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All Journal Jurnal Inovasi Teknologi Pendidikan Englisia Journal OKARA: Jurnal Bahasa dan Sastra EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Script Journal: Journal of Linguistic and English Teaching Jurnal Pendidikan : Riset dan Konseptual Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of Advanced English Studies AIJER: Algazali International Journal Of Educational Research Acuity : Journal of English Language Pedagogy, Literature and Culture Celebes Education Review Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Journal of English Education and Teaching (JEET) British: Jurnal Bahasa dan Sastra Inggris Journal of English Language Teaching Innovations and Materials (Jeltim) Cakrawala Indonesia REiLA: Journal of Research and Innovation in Language Klasikal: Journal of Education, Language Teaching and Science IJECA (International Journal of Education and Curriculum Application) Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat English Education: English Journal for Teaching and Learning MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI International Journal of Humanities and Innovation (IJHI) ENGLISH FRANCA : Academic Journal of English Language and Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal La Edusci MALLOMO: Journal of Community Service Jurnal Progress Administrasi Publik (JPAP) LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra re-JIEM (Research Journal of Islamic Education Management) Journal of English Language Teaching, Linguistics, and Literature Studies JEELS (Journal of English Education and Linguistics Studies) La Ogi : English Language Journal Journal of Education, Language Innovation, and Applied Linguistics Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences ITQAN: Jurnal Ilmu-ilmu Kependidikan International Journal of Education and Humanities INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy International Journal of Law and Society Development : Studies in Educational Management and Leadership Pancasila International Journal of Applied Social Science Jurnal Riset Multidisiplin dan Inovasi Teknologi International Journal of Sustainable Applied Sciences (IJSAS) PEDAMAS (Pengabdian Kepada Masyarakat) Foreign Language Instruction Probe International Journal of Global Sustainable Research International Journal of Education Research and Development International Journal of Language, Education, and Literature (IJLEL) Jurnal Pendidikan Progresif Sriwijaya University Learning and Education International Journal INTERACTION: Jurnal Pendidikan Bahasa English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING International Journal on Educational Issues (IJEI) Edumaspul: Jurnal Pendidikan GLENS: Global English Insights Journal EDULEC ELT Echo: The Journal of English Language Teaching in Foreign Language Context Studies in English Language and Education
Asrifan, Andi
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Visualizing Thought: Students’ Critical Thinking Development through Infographic Writing in Project-Based EFL Learning Ayuni J Burhan; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.866

Abstract

The increasing focus on higher-order thinking and multimodal literacy in modern language education has heightened interest in teaching methods that incorporate critical inquiry, digital communication, and significant writing experiences. Although there is growing interest in infographic-based learning, empirical information elucidating how infographic writing fosters critical thinking growth in secondary English as a Foreign Language classrooms is still scarce, especially in project-based pedagogical contexts. This study examined how infographic writing integrated into Project-Based Learning enhanced students' critical thinking and writing engagement in an Indonesian secondary school setting. The study utilized a convergent mixed-methods design, involving 64 eleventh-grade students and incorporating writing pre- and post-tests, critical thinking rubrics, questionnaires, and semi-structured interviews. Quantitative results indicated significant enhancement in the dimensions of interpretation, analysis, evaluation, inference, explanation, and self-regulation, along with improved organization and coherence in students' writing performance. Qualitative data indicated that infographic development fostered reflective thinking, collaborative problem-solving, information appraisal, and visual-textual meaning construction; nonetheless, students encountered problems associated with vocabulary restrictions and computer literacy. The study conceptualizes infographic writing as a modality of critical thinking practice rather than solely a visual learning exercise. The findings underscore the capacity of project-based multimodal composition to enhance cognitively stimulating and digitally adaptive EFL instruction in secondary education.
Reframing EFL Speaking Performance: Why Psychological Readiness Outweighs Vocabulary Knowledge in Indonesian High School Learners Darmawati; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.867

