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Aan Hasanah

UIN Sunan Gunung Djati Bandung

Author-ID : 6627746

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Pengaruh Model Pembelajaran Kooperatif untuk Meningkatkan Kepekaan Bilangan Siswa Kirana, Fatin Nasywa; Maulidina, Khoirunnisa; Laila, Alya Nur Najmi; Hasanah, Aan; Herman, Tatang
GAUSS: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2024)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v7i1.8022

Pentingnya kepekaan bilangan dalam pembelajaran matematika tidak dapat diabaikan. kepekaan bilangan merujuk pada pemahaman mendalam dan fleksibel tentang bilangan, hubungan antar bilangan, serta operasi matematika. Siswa dengan kepekaan bilangan yang baik cenderung lebih fleksibel dalam menyelesaikan masalah matematika tanpa harus terpaku pada suatu metode tertentu. Namun, saat ini kemampuan kepekaan bilangan siswa cenderung masih rendah. Untuk mengatasinya diperlukan kegiatan analisis pemilihan model pembelajaran yang tepat guna mengembangkan kepekaan bilangan. Dengan demikian artikel ini bertujuan untuk mengetahui efektivitas penggunaan model pembelajaran kooperatif guna meningkatkan kemampuan kepekaan bilangan siswa. Artikel ini merupakan rangkuman dari temuan hasil analisis sebanyak dua belas jurnal. Berdasarkan kajian dari penelitian-penelitian sebelumnya, didapat bahwa hasil belajar siswa dalam materi-materi yang berhubungan dengan bilangan dapat dikembangkan dengan pembelajaran kooperatif. Ini berarti, pembelajaran kooperatif efektif untuk meningkatkan kemampuan kepekaan bilangan siswa.

Implementation of Google Classroom, YouTube, and Quizizz Multimedia to Improve Students’ Motivation and Cognitive Learning Outcomes in Islamic Religious Education Learning R. Muhamad Yasin Fadilah; Aan Hasanah; Mohamad Erihadiana; Nurhamzah Nurhamzah
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.v3i1.510

This study was motivated by the low levels of student motivation and cognitive learning outcomes in the Islamic Education (PAI) subject at SMK Pasundan 1 and SMK Bunga Persada Cianjur. The phenomenon was identified through preliminary observations showing that 45% of students scored below the Minimum Mastery Criteria (KKM) and demonstrated low engagement during the learning process. The school’s efforts to improve student motivation and learning outcomes have not been optimal, as teaching methods and media are still largely limited to conventional approaches. Therefore, innovation in learning through the use of technology-based interactive multimedia such as Google Classroom, YouTube, and Quizizz is needed to create more engaging and effective learning experiences. The objectives of this study were to identify: (1) the implementation of Google Classroom, YouTube, and Quizizz multimedia in PAI learning; (2) students’ learning motivation; (3) students’ cognitive learning outcomes; (4) the influence of multimedia implementation on students’ learning motivation; (5) the influence of multimedia implementation on students’ cognitive learning outcomes; and (6-8) the qualitative findings that expand and deepen the quantitative results regarding multimedia implementation, learning motivation, and cognitive learning outcomes at SMK Pasundan 1 and SMK Bunga Persada Cianjur. This research employed a Mixed Methods approach using a sequential explanatory design, combining quantitative and qualitative methods in sequence. Data were collected through questionnaires, interviews, observations, and document analysis.

A Reflective Evaluation Model for Character Education in Arabic Language Learning Hikmah Maulani; Nalahuddin Saleh; Dadan Mardani; Jenal Bustomi; Muthi Al-Ushali; Aan Hasanah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.38258

This study aimed to develop a Reflective Evaluation Model of Character Education in Arabic language learning within Indonesian higher education using a phenomenological approach. Employing a qualitative phenomenological design, the study explored lecturers’ and students’ lived experiences and reflective practices in integrating character education into Arabic instruction. Data were collected through in-depth interviews, classroom observations, and document analysis and were analysed using Interpretative Phenomenological Analysis to identify core themes. The findings indicated that Arabic language learning was experienced as a meaningful space for character development and perceived as intrinsically linked to moral and spiritual values. Reflective practices emerged across three interrelated dimensions—reflection in action, reflection on action, and reflection for action—which mediated the internalization of character values through curriculum and pedagogy and their manifestation in students’ behaviour. In conclusion, the study proposed a theoretically grounded reflective evaluation model that explains how character education is embedded in Arabic language learning and offers conceptual implications for character-based pedagogy and assessment in higher education.

