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All Journal Journal of Education and Learning (EduLearn) Lingua Cultura Journal of Nonformal Education Jurnal Teknologi Informasi dan Ilmu Komputer Jurnal Pendidikan Islam JURNAL IQRA´ Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya JURNAL MEDIA INFORMATIKA BUDIDARMA Jurnal Pendidikan Islam Jurnal PAJAR (Pendidikan dan Pengajaran) MATAPPA: Jurnal Pengabdian Kepada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu EduReligia : Jurnal Pendidikan Agama Islam Jurnal Komunikasi Profesional Journal of Local Government Issues Academy of Education Journal JURNAL EDUKASI NONFORMAL Aksara: Jurnal Ilmu Pendidikan Nonformal EduPsyCouns: Journal of Education, Psychology and Counseling Maspul Journal of Community Empowerment DIFERENSIAL: JURNAL PENDIDIKAN MATEMATIKA Didaktik : Jurnal Ilmiah PGSD STKIP Subang INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Community Empowerment Cokroaminoto Journal of Primary Education Tafkir: Interdisciplinary Journal of Islamic Education JIKEM: Jurnal Ilmu Komputer, Ekonomi dan Manajemen Jutkel: Jurnal Telekomunikasi, Kendali dan Listrik Proceedings of The International Conference on Social and Islamic Studies MAQASIDI Jurnal Basicedu Sublim: Jurnal Pendidikan Jurnal Rekayasa Teknik Maktabatun: Jurnal Perpustakaan dan Informasi Journal of Progressive Innovation Library Service (JPILS) Jurnal Pendidikan Islam E-Amal: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Progresif Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Al-Hayat: Journal of Islamic Education Jurnal Sinar Edukasi (JSE) Edumaspul: Jurnal Pendidikan Pedagogy Review Al-Mirah: Jurnal Pendidikan Islam Jurnal Ilmu Pendidikan Edumaspul: Jurnal Pendidikan Majesty Journal Mahaguru
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The Effectiveness of the Realistic Mathematics Education (RME) Approach on Student Mathematics Learning Outcomes: A Meta-Analysis Nurdin, Nurdin; Ariska, Mutmainna; Hasma, Elzi Amilia; Anugrah, Dian; Elihami, Elihami
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9206

Abstract

This study aims to evaluate the effectiveness of the Realistic Mathematics Education (RME) approach on student mathematics learning outcomes through meta-analysis. A meta-analysis was conducted on 11 articles that met the inclusion criteria, namely using an experimental design with control and experimental groups and reporting quantitative data in the form of mean values, standard deviations, and sample sizes. The results of the analysis showed that 73% of the articles had a very large effect size, 18% had a large effect size, and 9% had a very small effect size. In addition, the results of the two-mean test showed that the mean value of student learning outcomes in the experimental group using the RME approach (78.66) was significantly higher than that of the control group (67.82), with a t-value of 5.605 exceeding the t-table value. These findings indicate that the RME approach is effective in improving students' mathematics learning outcomes. RME makes learning more contextual, meaningful, and relevant to students' daily lives, thereby increasing motivation, active participation, and conceptual understanding. Thus, this approach deserves to be widely applied in mathematics learning at the primary and secondary education levels.
Determinants of Zakat Management Policy Implementation in Enrekang Regency Busa, Yunus; Witteveen, Loes; Elihami, Elihami; Nurdin, Nurdin; Masnur, Masnur; Anugrah, Dian
Journal of Local Government Issues Vol. 8 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/logos.v8i1.28018

Abstract

This study examines the determinant factors influencing implementing zakat management policies in Enrekang Regency. Employing a descriptive qualitative method, the research adopts an explanatory phenomenological approach to explore and interpret zakat management's causal and chronological dimensions. Data were collected through interviews, field observations, and documentation analysis using instruments such as interview guides, observation sheets, and document review protocols. The NVivo 12 Plus software assisted in data organization and interpretation. This findings indicate that several key factors significantly affect zakat policy implementation: government support, public awareness and trust in zakat institutions, the professionalism of zakat managers (amil), community religiosity, understanding of zakat regulations, inclusive socialization efforts in rural areas, comprehensive zakat implementation mechanisms, adaptability of information systems, local culture of sharing, and transparency of the UPZ (zakat collecting unit). These elements interact to shape the effectiveness of zakat governance, particularly in the digital era, where zakat institutions are increasingly required to integrate digital-based systems and respond to evolving information needs. The research highlights the necessity for BAZNAS and related stakeholders to enhance digital literacy, technological adaptation, and community engagement to improve zakat services.    
The value of tawhid in Islamic studies: The foundational ideology of muhammadiyah education Asri Asri; Lestari Lestari; Elihami Elihami; Musriani Musriani
Jurnal Sinar Edukasi Vol 6 No 03 (2025): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v6i03.281

