulation. The findings show that storytelling was implemented through planning, story delivery, value reflection, and evaluation. Teachers used stories of prophets, companions, and Islamic figures relevant to the learning materials. Storytelling increased students’ attention, participation, understanding, and ability to draw lessons from the stories. The development of spiritual intelligence was reflected in stronger motivation to worship, discipline, responsibility, empathy, social concern, and awareness of Islamic values. Its implementation was supported by teacher competence, the flexibility of the Independent Curriculum, learning facilities, student enthusiasm, and a religious school environment. Its limitations included uneven storytelling skills, diverse student characteristics, limited instructional time, and external social influences.
Teknik Supervisi Pendidikan Nanang Anshori; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10532

Abstract

Educational supervision is a strategic effort to improve learning quality and teacher professionalism, thereby requiring a comprehensive understanding of its techniques, implementation, as well as its strengths and weaknesses in the school context. This study aims to examine educational supervision techniques, their implementation in schools, and their contribution to supporting the improvement of educational quality. This study used a qualitative method with a library research approach. Data were obtained from various library sources, such as books and journal articles relevant to educational supervision, and were then analyzed using the Miles and Huberman interactive model, which includes data reduction, data condensation, and conclusion drawing. The results of the study show that educational supervision techniques are divided into two main categories, namely individual techniques and group techniques. Individual techniques include classroom visits, classroom observation, personal conversations, interclass visits, and self-assessment, whereas group techniques include group discussions, workshops, training workshops, and various other collaborative activities. The implementation of supervision is carried out through the stages of planning, implementation, evaluation, and follow-up. Individual techniques have the advantage of providing more specific and in-depth guidance to teachers, whereas group techniques are more efficient and able to encourage collaboration among teachers. The conclusion of this study affirms that selecting and combining appropriate supervision techniques according to teachers’ needs and school conditions is an important factor in improving teacher competence, learning quality, and educational quality in a sustainable manner.
Konsep Pendidikan Bermutu dalam Perspektif Pendidikan Islam Agus Triyono; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11157

Abstract

Quality education is not only oriented toward academic achievement but also encompasses the holistic development of students in intellectual, emotional, social, and spiritual aspects. This study aimed to analyze the concept of quality education from the perspective of Islamic education. The study employed a qualitative approach using library research through the examination of books, scholarly journals, and classical and contemporary Islamic literature. The results showed that the concept of quality education generally emphasizes the integration of inputs, processes, and outputs to produce competent and competitive graduates. From the perspective of Islamic education, quality education has a more comprehensive scope because it integrates divine values derived from the Qur’an and Hadith. Quality education is directed toward developing individuals who are not only knowledgeable but also possess strong faith and noble character through a balance among faith, knowledge, and righteous action. Indicators of educational quality encompass not only academic achievement but also students’ character, discipline, and social responsibility. This study concludes that integrating modern concepts of educational quality with Islamic values establishes an educational framework that balances worldly and afterlife-oriented needs. These findings contribute to the development of a holistic educational concept relevant to forming a generation that is intelligent, faithful, morally upright, and capable of addressing educational challenges in the modern era.
Administrasi Pendidikan dalam Perspektif Islam: Telaah Konseptual atas Prinsip, Fungsi, dan Ruang Lingkup Tarno; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11253

Abstract

Education is a crucial aspect of character formation and the improvement of human resource quality, whose success is greatly influenced by a planned and well-directed administrative system. In the context of Islamic education, administration encompasses not only managerial and technical activities but also a trust that embodies spiritual and moral values derived from the Qur’an and Hadith. This study aimed to analyze the concepts, principles, objectives, functions, scope, challenges, and development strategies of educational administration from an Islamic perspective in the modern era. The study employed a descriptive qualitative approach using a literature review method through the examination of various relevant sources. The findings showed that Islamic educational administration is the process of managing all educational components based on the principles of trustworthiness, justice, consultation, transparency, accountability, effectiveness, and efficiency. The objectives of Islamic educational administration are oriented not only toward academic achievement but also toward the holistic development of students’ potential, encompassing spiritual, intellectual, moral, social, and physical aspects, to cultivate noble character and create an Islamic learning environment. Its scope includes the management of curricula, students, educators, finances, facilities and infrastructure, and relationships between educational institutions and the community, supported by leadership with integrity. In the modern era, Islamic educational institutions face challenges arising from digital technological developments, global competition, sociocultural changes, and limited human resources. This study concludes that Islamic educational administration can be strengthened through the use of information technology, the enhancement of educators’ competencies, the reinforcement of an Islamic work culture, transparency in financial management, and the development of synergy between educational institutions and the community. These findings contribute to the development of Islamic educational governance that is adaptive to changing times without neglecting the spiritual and moral values that underpin its management.
Transformasi Teori Administrasi Pendidikan: Konsep, Implementasi, dan Tantangan dalam Mewujudkan Tata Kelola Pendidikan yang Efektif Nuruddin; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11282