INSTILLING CHARACTER THROUGH THE MODEL OF BUILDING RELIGIOUS AND VALUE BASED EDUCATION (BRAVE): HONESTY, COURAGE, INDEPENDENCE Khoerudin, Koko; Hasanah, Aan; Zaqiah, Qiqi Yuliati; Ratnasih, Teti
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8377

Purpose – This study aims to create character education innovation through the development of the BRAVE (Building Religious and Value-based Education) Model. The primary focus of this innovation is to integrate religious values—honesty, courage, and independence—into a digital educational game platform to address the lack of adaptive character-learning media for early childhood in the digital age.Methodology – This research uses the Research and Development (R&D) method with a 4-D procedure (Define, Design, Develop, Disseminate). The Define stage included an analysis of the needs of teachers at Raudhatul Athfal (RA) institutions; the Design stage produced a prototype of an interactive digital game based on moral dilemma scenarios; and the Develop stage involved validation by six experts (in materials, media, and practitioners) with a feasibility score of 89%. The model was tested on a limited basis with 60 students at four partner RAs.Findings – The study's results confirm that digital educational games in the BRAVE Model significantly transform children's behavior. Pretest-posttest analysis shows a dramatic increase in honesty (58% to 84%), courage (55% to 81%), and independence (60% to 86%), with p < 0.05. Qualitative findings reveal that the game's interactivity increases children's emotional involvement, enabling the internalization of religious values to occur more naturally and permanently than with conventional methods.Contribution – The BRAVE model has proven to be an innovative and applicable solution for early childhood education institutions seeking to strengthen religious character through the measured, systematic use of digital media.

The Concept of God in the Perspectives of Karen Armstrong and Ibn ‘Athaillah al-Sakandari: A Spiritual Historical Comparative Study Hasanah, Aan
Abrahamic Religions: Jurnal Studi Agama-Agama Vol. 6 No. 1 (2026)
Publisher : Prodi Studi Agama-Agama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/arj.v6i1.33315

This study aims to examine and compare the concept of God in the perspectives of Karen Armstrong and Ibn ‘Ata’illah al-Sakandari through a spiritual-historical comparative approach. The research employs a qualitative method with a library research design, focusing on an analysis of the main works of both thinkers. The findings reveal that Karen Armstrong understands God as a transcendent, unique, and incomparable reality that cannot be fully explained through rational concepts, but must be experienced existentially through spiritual awareness, myth, and ethical sensitivity, particularly compassion for the poor and the suffering. In contrast, Ibn ‘Ata’illah al-Sakandari conceives God through the concept of ma‘rifatullah (gnosis of God), which emphasizes inner knowledge attained through divine light, purification of the heart, remembrance (dhikr), trust in God (tawakkul), and a spiritual journey that requires detachment from worldly desires and a deep longing for closeness to Allah. The study concludes that both figures share similarities and differences in their understanding of God. The similarity lies in their view of God as the highest, transcendent reality, incomparable to anything else. The difference lies in the spiritual path toward God: Armstrong emphasizes transcendence, symbolic experience, and ethical-historical consciousness, while Ibn ‘Ata’illah emphasizes practical Sufism through ma‘rifah, spiritual discipline, inner purification, and intimate proximity to God

Pendidikan Karakter Berbasis Islam sebagai Strategi Preventif Kenakalan Remaja Rustandi, Feri; Asy’ari; Heru Nugraha; Aan Hasanah; Bambang Samsul Arifin
Journal of Education and Social Culture Vol. 1 No. 1 (2025): Journal of Education and Social Culture
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/jesc.v1i1.14