Abstract

Faith-based education in Indonesia has long been rooted in the central principle of Tawhid—the oneness of God—which serves as the foundation of Islamic worldview and moral consciousness. This study explores how the value of Tawhid shapes the educational ideology of Muhammadiyah and influences teachers’ roles in promoting holistic learning. Guided by a mixed-methods research design, the study involved 200 teachers and students from Muhammadiyah schools and universities across South Sulawesi, Yogyakarta, and Central Java. Data were collected through survey questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic coding. The findings revealed that teachers who internalize Tawhidic values demonstrate stronger ethical leadership, student-centered pedagogy, and an integrative approach between faith, knowledge, and service. Participants perceived that the embodiment of Tawhid in teaching not only nurtures students’ spiritual awareness but also enhances discipline, empathy, and a sense of responsibility toward the community. The study concludes that Tawhid serves as both the ideological and pedagogical foundation of Muhammadiyah education, guiding teachers to become moral exemplars and transformative educators. It recommends continuous professional development programs emphasizing Tawhid-based pedagogy to sustain Muhammadiyah’s mission of producing intellectually competent and spiritually grounded generations.
PELANGGARAN MAKSIM KERJA SAMA DALAM FILM MIRACLE IN CELL NO. 7 VERSI INDONESIA KARYA HANUNG BRAMANTYO Andi Tenri Sua; Andi Paradilla Astifa; Suhardiman Suhardiman; Antika Utami Putri; Elihami Elihami
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 7 Number 2 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v7i2.83033

Abstract

This study aims to describe the forms of violations of cooperative maxims in the Indonesian version of the film Miracle in Cell No. 7 by Hanung Bramantyo. This research employs a qualitative approach with a descriptive method. The data source for this study is the Indonesian version of the film Miracle in Cell No. 7, whereas the research data are utterances that contain violations of conversational maxims based on Grice's cooperative principle theory. Data were collected using observation and note-taking techniques, and data analysis employed reduction, classification, and interpretation techniques. The results of the study indicate violations of four maxims: the maxims of quantity, quality, relevance, and manner, with a dominant tendency toward violations of the maxims of relevance and quality. These violations serve to build conflict, strengthen character development, and create dramatic effects within the plot.
Beyond the Mosque Walls: AI, Social Media, and the Future of Digital Islamic Education for Global Religious Harmony Elihami Elihami
Al-Mirah: Jurnal Pendidikan Islam Vol. 8 No. 1 (2026): Al-Mirah: Jurnal Pendidikan Islam
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/almirah.v8i1.101

Abstract

The rapid advancement of Artificial Intelligence (AI) and social media has transformed the landscape of education, communication, and religious engagement in contemporary society. This study explores the role of digital Islamic education in fostering global religious harmony beyond traditional institutional boundaries. The research examines how AI-powered learning platforms, social media mediation, and digital literacy contribute to the dissemination of inclusive Islamic values, intercultural dialogue, and peaceful coexistence in multicultural societies. Using a qualitative literature review approach, this study analyzes recent developments in digital pedagogy, AI integration, and online religious communication within Islamic education. The findings reveal that AI and social media can serve as transformative tools for strengthening religious moderation, promoting ethical digital behavior, and expanding access to Islamic learning across diverse communities. However, the study also identifies challenges such as misinformation, online radicalization, algorithmic bias, and the commercialization of religious content. Therefore, the future of digital Islamic education requires collaborative strategies involving educators, policymakers, religious leaders, and technology developers to ensure that digital transformation supports peace, tolerance, and global human solidarity. This study contributes to the growing discourse on the intersection of Islamic education, digital technology, and social harmony in the era of Society 5.0.
Integrating Faith, Knowledge, and Action in Islamic Education Fitrah Nurul Husna; Elihami
Al-Mirah: Jurnal Pendidikan Islam Vol. 8 No. 1 (2026): Al-Mirah: Jurnal Pendidikan Islam
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/almirah.v8i1.116