Abstract

The field of educational administration has undergone significant transformation in response to shifts in educational paradigms, advances in digital technology, the demands of globalization, and the growing need for effective, efficient, transparent, and accountable governance of educational institutions. Although educational administration has been widely discussed, studies integrating its theoretical development, implementation, and challenges within the context of educational governance in the digital era still require further strengthening. This article aims to examine the transformation of educational administration theories, their implementation in the management of educational institutions, and the various challenges involved in achieving high-quality educational governance. The study employed a library research method with a qualitative descriptive approach through an analysis of books, national and international journal articles, and relevant educational policy documents. The findings indicate that educational administration theories have developed from classical approaches oriented toward organizational efficiency to modern approaches emphasizing transformational leadership, school-based management, collaboration, innovation, digitalization, and data-driven decision-making. The implementation of educational administration in the digital era provides opportunities to improve the quality of educational services through the use of information technology, but it continues to face constraints, including limited human resource competencies, resistance to change, inadequate facilities and infrastructure, the digital divide, and a weak organizational culture. This study concludes that the transformation of educational administration requires strengthening leadership capacity, improving the competencies of educators and education personnel, digitalizing administrative systems, developing a quality culture, and fostering collaboration among stakeholders. These findings contribute to the development of educational administration studies and provide practical implications for educational institutions in establishing effective, adaptive, accountable, and sustainable governance.
Supervisi dan Pengembangan Profesional Guru Mutiara Sani; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11307