This article explores the urgency and strategic role of Islamic-based character education as a preventive approach to juvenile delinquency in the era of globalization. The background of this study is the increasing phenomenon of moral degradation among adolescents, such as bullying, violence, substance abuse, and exposure to negative content in digital media. This qualitative study employs a literature review approach to analyze the concepts, strategies, and implementation of character education rooted in Islamic values. The findings indicate that Islamic character education through integration in the curriculum, teacher role modeling, parental involvement, and the use of Islamic digital media plays a significant role in fostering self-control, responsibility, and moral resilience among youth. Furthermore, practical implementations in Islamic schools and boarding institutions show positive outcomes in reducing deviant behavior and cultivating discipline and ethics. The article concludes that Islamic-based character education is not only an effective moral reinforcement strategy but also a long-term investment for building a virtuous and civilized generation.

The Urgency of Character Education Based on Prophetic Pedagogy: An Approach to Overcoming Students’ Moral Crisis Abdul Basith, Fardan; Hilman Rasyid; Euis Erha Rohmah; Aan Hasanah; Bambang Samsul Arifin
Journal of Education and Social Culture Vol. 1 No. 1 (2025): Journal of Education and Social Culture
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/jesc.v1i1.15

Education is the main pillar in shaping the quality of human resources. Phenomena such as increasing deviant behavior, lack of responsibility, fading spirit of mutual cooperation, and declining honesty and social ethics are a reflection that the education system has not fully succeeded in shaping a complete human being. This crisis shows that education that only focuses on academic aspects is not enough to produce individuals with noble morals. The urgency of character education is increasingly felt in the context of modern life which is marked by the rapid flow of globalization, the development of information technology, and the rapid flow of instant culture that tends to deny noble values and local wisdom. Various studies have shown that character education can have a positive impact on students' behavior, both in the school environment and in society. Character education encourages students to internalize good values such as responsibility, discipline, cooperation, and respect for differences. These values are important provisions in building a harmonious social life, as well as forming a generation that has integrity and healthy competitiveness. Therefore, character education not only functions as an instrument for forming individual personality, but also as an instrument of social transformation in order to create a civilized social order.

Improving middle school students’ mathematical literacy through problem-based learning: Considering early mathematical abilities Hasanah, Aan; Marasabessy, Rosida; Samsudin, Samsudin
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.23541

Mathematical literacy is an essential 21st-century competency; however, PISA reports indicate that Indonesian middle school students’ performance remains low. This gap highlights the urgency of implementing instructional strategies that promote meaningful contextual problem-solving. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ improvement in mathematical literacy in statistics, while accounting for their early mathematical abilities (EMA). This study used a quasi-experimental, non-equivalent control group design involving 64 seventh-grade students from a junior high school in Bandung. Data were collected through pretest and posttest and analyzed using N-gain scores, a one-tailed independent t-test, and One-Way ANOVA. The results revealed that the mean N-gain of the PBL group was 0.4752 (moderate), higher than that of the direct instruction group at 0.2157 (low). The difference was statistically significant (Sig. = 0.000 < 0.05). Based on EMA levels, the mean N-gain scores were 0.7989 (high) for high EMA, 0.4077 (moderate) for medium EMA, and 0.4486 (moderate) for low EMA students. ANOVA results indicated significant differences among EMA categories (Sig. = 0.000 < 0.05). This finding suggests that PBL influences improvements in mathematical literacy and accounts for students' initial abilities.