Abstract

The integration of faith, knowledge, and action is a fundamental principle in Islamic education that aims to develop individuals holistically by balancing spiritual, intellectual, and practical dimensions of life. This concept emphasizes that faith (iman) serves as the foundation of belief and moral guidance, knowledge (ilm) functions as a means of understanding and navigating life, and action (amal) represents the practical manifestation of faith and knowledge. The purpose of this paper is to examine the significance of integrating these three elements within the framework of Islamic education and their role in shaping responsible, ethical, and productive individuals. Using a descriptive and conceptual approach, the study explores the interrelationship among faith, knowledge, and action based on Islamic teachings and educational principles. The findings indicate that faith provides direction and purpose, knowledge enhances understanding and decision-making, and action transforms beliefs and knowledge into meaningful contributions to society. The study further highlights that effective Islamic education should not focus solely on academic achievement but also on character formation, moral development, and social responsibility. The integration of faith, knowledge, and action contributes to the development of balanced individuals who are capable of addressing contemporary challenges while maintaining strong spiritual values. Therefore, educational institutions, families, and communities should collaborate in promoting this integrated approach to ensure the cultivation of competent, ethical, and socially responsible generations. Ultimately, the harmonious integration of faith, knowledge, and action serves as a foundation for achieving success in both worldly life and the hereafter.
Developing a Muhammadiyah Institutional Resilience Framework (MIRF): Integrating Academic Excellence, Financial Sustainability, Digital Transformation, Governance, and Islamic Values for Sustainable Higher Education Elihami Elihami
Al-Mirah: Jurnal Pendidikan Islam Vol. 8 No. 1 (2026): Al-Mirah: Jurnal Pendidikan Islam
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/almirah.v8i1.121

Abstract

This study develops the Muhammadiyah Institutional Resilience Framework (MIRF), a multidimensional model designed to strengthen the sustainability and competitiveness of Islamic higher education institutions in the era of digital disruption and global competition. The framework integrates six strategic dimensions: academic excellence, financial sustainability, human resource development, digital transformation, governance resilience, and Muhammadiyah Islamic values. The study is motivated by the growing need for universities to move beyond traditional performance indicators and adopt a holistic resilience-oriented governance model that can respond adaptively to crises, policy changes, technological shifts, and societal demands. Using a qualitative-conceptual approach supported by literature review and institutional analysis, the study synthesizes theories of organizational resilience, higher education governance, digital transformation, and Islamic educational values. The resulting MIRF proposes that institutional sustainability is achieved when academic quality, financial health, technological readiness, effective governance, and value-based leadership operate in an integrated manner. Muhammadiyah values such as integrity, social responsibility, innovation, and service to society function as the ethical foundation that aligns organizational resilience with the broader mission of Islamic education. The framework contributes to the literature on higher education management by offering a context-sensitive model for Islamic universities, particularly within the Muhammadiyah network. Practically, MIRF can serve as a strategic planning tool, an institutional evaluation instrument, and an early warning system for assessing university resilience. The study also proposes the development of an Institutional Resilience Index to operationalize the framework in future empirical research. By combining managerial and spiritual dimensions, MIRF provides a comprehensive approach to building sustainable, adaptive, and value-driven higher education institutions.
Penerapan Model Pembelajaran Partisipatif Dalam Pendidikan Kesetaraan Di Pusat Kegiatan Belajar Masyarakat (PKBM) Melati Kelurahan Juppandang Kecamatan Enrekang Muhammad Iqbal; Suparman; Uli Nuha; Elihami; M. Hatta
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1812