Abstract

As communicative competency gains prominence in English language education, it has become crucial to comprehend why numerous learners continue to exhibit reluctance or ineffectiveness in oral contact despite extensive formal instruction in English as a Foreign Language courses. Previous research has mostly focused on linguistic ability, especially vocabulary acquisition, whereas comparatively less emphasis has been placed on the impact of psychological preparedness on speaking performance. This study examined the relative impact of self-confidence, self-efficacy, and vocabulary knowledge on the speaking performance of Indonesian senior high school students. A quantitative correlational design was utilized to gather data from 30 eleventh-grade students using self-confidence and self-efficacy questionnaires, a vocabulary knowledge test, and a monologue-based speaking assessment, followed by descriptive statistics, correlation analysis, and multiple linear regression techniques. The investigation indicated that self-confidence and self-efficacy had a substantial beneficial impact on speaking performance, while vocabulary knowledge exhibited a relatively weaker and statistically insignificant predictive capability inside the regression model. These findings indicate that oral communication in EFL environments is influenced not just by lexical resources but also by learners' psychological readiness to engage, persevere, and speak amid ambiguity. This study reinterprets speaking performance as a psychologically influenced process, contributing to broader discourses on communicative competence and emphasizing the significance of affective-oriented speaking pedagogy in modern language education.
Reframing Vocabulary Learning in Rural EFL Education: Memrise-Assisted Project-Based Learning and Student Engagement in Indonesia Rahmayani Kadir; La Sunra; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.868

Abstract

This study examined the application of Memrise-assisted Project-Based Learning to enhance vocabulary proficiency and student engagement in a rural Indonesian EFL classroom. The study examined the impact of a gamified mobile-assisted learning platform on students' vocabulary acquisition, classroom engagement, and collaborative learning during project-based instructional activities. The study utilized a Classroom Action Research design with a mixed-methods approach, involving 24 tenth-grade students at a rural secondary school in West Sulawesi, Indonesia. Data were gathered via vocabulary pre-tests and post-tests, classroom observations, reflective journals, interviews, and documentation. Quantitative data were analyzed using mean score analysis and paired-sample t-tests, supplemented by qualitative thematic interpretation. The results indicated a significant enhancement in students' vocabulary performance across the research cycles, with average scores rising from 53.4 in the initial phase to 69.8 in Cycle I and 83.1 in Cycle II. Student involvement, teamwork, confidence, and the use of contextual vocabulary significantly improved following instructional modifications. The findings indicate that integrating gamified mobile-assisted vocabulary learning with Project-Based Learning can convert vocabulary instruction from a memorization-focused approach to a more significant, interactive, and contextually relevant learning experience, especially in under-resourced rural EFL settings.
PARADOKS DIGITALISASI PELAYANAN PUBLIK: STUDI KESENJANGAN DESAIN-REALITAS DAN PERSISTENSI BIROKRASI MANUAL DALAM IMPLEMENTASI M-PASPOR Nur Muhammad Alil Makmur S; Herman H; Muhammad Irvan Nur I’va; Rahayu Rahayu; Andi Asrifan
Jurnal Progress Administrasi Publik Vol. 6 No. 1 (2026): Jurnal Progress Administrasi Publik (JPAP)
Publisher : Program Studi Administrasi Publik, FISIP, Universitas Tulang Bawang Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37090/w3cfzc74

Abstract

Digital transformation is not simply a conversion from manual to electronic, but rather a fundamental shift in how organizations create public value. In the context of M-Passport, system failures are often caused not by programming weaknesses alone, but by the unpreparedness of the surrounding ecosystem. Data shows that despite the application's launch in January 2022, many Technical Implementation Units (UPTs), such as in Makassar, still implement hybrid practices where physical documents remain the "primary source of truth" over digital data. This study aims to analyze the barriers to implementing the M-Paspor application innovation at the Class I Immigration Office of Makassar. The research employed a descriptive qualitative method with a case study approach. Data were collected through interviews, observations, and documentation involving immigration officers and application users. The results indicate that the main obstacles lie in technical aspects (system and network disruptions), human resources (limited digital literacy among staff and citizens), and managerial issues (lack of evaluation and coordination between agencies). Based on Mulgan and Albury’s (2003) innovation theory and the e-governance implementation barriers framework, these challenges arise from low organizational readiness and weak adaptation to innovation. This study recommends improving human resource capacity, optimizing technological infrastructure, and strengthening digital literacy in society. The findings contribute to the development of digital-based public innovation management strategies in immigration services.   Keywords: E-Governance; Immigration; M-Paspor; Public Innovation; Public Service
INTEGRATING FUN AND LEARNIG: THE SUCCESS OF ENGLISH CAMP IN BOOSTING STUDENTS' LANGUAGE CONFIDENCE Andi Asrifan; Dewi Furwana; Andi Bangsawan; Fadhliyah Rahmah Muin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.18907