Limited Face-To-Face Learning Models in the New Normal Era in UIN Sunan Gunung Djati Bandung Tedi Priatna; Aan Hasanah; Dindin Jamaluddin; Hariman Surya Siregar; Mumu Abdurrahman
Khazanah Sosial Vol. 4 No. 2 (2022): Khazanah Sosial Vol 4, No 2 August 2022
Publisher : UIN Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ks.v4i2.17258

This study aims to describe the results of limited face-to-face learning in UIN Sunan Gunung Djati Bandung. This study is conducted in the Faculty of Education and Teacher Training, UIN Sunan Gunung Djati Bandung during the trial phase of limited face-to-face learning from October to December 2021. The data are collected from documentation and questionnaires given to students as the subject of this study. The results showed that limited face-to-face learning is conducted systematically and following the protocols during the New Normal era. This face-to-face learning is attended by 3rd-semester students from all majors. The university has planned and prepared every aspect to support the process of face-to-face learning. The process of teaching is done well and the evaluation on the effect of limited face-to-face on the quality of acquired knowledge showed a maximum score. The main obstacle during the limited face-to-face learning comes from technical aspects such as the provision of facilities and resources for conducting limited face-to-face learning. The results of this study are hoped to be used as consideration for policymakers in conducting limited face-to-face learning during the COVID-19 pandemic.

Kesantunan Berbahasa Nabi Musa Alaihi Salam dalam Terjemah Al-Qur’an Ikhsan Abdul Aziz*; Iis Ristiani; Aan Hasanah
Dinamika: Jurnal Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 1 (2026): Bahasa, Sastra, dan Pembelajarannya
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jd.v9i1.5655

This article will describe the politeness of the Prophet Moses (peace be upon him) in the translation of Surah Taha, verses 43–56 of the Qur'an. The approach used is descriptive qualitative, using Leech's theory of politeness. The research instrument used six maxims of politeness. Data were collected through a study of translated texts of the Qur'an. The results show that the politeness of the Prophet Moses' dialogue reflects a communication practice full of submission, gentleness, and wisdom. The six maxims of politeness appear in various forms of speech, such as humble requests, gentle commands, and greetings containing respect. These findings were then used as the basis for developing teaching materials for 11th-grade students that are deemed appropriate, applicable, and capable of shaping students' language character, particularly in delivering lectures. This study recommends that the values of politeness in the stories of the prophets can be used as a reference in the development of Indonesian language teaching materials, to support meaningful, contextual, and character-based learning.Keywords: teaching materials; language; politeness; Prophet Moses Abstrak Artikel ini akan mendeskripsikan kesantunan berbahasa Nabi Musa Alaihi Salam dalam terjemahan Al-Qur’an Surah Taha ayat 43–56. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teori kesantunan dari Leech. Instrumen penelitian menggunakan enam prinsip maksim kesantunan. Data dikumpulkan melalui kajian teks terjemah Al-Qur’an. Hasil penelitian menunjukkan bahwa kesantunan berbahasa dalam dialog Nabi Musa mencerminkan praktik komunikasi yang penuh ketundukan, kelembutan, dan kebijaksanaan. Keenam maksim kesantunan muncul dalam berbagai bentuk tuturan, seperti permohonan yang merendah, perintah yang lembut, dan sapaan yang mengandung penghormatan. Temuan ini kemudian dijadikan dasar dalam penyusunan bahan ajar siswa kelas XI yang dipandang layak, aplikatif, dan mampu membentuk karakter siswa dalam berbahasa, khususnya dalam menyampaikan ceramah. Penelitian ini merekomendasikan agar nilai-nilai kesantunan dalam kisah para nabi dapat dijadikan rujukan dalam pengembangan bahan ajar Bahasa Indonesia, guna mendukung pembelajaran yang bermakna, kontekstual, dan berbasis karakter.Kata Kunci: bahan ajar; berbahasa; kesantunan; Nabi Musa