Abstract

This study aims to analyze the implementation of participatory learning models in equality education at PKBM Melati, Enrekang Regency. The study focuses on the learning process, the roles of tutors and learners, and the factors influencing its implementation. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation. The findings reveal that participatory learning has been partially implemented, particularly in the learning process through discussions, experience sharing, and contextual problem-solving activities. However, learner involvement in planning and evaluation stages remains limited, indicating that the participatory cycle has not been fully applied. Tutors have begun to act as facilitators, although their role is still partially dominant. Learners show increased engagement, but participation levels vary due to differences in confidence and learning readiness. Supporting factors include learner motivation, positive social interaction, and flexible learning environments, while inhibiting factors involve limited tutor competence, time constraints, and inadequate learning facilities. The study concludes that participatory learning has the potential to enhance engagement and empowerment, but requires more comprehensive implementation and institutional support to achieve optimal outcomes in nonformal education.
Exploring the Landscape: Challenges and Opportunities in Islamic Education Technology Elihami Elihami; Muwafiq Ibrahim Mas’ud; Abdi Darmawan
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Exploring the Landscape: Challenges and Opportunities in Islamic Education Technology. Objective: Islamic education is on the brink of transformation with the integration of artificial intelligence (AI). This research explores AI's potential in Islamic education, focusing on its benefits, challenges, and ethical considerations.Method: A mixed-methods approach was utilized, combining literature review, case studies, and expert consultations. Quantitative analysis of student performance metrics was integrated with qualitative insights from stakeholders to offer a comprehensive view of AI's impact. Findings: AI has the potential to revolutionize Islamic education by enabling personalized learning experiences, improving accessibility, and streamlining administrative processes. It can adapt to various learning styles, enhance student engagement, and support diverse educational needs. However, challenges such as ensuring accuracy, managing biases, and ethical concerns must be addressed for effective integration. Conclusion: AI offers significant opportunities to advance Islamic education, but its implementation must be approached with careful consideration of ethical issues and alignment with Islamic values. This research provides valuable insights for educators, policymakers, and technology developers on leveraging AI to enrich Islamic education while addressing potential challenges. Keywords: education, artificial intelligence, islamic education, education, islamic.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202478
ANALISIS PENERAPAN MODEL FLIPPED CLASSROOM MENGGUNAKAN MEDIA VIDEO YOUTUBE DALAM MENUMBUHKAN SIKAP RELIGIUS SISWA KELAS VI PADA PEMBELAJARAN PENDIDIKAN PANCASILA DI MI MUHAMMADIYAH BUNTU BARANA Sri Herfiani Husain; Elihami; Misran
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15730