Abstract

Proficient English communication is a crucial competency in today's worldwide environment, especially for students seeking to achieve academic and professional success. Traditional English language training techniques in Indonesia frequently prioritize grammar and rote memorization, resulting in insufficient opportunities for authentic language practice and thus diminishing students' confidence and practical application. Immersive programs such as English Camps provide a novel approach, combining organized education with engaging activities. Nonetheless, empirical evidence about their efficacy, especially in resource-constrained environments such as Palopo, is sparse. The English Camp program at SMPIT Insan Madani Palopo markedly enhanced students' confidence in utilizing English via dynamic and engaging activities. Utilizing qualitative data from 150 participants, comprising interviews with students, educators, and tutors, we examined how the integration of enjoyment and learning cultivated a supportive, low-anxiety atmosphere. Significant findings demonstrate an observable rise in students' readiness to engage in communication, less language anxiety, and improved motivation. Logistical constraints and differing competency levels were mitigated by adaptive tactics, including outdoor learning and individualized training. These data highlight the efficacy of English Camps as valuable adjuncts in English language teaching. Such programs can improve both linguistic and psychological outcomes by fostering an immersive, student-centered atmosphere. This study offers significant insights for educators and policymakers, presenting a reproducible approach for enhancing linguistic confidence. Future research ought to investigate the scalability and sustainability of analogous projects to guarantee wider implementation and enduring effects on English language acquisition.
Literature Analysis on Prospective Teacher Students' Perceptions of the Implementation of Project Assignments in Mathematics Learning Based on Project Based Learning Nurfaida Tasni; Hamzah Upu; Muhammad Shoaib Khan Pathan; Sherif Ismail; Andi Asrifan
Sriwijaya University Learning and Education International Journal Vol. 2 No. 3 (2025): Sriwijaya University Learning and Education International Journal
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55379/bt7qn637

Abstract

This study aims to analyze prospective teacher students’ perceptions of implementing project assignments in mathematics learning based on Project-Based Learning (PBL). The study employs a qualitative descriptive literature review approach by collecting data from various secondary sources, including journals, books, conference proceedings, and relevant scientific articles. The analysis focuses on identifying key themes related to students’ perceptions, the benefits of PBL, challenges in implementation, and factors influencing the effectiveness of project assignments in mathematics learning. The findings reveal that most prospective teacher students perceive PBL positively because it enhances critical thinking, problem-solving skills, creativity, collaboration, communication, and active participation in the learning process. In addition, PBL helps students connect mathematical concepts with real-life situations, making learning more meaningful and contextual. However, several challenges remain, such as limited time, inadequate learning resources, and varying levels of student readiness. These findings are expected to contribute to curriculum development and teacher education programs supporting effective PBL implementation in mathematics education.
Exploring Visual Spatial Intelligence: How Students Approach Geometry Problem Solving Muhammad Syarifuddin Rahman; Nurfaida Tasni; Haruna Abubakar Haruna; Cris T. Zita; Andi Asrifan
Sriwijaya University Learning and Education International Journal Vol. 2 No. 3 (2025): Sriwijaya University Learning and Education International Journal
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55379/v232hf34