Co-Authors 'Aini, Qurrata 'Ulya, Zahratul ,, Hasbiyallah A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Aang Mahyani Abda Abda Abdul Basith, Fardan Abdullah, Asep Abdurrahman, Mumu Abubakar, Nazwa Maharani Putri Ace Nurasa Aceng Amrulloh Achmad Fauzi Adah Aliyah Adah Aliyah Adam Malik Adela, Tena Fitria Adeng Muchtar Ghazali Adeng Muchtar Ghazali Afifah, Aqilah Nur Afifah, Salsabila Agung Nugraha Agus Abdussalam Agus Salim Mansyur Agus Samsul Bassar Agus Samsul Nahar Ahmad Firdaus Ahmad Hilman Ahmad Husni Hamim Ahmad Jaelani Ahmad Jaelani Ahmad Sayuti Ahmad Tafsir, Ahmad Ai Deudeu Maria Dewi Aidil Akhyar Ajat Syarif Hidayatulloh Aji Muhamad Iqbal Aji Saepurahman Ajim Robuna Akhmad Faisal Alawi, Dindin Albarra Sarbaini Aldi Ripaldi Alifia Salsabila Alifulloh, Wenda Amar Amrullah Amarullah, Risal Qori Amirudin, Ja’far Andewi Suhartini Andewi Suhartini Andewi Suhartini Andewi Suhartini, Andewi Andi Mappaenre Andika Kurnia Rachman andry setiawan Anggani, Nadiva Dwi Ani Ramayanti Ani Rindiani Aprilla Adawiyah Ara Hidayat Ari Septian Ariati, Chelsi Arif Rahman Hakim Arifin, Bambang S. Arifin, Bambang Samsul Asep Abdul Aziz Asep Kurnia Asep Nursobah, Asep Asep Saepulloh Asep Saepulmillah Asep Sopian Asep Sumarna Asep Supriyadi Astuti, Eva Karlina Dwi Asy’ari Atik Rosanti Aulia, Septiani Awaliyah Fitri, Sofia Ratna Aziz*, Ikhsan Abdul Azwar, Shiva Anugrah Azzahra, Rahmi Nur'aini Badri, Husen Ali Badrudin Bambang Saeful Arifin Bambang Syamsul Arifin Bambang Syamsul Arifin Bambang Syamsul Arifin, Bambang Syamsul Bassar, Agus Samsul Basuki Bayu Bambang Nurfauji Brata, Syahrizal Kurniawan Cece Kustiawan Cecep Anwar Chaerul Rochman Chatarina Umbul Wahyuni Cucu Munawaroh Dadan Dasari Dadan Mardani Dadang Juandi Dandy Sobron Muhyiddin Daryaman, Daryaman Dede Ahmad Ramdani Dede Rohaniawati, Dede Dede Sutisna Deden Kurnia Adam Deni Tata Kusuma Dera Amanda, Rizki Dera Nugraha Desi Sity Rahmah Deuis Sugaryamah, Deuis Dewi Sadiah, Dewi Didi Mulyadi Didi Suryadi Didih Syakir Munandar Dina Ainunnisa Dindin Jamaluddin, Dindin Dini Irawati Diningsih, Cinde Adia Dita Handayani Djeje Djeje Dodo Murtado Dodo Suhada DWI MAHARANI Edi Prihadi Effendi, Mufid Ega Rahmat Pauzi Eko Budi Prasetyo Elah Nurlaelah Elis Hasanah Elis Homsini Maolida Enoh enoh Enoh Erik Jaenudin Eriska Febrianty Eriska Febrianty Eriska* Eriska*, Eriska Febrianty Erwin Muslimin Euis Erha Rohmah Euis Latipah Fachmi Farhan Fachriza, Hilda Fadillah, Raden Muhammad Yasin Fahrurroji Firman Al Fajar Faiq Alıyev Fajarwati, Lusy Fasya, Robby Ismail Fatimatul Munsi, Mia Fauziah, Ema Fazriyansyah, Fiqh Febrianti, Tri Sedya Feri Rustandi Fikri Audah NSY Fikri Rafsanjani, Mohammad Fiqih Amrullah Firdaus, Janatun Firdaus, M. Aditya