Abstract

This study aimed to analyze the implementation of the Flipped Classroom model using YouTube videos in fostering students’ religious attitudes in Pancasila Education at MI Muhammadiyah Buntu Barana. Using a qualitative case study approach, data were collected through observation, interviews, documentation, and student reflections. The findings showed that the Flipped Classroom model promoted religious attitudes, including honesty, responsibility, tolerance, discipline, and politeness. The novelty of this study lies in the finding that religious values were internalized through students’ reflective engagement with YouTube content. Another significant finding was the emergence of digital adab (digital ethics) as part of students’ religious character. In addition, a semi-offline flipped classroom approach proved effective in a rural madrasah with limited internet access.
Co-Authors A SAHARUDDIN A, Muh. Yukir A. Juasmin Aan Sukaryadi Abbas, Basrul Abdi Darmawan Abdul Kadir Abdul Rahman Abdul Syakir Abdullah Abdullah Abdullah Syahid Abriani Abriani Achmad Dahlan Achmad Dahlan Muctar Achmad Fauzi Kusmin Adi Adi Adri Lundeto Agung Agung Agung Suci Dian Sari Agus Riandi Agus Riyanto Agusriandi, Agusriandi Agustiana, Ria Ahamd Risal Ahmad Arafah Assabiq Ahmad Dahlan Ahmad Fajrin Setiawan Ahmad Irwan Ahyar Ardat, Muh Ainun Khumairah Aisyah Aisyah Akbar Akbar Akbar Asikin Akbar, Muh.Rafli Akhmad Sirojuddin Akmal Akmal Alauddin Alauddin Alawiah, Tuti Alfian Eko Rochmawan Alhafri Alhafri Ali, Nurhayati Alimin, Nur Aliyah Allo, Karmila Pare Alvin S. Sicat Alwiah Alwiah Amal Amal Amaluddin Amaluddin Amelia Amelia Amin, Ahmad Aminullah Aminullah Aminullah Aminullah Aminullah, Andi Muhammad Amir Patintingan Andi Ahmad Chabir Galib Andi Muhammad Ikbal Salam Andi Nurhabibi Marwil Andi Nursiskawati Siangka Andi Paradilla Astifa Andi Sadapotto Andi Saharuddin Andi Tenri Sua Andika Andika Andreansyah, Rezky Ani Cahyadi Ani Sella Anisa Anisa Anti Anti Antika Utami Putri Anugrah, Dian Ardiyanti, Handrini Arfiati, Sri Arif Efendi A.S. Ariska, Mutmainna Armiati Armiati Armiati Armin Armin Arni Ardita Suli Arni Arni Arsil Arsil, Arsil Arwan Arwan Asbar Asbar Asbar Asbar Asbar Asbar, Asbar ASNI Asri Asri Asri, Riska Binti Asriani alimuddin Asrianti Asrianti Asrifan, Andi Assidiq, Ilham Astari Rusdin, Rista Aswin Aswin Atika, Siti Nur Azhari, Burnama Azis, Mohd. Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Bambang Budi Wiyono Biqing, Chang Burnama Azhari Busa, Yunus Cahyani Cahyani Cahyanti, Ice Cecep Kustandi Chang Biqing Chusnul Hamidiah Dafit Afianto DAFIT AFIANTO Dalima, Dalima Das, St. Warda Hanafie Daud Rodi Palimbong Dedi Setiawan Dedi Setiawan Desy Misnawati Dewi Hestiani K DEWI SARTIKA Dian Firdiani Dian Firdiani Eka Angriani Eka Wahyuni Eka wahyuni Ekajayanti Kining Ekawati Ekawati Enni Aisyah Epik, Yustina Fachrul Chandra Fachry Abda El Rahman Fadhilla Sri Meutia Fahmi Fadlillah Syaiful Faisal Faisal Firawati Firawati Firawati Firawati Firdiani, Dian Firman, Musda Firmansyah Firmansyah Fisilmi Annisa Fauzia Fitra Udin Fitrah Nurul Husna Fitrianti Sulaiman Fitriyanti Sulaiman Gading, Herlinda Galib, Andi Ahmad Chabir Ganti, Rahmawati Gusniyati Buhari Gustiani, Lisa Haerusman Hafiz Hafiz Hairul, Muh Hajeni Hajiannor Hajiannor Hajrah Hajrah Hajrah, Nur Hajrawati, Hajrawati Haliq, Muh Idham Handayani Sura Handayani Sura handayani sura' Hapzi Ali Hardianto Hardianto Harley Agustian Harmayanti Harmayanti Hasan Hasan