Abstract

The purpose of this study was to describe the application of students' visual-spatial intelligence in solving geometry problems. Visual-spatial intelligence refers to an individual's ability to understand, visualize, and manipulate information in visual and spatial forms. This study employed a qualitative approach with a descriptive-analytical method. Data were collected using geometry test items and interview protocols, and analyzed through data condensation, data display, and conclusion drawing. The findings revealed that students' imagination skills in visualizing geometric shapes and understanding dimensional changes were still suboptimal. While students were able to recognize mathematical patterns and correctly apply volume formulas, they experienced difficulties in representing overall changes in volume. These results highlight the need for more effective instructional strategies to enhance students' visual-spatial intelligence, enabling them to solve more complex geometry problems with greater accuracy and understanding.
Cultural Intelligence in AI-Driven Online Learning: Examining Bias and Inclusivity in Virtual Classrooms Juvrianto Chrissunday Jakob; Maslan Abdin; Mohammed H. Alaqad; Sivaraja S; Andi Asrifan
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.20009

Abstract

The integration of artificial intelligence (AI) into online education has transformed teaching and learning practices through personalization, automation, and adaptive learning support. However, the increasing use of AI-driven educational systems raises concerns regarding their ability to accommodate culturally diverse learners. While previous studies have primarily focused on the effectiveness of AI in improving engagement and learning outcomes, limited attention has been given to the role of cultural intelligence (CQ) in AI-mediated learning environments. This study examines how AI-integrated online learning platforms support or constrain cultural inclusivity among diverse student populations. The study employed an explanatory sequential mixed-methods design involving 230 participants, including students, instructors, and AI developers. Quantitative data were collected through surveys and analyzed using descriptive statistics, ANOVA, and regression analysis, while qualitative data from semi-structured interviews and focus groups were analyzed through thematic analysis. The findings indicate that although AI technologies improve accessibility and learning efficiency, many AI-driven systems still reflect dominant Western-oriented educational norms and communication styles. Non-Western learners and multilingual students reported lower engagement levels, particularly when AI-generated feedback and content recommendations lacked cultural representation and contextual sensitivity. The study also found that learners with higher levels of cultural intelligence demonstrated stronger adaptability to AI-mediated learning environments. This study contributes to the growing discussion on AI in education by positioning cultural intelligence as an important consideration in the design and implementation of AI-supported learning systems. The findings highlight the need for culturally responsive AI frameworks and emphasize the continuing importance of human–AI collaboration in creating equitable and inclusive online learning environments.
Generative AI in academic writing: Student reflections on using ChatGPT for thesis proposal development La Sunra; Andi Muhammad Irawan; Andi Asrifan; Sivaraja Sadhasivam
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1073

Abstract

The swift rise of generative artificial intelligence (AI) has revolutionized academic writing methods, with systems like ChatGPT becoming widely incorporated into higher education settings. Although current research has explored AI-assisted writing in essays and other general academic assignments, there has been no focus on its role in thesis proposal preparation, a genre that requires both linguistic precision and methodological clarity. This study examines postgraduate students’ reflections on their use of ChatGPT for drafting thesis proposals at one of the universities in Indonesia. Employing a qualitative case study approach, data were gathered through semi-structured interviews and document analysis involving eight students who utilized ChatGPT in their writing process. The results indicate that ChatGPT enhanced efficiency by decreasing drafting time, facilitated idea formation through varied views, and fostered creativity and vocabulary development. Students demonstrated adaptive prompting strategies and ethical awareness by verifying AI outputs. Through the lens of reflective practice in analyzing the data, the students’ reflections illustrated varying levels—from descriptive to critical—of engagement with AI as a cognitive and ethical collaborator in writing thesis proposals. The study concludes that structured reflection enhances students’ metacognitive regulation and ethical literacy in AI-assisted thesis writing. These findings contribute to the growing discourse on responsible AI integration in postgraduate academic writing contexts. Additionally, the study offers pedagogical implications for supervisors and institutions in guiding reflective and ethical use of generative AI tools.
Analisis Kualitas Tes Bahasa Arab di Indonesia: Studi Systematic Literature Review tentang Validitas, Reliabilitas, Tingkat Kesukaran, dan Daya Beda Ulya Nur Alim; Syahrul Syahrul; Luís Miguel Oliveira de Barros Cardoso; Suryadi Ishak; Andi Asrifan
Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Vol 21, No 2 (2025): Volume 21, Nomor 2, November 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Al Asyariah Mandar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/fkip.v21i2.6040