Abstract

Changes in the paradigm and authority of educational supervision are important aspects of improving educational quality because they determine the patterns of guidance, oversight, and professional development for teachers. This study aimed to analyse the paradigm and authority of educational supervision and examine the relationship between the two in improving educational quality. This study employed a descriptive qualitative approach using library research through a review of books, scientific journal articles, policy documents, and various sources of literature relevant to educational supervision. The data were analysed through the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive understanding of the development of the supervision paradigm and the application of authority in educational practice. The findings showed that the educational supervision paradigm had shifted from an authoritarian inspection approach to collaborative, humanistic, and transformational approaches oriented towards the continuous professional development of teachers. This shift also transformed supervisory authority from a hierarchical, control-based pattern into participatory professional leadership grounded in competence, integrity, and the ability to empower teachers. In the context of modern education, supervision functions not only as an oversight mechanism but also as a strategic instrument for enhancing teacher professionalism, strengthening instructional leadership, building professional learning communities, and supporting educational transformation in the digital era. This study confirms that the effectiveness of supervision is determined by the alignment between a collaborative paradigm and the professional, ethical, and participatory exercise of authority. These findings provide a conceptual contribution to the development of educational supervision and practical implications for supervisors and leaders of educational institutions in integrating professional leadership, collaboration, ethics, and the use of technology into efforts to sustainably improve educational quality.
Co-Authors Abdul Kabir Hussain Solihu Adi Sulistyo Wibowo Adin, Ahmad Muchlis Agit Purwo Hartanto Agus Triyono Ahmad Mujib Ahmad Yasir Al Amin Ahmada, Futiha Alambarra Amaan Ainun Mardhiyah Al Mustofa, Ahmad Alfian Eko Rochmawan Alhasbi, Faruq Ana Muslimah Anggraini, Nur Fitria Arafiq Fathul Haq Rumaf Ardianto, Risko Aris Arfan Hamdani Arifin Arilana Nur ‘Izi Arrohman, Syauqu Rofiq Asmira Efend Assalam, Gholib Asy'arie, Musa Asyrof Abdul Baqi Athia Tamyizatun Nisa Aulia Arsinta Aulia Rachma Fajria Awwaliyah, Nafilah Khusnul Azhar, Dzul Azhari, Pebri Azizah, Nailan Aqidatul Baehaqi Bahij, Alfan Baidan, Nashrudin Bambang Sumardjoko Baron Santoso Deddy Ramdhani Deddy Ramdhani Dewi, Rachma Rusdiana Dito Haryudanto Dwi Suprapti Dwi Winarno Dwi Winarno, Dwi Eko Supono Erni Susilowati, Erni Fadlilah Anisa Hanifah Faiz, Rexsi Azmi Faizi, Ahmad Akbar Al Fandriyanto Fandriyanto, F Fani, Farid Al Fatimah Az Zahrah Fatma Sukmawati Fatma Sukmawati Fatma Sukmawati Fatoni, Mahfud Heru Firdiana, Linda Fisa Bela Masithoh Fityatul Muharromah Gali Nurma Saudi Haerullah, Haerullah Hafidz Abdul Rozaq Hamid Syarifuddin Hanif Fawwas Ramadhan Hanik Rahmawati Solikhah Hidayat , Muhtar Iftitah Amin Suryani Ikhsanuddin, Muhammad Imam Mahdi Imam Mujahid Imam Suhadi, Imam intan kusuma wardani Islamiyah, I Ismail Hasan, Ismail Ismi Nur Azizah Jamal Thoriq Joko Sarjono Kafindi Kafindi Kamal Maruapey Khoir, Mulyanto Abdullah Khoirudin Khoirudin, K Khoirul Imam Kholil Kirstyaustin, Jhil Alesia Lailla Hidayatul Amin Listianto, Dwiyan M.J NASHIR Mahabie, Ahans Mahfud Heru Fatoni Mahmud Darul Kurniyadi Mar-Atin Nabila Rohmah MARIA BINTANG Miftahurohman, Miftahurohman Mohamad Ariansah Thalib Mohammed Hafiz Ali Wafa Muarifah Muarifah Muarifah, Muarifah Mudjiono Muh Nur Rochim Maksum MUHAMAD ABDUL AZIS Muhammad Fatchurrohman Muhammad Fathin Abdul Ghoffar Muhammad Ilyas Muhammad Ja'far Nashir Muhammad Jafar Nashir Muhammian Sobe Arashi Muharromah, Fityatul Mujibburohman mujibburohman mujibburohman Mujiburohman, M Mujiburrohman Mujiburrohman Mujiburrohman, M Mukhlis Fathurrohman Murtadho, Imam Musa Asy'arie Musa Asy’arie Muslimin, Edy Mustamik, Mustamik Mustofa Mustofa Mutiara Sani Nabila Nadzirotusholihah, N Nafilah Khusnul Awwaliyah Nanang Anshori Nashihun Nasron, Mohammad Alif Nawaffani, Muhammad Mahsya Ngatmin Abbas Nur Ayu Setyariza Nur Aziz Nur Hidayah Nur Is Haryani Nur Yaman Nurachman, Azhar Nurohmah, Aulia Nuruddin NURUL HIDAYAH Nuryahya, Ikhsan Pamungkas, Maulana Al Bana PRAPTININGSIH PRAPTININGSIH Priyanto, Catur Qonita Setyaningsih Raden Mohamad Herdian Bhakti Rahadi, Rahmat Rahmad, Maulana Nur Azis Ramdhani, Deddy Reyna Yulia Agustin Ribut Santoso Ridwan Rohmad Yunadi RINI ADIYANI Rini Kartika Sari Riski Kristianto Pambudi Rizka Setiawan, Rizka Rizky Pratama Putra Rizky Pratama Putra RR. Ella Evrita Hestiandari Rudi Hermawan Rumaf, Arafiq Fathul Haq S Sulistyowati S Syamsuddin Salma Navi’ati Kholisa Dewi Sani, Mutiara Santoso, Baron Sanusi, Muhammmad Sarjono, Joko Sayidah, Aminatus Setiyono, Muh. Ridwan Sholekah, Umma Rohmah Siti Rahimah Siti Rohimah Siti Rohimah Siti Sangadah Slamet . Soleha, Zachro Solekhah Nur Afifah Solikhah Sri Erna Widayati Subando, Joko - Sugiyarti, Sri Sukari SUKARI SUKARI Sukari Sukari Sukari, S Sukmawati, Shafiyyana Arub Sulismiyati Surono Surono, S Suryono Suryono Suryono Suryono Sutama Sutrisno, Agus Suyatman Syafadilla, Fahra Rifky Syahriyanto Syarifuddin, Hamid TARNO Taufik Thoriq, Jamal Tisnawati, Tin Tri Wahyuningsih Tugiman, T TUTIK RAHAYU Tutik Rahayu Umi Jariyah Umma Rohmah Sholekah Uswatun Khasanah Uswatun Khasanah Vian Widiyanto Viki Bayu Mahendra Wahid Firmansyah Wakhidah Kurniawati Warih Nurul Hidayati Waston Wibowo, Muhammad Kurniawan Budi Widyaningsih, Erna Wildana Khoirun Nisa Yadi Yekti Handayani Yoga Wicaksono Zachro Soleha