Hasan Hasan Haslinda Haslinda Hasma, Elzi Amilia Hasmiwarni Hasmiwarni Hasna Hasna Hasni Hasni Hasniar Husain Hasnidar Hasnidar Hatta, Hatta Hayyu Bahrul Bambang Hendrawan Hendriadi, Hendriadi Hera E lfrida Hera Elfrida Heriyanto Heriyanto Herlina, Resky Herna Witilar Herullah Eskarya Hikmawati Humairah Izzatun nisa Husni Husni Husnul Khatimah Ibrahim Ibrahim Ibrahim Ibrahim Idham Khaliq Idris, Mahsyar Igel Izzahtul Azizah Ikram Ikram Iksan Maulana Ikwan Sawaty Ilda Cita Suci Imam Mursyid Imam Mursyid Imamah Imamah Imron Arifin Inarmiwati Inarmiwati Inarmiwati, Inarmiwati Indah Hervina Indah Hervina Indi Aminah Indih Aminah Irsan Irsan Ismail Ismail Ismail Ismail Ismail Ismaya Ismaya Ismaya Ismaya Ismaya Ismaya Ismaya Maya Maya Ismrida, Ismrida Isnaeni Binti Baas Iswandi, Muh Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad, Ita Sarmita Jabir, Jamiluddin Jamaluddin Ahmad Jasmita Jasmita Jasri Jasri Josi, Josi Julhadi Julhadi Jumadi Ibrahim Jumra, Jumra Jupri, Eka Safitri Jusmaniar N Jusni Hastriani Jusran Jusran Kadaria Kadaria kamal kamal Kamaria, Kamaria Kamaruddin, Asra Febriani Kasdir Kasdir Khalik Khalik Khaliq, Muh Idham Khoirun Nisak Kundharu Saddhono Kurnia Kurnia La Baba Lestari Lestari Lilis Angreny Lin, Ming Lisa Lisa Lisa Lisa, Lisa Lusiana Le’lan M Nasir M, Muh Zulfikar M. Abd. Kaharm M. Hatta M. Irfan Amalia M. Yasdar M. Yunus Sudirman Mahsyar Idris Mahyuddin, Muhammad Junaedi Mai Ya Malidan Malidan Mantasa, Mufliha Mantasa, Muflihah Marda, Alfian Marhani Marwah Nuranjelina Maryam Masnur Masnur Masnur Masnur Masrurah Arifin Bando Mas’ud, Muwafiq Ibrahim Melbourne, Mohd. MELDIANUS MELDIANUS Ming Lin Misna Misna Misnawati, Desy Misran Misran Misran Miss Julianah Mochammad Imron Awalludin Moh Mujibur Rohman Mohammad Azis Mohd. Azis Mohd. Melbourne Mohd. Melbourne Mohd. Melbourne Mohd. Melbourne Mohd. Melbourne Mohd. Neulborne Mowafg Abrahem Masuwd Muchtar, Achmad Dahlan Muchtar, Ahmad Dahlan Muctar, Achmad Dahlan Mufidatul Nurul Hajjad Mufliha Mufliha Muh Hatta Muh Iswandi Muh Tamrin Muh. Achyar Ardat Muh. Achyar Ardat Muh. Afran Anugrah Abbas Muh. Angga Kadir Muh. Burhan Muh. Husain Kamaruddin Muh. Husain Kamaruddin Muh. Tamrin Muh.Fihriz Khalik Muh.Idham Halik Muhajir Musa Muhammad Afif Muhammad Akbar Muhammad Alim Hafidz Muhammad Arsyad Muhammad Aunul Muwaffaq Muhammad Fihris Khalik Muhammad Hanafi M Muhammad Iqbal Muhammad Nanang Qosim Muhammad Syahrul Hidayat Muhammad Syahrul Hidayat Muhammad Syihabuddin Taufiq Muhammad Tahir Muliyadi Muliyadi Mulyadi Mulyadi Munira Munira Munira Munira, Munira Muqarramah Sulaiman Kurdi Murdani, Widya Fitria Musa, Muhajir Musdalifah Ifah Rahman Musdalifah Musdalifah Musdin Muzakkir Musriani Musriani Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Musyarrafah Sulaiman Kurdi Muthmainnah Muthmainnah Muthmainnah Muthmainnah Mutiara Makkasau Mutmainnah Mutmainnah Mutmainnah Mutmainnah Mutmainnah Muwaffaq, Muhammad Aunul Muwafiq Ibrahim Mas’ud Muwafiq Ibrahim Mas’ud Muwafiq Ibrahim Mas’ud Mu’fidatul Nurul Hajjad Mu’minin, Nashrul Nadar Nadar Nadar Nadar Nadar, Nadar Nadila Nur Ratna Nadila Nuratna Nanda Saputra Napsuparmna Napsuparman Nashap, Nashap Nasra Nasra Nasra, Jamaluddin Nasrah Nasrah Nasruddin, Muhammad Irfan Nawis, Andi Nurul Azriana A. Niar Niar Nor Aizyah Nugrah, Andi Fadhilah Nur Afni Okta Pia Nur Aina Nur Aliyah Alimin Nur Asmawati Nurdin Nur Atiqa Nur Dewi Nur Fitriani Nur Halima Yusuf Nur Hidayah Nur Musfirah Jaya Nur Qalbi Qadria Nur Saqinah