Abstract

Evaluation in Arabic language learning is essential to measure students' achievement; however, the quality of tests used in Indonesia still requires improvement. This study employed the Systematic Literature Review (SLR) method to analyze the validity, reliability, difficulty level, and discrimination power of Arabic test items, based on a synthesis of six articles indexed in SINTA and Scopus, published between 2019 and 2024. This SLR approach offers a new contribution by systematically revealing national trends and gaps in item quality, which have not been comprehensively analyzed in previous studies. The findings show that on average, 66% of the items were valid, and most tests demonstrated very high reliability (≥ 0.85), although some tests had low reliability (0.54). The distribution of difficulty levels was imbalanced, with 50.83% of items being too easy and only 7.67% classified as difficult, deviating from the ideal distribution. Additionally, 34% of the items exhibited low discrimination power, reducing the effectiveness of assessments in distinguishing students' abilities. These imbalances can lead to biased evaluations and hinder students' competency development. The practical implications of this study include the importance of teacher training in item analysis, the application of Bloom's Taxonomy to balance item difficulty levels, and the development of a standardized, data-driven item bank. The main contribution of this research is to provide empirical foundations for improving Arabic language assessment policies in Indonesia and to propose a more accurate and fair evidence-based evaluation approach.
Co-Authors Abd Al-Lateef, Ghada Tosson Abd Hamid Abd. Ghofur abdul Kahar Abdullah, Harun Agussalim, Mutmainnah Ahmad Mustamir Waris Ahmad Mustanir Akhtem A. Dzhelilov Akhtem A. Dzhelilov Akil Musi, Muhammad Aksan, Muhammad Al-Matari, Ali Said Al-Yakin, Ahmad Al-Yakin, Ahmad Alexis Arizabal Enriquez Amir, Muhammad Amitabh Vikram Dwivedi Amran, Nurul Aulia Ramadani Anastasia Baan Andi Anto Patak Andi Anto Patak Andi Bangsawan Andi Muhammad Irawan Andi Mukarramah Nagauleng Andi Nur Aisyah Andi Ratu Ayu Ashari Andi Riska Andreani Syafaruddin Andi Sadapotto Anis Pacinongi Anita Candra Dewi Anita Candra Dewi Ariatna Arqam, Arqam Asmiaty, Asmiaty Asrullah Asrullah, Asrullah Ayuni J Burhan Bangsawan, Andi Besse Darmawati Budi Setia Nusa Buhari Buhari Buniati Suman Cardoso, Luís Miguel Oliveira de Barros Ceisy Nita Wuntu Cinna, Paramidhita Buana Cris T. Zita Cris T. Zita Darmawati Dasriani Zain Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Dewi Furwana Ecca, Suleha ELIHAMI, ELIHAMI Emy Nur Rahmayani Enriquez, Alexis Arizabal Fadhliyah Rahmah Muin Fatimah . Firman Firman Firman Firman Firman Saleh Furwana, Dewi Gül Erkol Bayram Gunawan Gunawan Gunawan Gunawan H Hasmawati Haedar Haedar, Haedar Haeruddin Syarifuddin Hamzah Upu Hardianti Hardianti, Hardianti Harianti Haruna Abubakar Haruna Haryanto NP Hasan Hasan Hasan Suksin Hasanah, Eva Zulfiah Hasnidar Hasnidar Hastina, Sri Heriyanti Heriyanto Heriyanto Herliin, Herlina