Fitri Handayani Fitri Meliani Fitri Meliani, Fitri Fitri Yati Sa’diah Fitriyah, Yuni Fuad Fazil Osmanov G. Ginanjar Masruri Gavrila Tamariska Ghassani, Dini Aghniya Ghassaniy, Nayla Nafisa gozali Gumilar, Setia Habibi, Riki Habibie Yusuf Hadiansyah hafidin nurhadi Hammam Fauzi, Ibnu Abdillah Handritin, Cici Harahap, Putri Ardhanita Hariman Surya Siregar Hariman, Hariman Haris, Durratul Jannah Binti Abdullah Harkit Rahmawati Hasan Basri Hasanah, Elis Hasanati Ulfa, Liya Hasbiyallah Hasbiyallah Hasbiyallah Hasbiyallah Herdian Kertayasa Heri Sugriwa Hermawan, A. Heris Herniawati, Ani Heru Nugraha Heti Aisah Hikmah Maulani Hilman Rasyid Hinggil Permana Hisniati, Sally Badriya Hisny Fajrussalam Hisny Fajrussalam Hobir Asyari Husen Ali Badri Ida Farida Iis Ristiani Iis Sumiati Ike Nilawati Rohaenah Ikhsan Abdul Aziz* Ikhsan Ikhsan Ikhwan Nugraha Ilham Agustian Widia Yusuf ilmi, irpan Imam Fauji, Imam Imas Susilawati Inayah, Sarah Indriana, Nina Insan Nulyaman Intan Novia Ipan Suparman Iqbal Anggi Yusuf Irawan Irawan . Irawan Irawan Irawan Irawan Irawan, Nandang Irwan Ruswandi Isnan Rojibillah Jamilah, Juliani Jenal Bustomi Juhana, Hendri Kameswara, Dhika Kartika Yulianti Khambali, Khambali khoerudin, koko Kirana, Fatin Nasywa Koko Adya Winata Komala, Ela Kulsum, Fitriani Kurniawati, Nia Laila, Alya Nur Najmi Lala Tansah Lelly Robiatul Adawiyah Lestari, Indah Mulia Levina Lidya Maheswari Lilis Nurhayati Lilis Sholihah Lilis Sholihah Lilis Sholihah Linda Lisdiana Lisfianisa, Syipa LUKMAN, LUKMAN M Ali Ramdhani M. Aditya Firdaus M. Rizky Setia Ramadhan M. Shalahuddin Maharani Putri, Nazwa Mahlil Nurul Ihsan Mahlil Nurul Ihsan Mahmud Mahmud Mahmud, Thariq Aziz Mahrus As'ad Marasabessy, Rosida Marjud, Fujiama Marlina, Yuli Maspuroh Maspuroh Maulidina, Khoirunnisa Maya Soleha Mayasari, Annisa Mefiana, Syifa Ananda Melani, Rini Miladanta, Algi Nurahman Millaty, Silmy Mimin Tjasmini Minan Chusni Miswan Ramdani Moh. Hifzul Muiz Mohamad Erihadiana, Mohamad Mohamad Sabarudin Mohamad Yamin Mu'afi, Yusniar Najmah Muaz Muaz Muflikhun, Muflikhun Muftiyah, Salma Muh Nasir, Tatang Muh. Hasan Marwiji Muhamad Taufik Muhammad Ali Muhammad Farhan Muhammad Fasya, Nizar Muhammad Makky Muhammad Minan Chusni Muhammad Syauqi Mubarok Muhammad Syauqi Mubarok, Muhammad Syauqi Muhammad Tisna Nugraha, Muhammad Tisna Muhammad, Giantomi Muhibbin Syah Muhibbin Syah Muhibbinsyah Muhibbinsyah Muhidin Muhidin Mujib Ubaidillah Mukti, Saepul Mumu Mumu Munadi Munadi Mutawakil Husaini, Qudsi Muthi Al-Ushali Najili, Hakin Najmi Laila, Alya Nur Nalahuddin Saleh Nassta Radhini Neng Gustini, Neng Neng Lani Neng Lies Susilawaty Neva, Alyu Witriamay Fhutu Ni'mawati Ni'mawati Nia Kurniasih Nia Kurniawati Ningsih, Indah