Galugu Nur Ulfah Nur ‘Azah NurAfni NurAfni Nuratika Sudirman Nurdin Nurdin Nurhayati Ali Nurhikmah B Nurisan Lateh Nurlaeli Jamaluddin Nurlaila Nurlaila Nurlailah Nurlailah Nurlela Baco Nurliana Sari Nurmilasari, Nurmilasari Nursubihana Nursubihana Nursyawal Nacing Nurul fazirah Nurul Fazirah Kasim Nurul Hikmah Nurul Hikmah Nurul Ihza Nurul Ramadan SJ Nurwafiqah Amirah Budi Nurwafiqah Amirah Budi Pajarianto, Hadi Panitra. A Pattiasina, Petrus Jacob Petrus Jacob Pattiasina Pratiwi Pratiwi Pratiwi Pujilestari Alam Pratiwi Riski Prayetno, Budi Puji Arisa Putri, Amelia Wardani Rahima Rahima Rahma Rahma Rahma Rahma Rahmahdhani . J.N Rahmaini Jufri Rahman Hafid Rahmat Rahmat Rahmat Rahmat Rahmatullah Rahmawati, Rahmawati Ratna Ratna Ratna Wardani Razman Razak Reski Andriani Restu Anugrawan Restu, Muhammad Restuti Nursafitri Rezeki Nur Ridwan, Madinatul Munawwarah Ridwan, Ridwan Risman Risman Rista Astari Rista Astari Rusdin Rista Astari Rusdin Rizka Amalia Robbi Rahim Rokhmatin Nazilah Rosdiawati Rosdiawati Rosdiawati Rosmiana, Sri Rusdin, Rista Astari Ruslimin A Ruslimin. A Rusma Rusman Rusmawati Rusmawati Rusmawati Rusmawati, Rusmawati Rusmayadi S, Putriyani S, Sukman Sadapotto Sadapotto Sadaruddin, Sadaruddin Sahirun Alam Sahrul Sahrul Saidang Saidang Saidang, Saidang Sald, Sald Saldi Saldi Saleh Saleh Saleh Saleh, Saleh Saleha Saleha Saleha Saleha Saleha Saleha Saleha Saleha Saputra, Nanda Saputri, Fira Sari, Siti Wulan Sartika Sartika Selfie Ulansari Selicha Putri Sembiring, Rinawati Shafwan Nugraha Sheerly Sheerly Sheerly, Sheerly Sicat, Sing Sing Sicat Siska Tasdin Siti Aminah SITI HALIMAH LAREKENG, SITI HALIMAH Sitonda, Syawal Sitti Fatimah Sitti Nurjannah Sledi, Egi Solly Aryza Sopyan Alif Sri Herfiani Husain Sri Rosmiana Sri Wahyuni Sri Yustika Amin Sriwiyata Ismail Zainuddin Sry Wahyuni R, St. Mayangsari Sua, Andi Tenri Suarti Djafar Sudarman Sudarman, Sudarmi Sudarmi Sudirman Sudirman Suhardiman Suhardiman Suharman Suharman Suharman Suharman Suharman Suharman, Suharman Suherman suherman Suherman Suherman Suherman, Suherman Sujianto Sujianto Sukarni Sukarni Sukma, Sukma Sukman S Sukmawari Pasino Sukri Sukri Sulaiman Sulaiman Sulastina Sulastina Suleman, Samira Sulha Sulha Sulihin Sulihin Suparman Suparman Suparman Suparman Suparman Suparman Suparman Supri Supri Supriadi St. Wardah Hanafie Das Supriatna, Ucup Sura, Handayani Sura’, Handayani Suryani, Aisyah Syahdan Syahdan Syahdan Syahdan, Syahdan Syahriani Syahriani, Syahriani Syahrir L Syahrir Syahrir Syahrul Darwis Syamsiar, Syamsiar Syamsinar Syamsinar Syamsuddin Syamsuddin Syamsul Arifin Syaparuddin Syaparuddin Syarif Syarif Syarif, Irman Syawal Sitonda Syawal Sitonda Syawal Sitonda Syawal Sitonda Syawal Syawal Taufik Ikhsan Taufiq, Rismawati Tengku Riza Zarzani N Titin Meirani Tobroni Tobroni Tobroni Tobroni Tri Surianingsih Tri Wijaya Tsai Mei_Tuan Tsai, Me-Tuan Tukiyo Tukiyo Udin, Fitra Ulfa Aulia Ulhaq, Muh Zia Uli Nuha Umiyati Jabri Umiyati jabri Ushwa Dwi Masrurah AB Ushwa Dwi Masrurah Arifin Bando Ushwa Dwi Masrurah Arifin Bando Usman M Usman Usman Usri, Usri Van David Wahyudin Wahyudin Wahyula, Ilda Asti Wahyuni R, Sry Wardha Abdul Halim Wardiyanto Wardiyanto Wasna Wasna Widiawati, Wilda Widya Widya Wisnah Syari Wisnah Wisnah Witteveen, Loes Wiwi Widiawati Wiwik, Wiwik Wulandari Yanti Yanti Yoga Yuniadi Yundari, Yundari Yunus Busa Yunus Busa Yusfika Yusfika Yusril Al Khairi Yusuf Yusril S, Muh. Zakinah, Siti Zamri, Zamri Zulkifli Musthan, Zulkifli