Herlina Herlina Herlina Herlina, Resky Herlinawati Herlinawati Herman Herman Hussain Hameed Mayuuf Ibna Seraj, Prodhan Mahbub Ibrahim Ibrahim Imran Imran Irwan Yusuf Isumarni Iwan Setiawan J, Vargheese K Jahrir, Andi Sahtiani Jakob, Juvrianto Chrissunday Julianty Julianty Jumiati Lanta Jumrah Jusman Tang K. J. Vargheese K. J. Vargheese K. J. Vargheese K. J. Vargheese K.J Vargheese K.J. Vargheese Kamridah . Kamridah Habe karinda karinda L, Syahrir La Sunra Lababa Lababa Lababa Lababa Lengkoan, Fergina Like Raskova Octaberlina Limbong, Sunarlia Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Luis Miguel Oliviera De Barros Cardoso Lukman HB Lulaj, Enkeleda Luthviza Nabila Putri Ersyad Maemuna Muhayyang Manda, Ibrahim Marhamah, Ainun Maria Teodora Ping, Maria Teodora Maria Ulfa Mark – Jhon R. Prestoza Markus Deli Girik Allo Marlon S Pontillas Marzuki, Kartini Maslan Abdin Maximus L. Nemo Mohamed, Sheik Mohammed H. Alaqad Muh. Hasrun Fitriady Muh. Hasrun Fitriady Muhammad Hanafi Muhammad Hanafi Muhammad Irvan Nur I’va Muhammad Mujtaba Asad Muhammad Rais Rahmat Muhammad Said Husain Muhammad Shoaib Khan Pathan Muhammad Syarifuddin Rahman Muhammad Tahir Muhammad Yusuf Mukhlisin Muliana, Andi Muliani Multasam, Dewi Murni Mahmud Musdalifah Musdalifah Musdalifah Musdalifah Mustanir, Ahmad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nadira, Nadira Nadira, Nadira Nadirah Nadirah . Nadirah Nadirah Nadirah Usman Nadirah, Nadirah Nihta Vera Frelly Liando NR, Nurdania Nur Aeni Nur Azizah Nur Fadhillah Nur Farlina Nur Fitriani Nur Hikmah Nur Muhammad Alil Makmur S Nurchalis, Nur Fadillah Nurdiyanti N nurhikmah . Nurhumairah Nurlaila Nurlaila Nursalim Nursalim Nurul Fadhillah Nurwanti Nurwanti, Nurwanti Oliveira de Barros Cardoso, Luís Miguel Oliveira de Barros Cardoso, Luís Miguel Patil, Atul Prodhan Mahbub Ibna Seraj Prodhan Mahbub Ibna Seraj Putra, Benny Putri wulan suci Rahayu Rahayu Rahmah Muin, Fadhliyah Rahman, Ali Wira Rahmayani Kadir Ramlah Ramlan, Pratiwi Rasyid, Rustam Efendy Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Rusydi S , Sivaraja Safriand, Safriand Sahabuddin, Chuduriah Sahril Nur Saifullah Saifullah Saifullah Saifullah Sajed S. Ingilan Sakala Stanley Saleh, Firman Sam Hermansyah Samsidar Sherif Ismail Siti Hajar Siti Rezky Amaliah mahmud Sitti Aisa Sitti Hadijah Sivaraja S Sivaraja S Sivaraja Sadhasivam Sofiah Suardi Zain, Suardi Sumarni Jabir Surahmat Agus Munandar Suryadi Ishak Syahrir L Syahrir L Syahrul Syahrul Syamdianita Syamdianita, Syamdianita Syamsuardi Syamsuardi Syarif Jasman Khalik Syarifuddin Dollah Syarifuddin Dollah T Syamsu T. Zita, Cris T., Syamsu Tadjuddin posi Tahang, Heriyanti Tahir, M. Hijaz Tang, Syamsu Taslim Taslim Tasni, Nurfaida Trisnawati AR Tuti Wijayanti Ulya Nur Alim Usman Usman Vargheese, K. J Vargheese, K. J. Vargheese, K.J Vargheese, K.J. Vivekanantharasa, Raveenthiran Vivit Rosmayanti Vivit Rosmayanti Wahid, Areski Wahira Wahira Wiwik Handayani Yan Chen Yesy Afrillia Yuliana mansyur Yulini Rinantanti Yusmah Yusmah Zain, Dasriani Zakila Mardatila Ersyad Zita, Cris T.