Wahyu Nopri Dwi Siswanto Noza Aflisia NSY, Fikri Audah Nuraini, Assyifa Fitria Nurfajrin Ningsih, Dinni Nurfauji, Bayu Bambang Nurhakim, Aam Nurhamzah Nurhamzah Nurhamzah, Nurhamzah Nurhayati, Hanifah Nurjaman, Irman Nursa’adah, Agustin Nursyifa, Dinar Nurti Budiyanti Nurti Budiyanti Nurwadjah Ahmad Nurwadjah Ahmad Pahrizal Pahrizal Palah Panca Selly Inariska Pandue Patunah, Siti Pitroturohmah, Putri Priyatna Hendriawan Putra, Egha Alifa Putra, Mochamad Aditya Dwi Putri, Selfia Putri, Tanaya Eka Qiqi Yuliati Zaqiah, Qiqi Yuliati Qur'ani Nurhakim, Haditsa R Marfu Muhyidin Ilyas R. Muhamad Yasin Fadilah R. Rofiani Rachanda Ambya Rachma Cantika Damayanti Rahayu Kariadinata Rahman, Zahra Fadhila Raito Raito Ramadhana, Ari Rasyid, Muhtarom Nur Ratih Pitria Nurazizah Ratnasih, Teti Raup, Abdul Rayhan, Nabila Cynthia Restika Farhany Rida Nurfarida Ridwan Fauzi, Muhammad Rifafida Rahmatillah Rika Rahmawati Risal Qori Amarullah Rivaldi Tri Cahyo Rochman, Chaerul Rohimah, Elis Rohmatulloh Rohmatulloh Rosyidatul Munawaroh Rulia Ruswandi, Uus Saeki, Jeki Saepurrohman, Aep Sahliah Sahliah Sahliah Sahliah, Sahliah Sahudi Sakinah, Nyayu Indah Nur Salma, Zihan Salsabila, Ginaya Salsabila, Kireyna Intan Salsabila, Qotrunnada Samosir, Christina Monika Samsudin Samsudin Sani Muhamadi Saputri, Aulia Nabilla Sari, Asyifa Anggun Sari, Desi Vita Satria Wiwaha, Rizzaldy Sa’ban Fauzi, Ifan Septiana, Ni Putu Gya Ranitya Septira, Farah Shalahudin Ismail Sholahuddin, Dzaki Fadhillah Simanjuntak, Afnita Siregar, Hariman Surya Siti Ade Amiati Siti Badriah Siti Julaeha SITI MARYAM Siti Maryam Siti Nurmela Siti Rahmawati Sofia Ratna Awaliyah Fitri Soleha, Maya Sopiah, Titin Sri Maryati Sri Maryati Sri Mulyanti Suhendra Suhendra Sukaesih Suparman Suparman Supendi, Pepen Supendi, Pepen Supian, Yayan Supiana Supiana Supiana Supiana Supiana Supiyardi Supiyardi Supriatna, Agus Susilawati, Eli Syaf, Solehudin Tamrin, Maisaroh Tamrin, Maisaroh Taofik Andi Rachman Taqiya, Farah Ayyun Taqiyudin, Muhammad Afif Tatang Herman, Tatang Tatang Muh Nasir Tatang Sudrajat Tb. Ahmad Mahdi Tedi Priatna Teti Muliawati Teti Muliawati Ulfa, Liya Hasanati Umniyatul Azizah Unus Unus Uus Ruswandi Wahyu Widyastuti Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin, Dadan WAHYUNI, ANISA Wanayati, Sri Warsitarumanti, Syahrani Wawan Ridwan Wawan Wawan Welsi Damayanti Wildan Mahmudin Yanti Nurdiyanti Nurdiyanti Yanto Maulana Restu Yasykur, Luthfi Yaya S. Kusumah Yayan Herdiana Yayan Supian Yeni Nuraini Yeni Suryani Yeti Heryati, Yeti Yuli Supriani Yuliana M.Pd.I Yuliana Yuliana Yuliawati, Ayu Yusuf Hidayat Yusuf Sugiana Zakwandi, Rizki Zaldi, Ahmad Zul Andrivat

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