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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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Pengaruh Metode Pembelajaran Berbasis Masalah dengan Media Puzzle Geometric Shapes terhadap Kemampuan Visual Spasial Anak Ulfa, Maria; Syamsuardi, Syamsuardi; Marzuki, Kartini; Herlina, Herlina; Akil Musi, Muhammad; Hasmawati, Hasmawati; Asrifan, Andi
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2025): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i1.1376

Abstract

Kemampuan visual spasial merupakan salah satu aspek krusial dalam perkembangan kognitif anak usia dini yang perlu distimulasi sejak dini. Penelitian ini menganalisis pengaruh metode pembelajaran berbasis masalah dengan media puzzle geometric shapes terhadap kemampuan visual spasial anak usia 5-6 tahun. Menggunakan metode quasi eksperimen dengan desain Nonequivalent Control Group Design, penelitian melibatkan 28 anak di TK Islam Al Azzam Kota Makassar yang dibagi menjadi kelompok eksperimen (14 anak) dan kontrol (14 anak). Data dikumpulkan melalui observasi dan dokumentasi, dianalisis menggunakan statistik deskriptif dan uji Wilcoxon Signed Rank Test. Hasil pre-test menunjukkan semua anak berada pada kategori Mulai Berkembang (MB). Setelah perlakuan, 64% anak kelompok eksperimen mencapai kategori Berkembang Sesuai Harapan (BSH), sedangkan 93% kelompok kontrol tetap pada kategori MB. Uji hipotesis kelompok eksperimen menghasilkan p-value 0,001 (<0,05), mengonfirmasi pengaruh signifikan metode tersebut. Penelitian menyimpulkan bahwa kombinasi pembelajaran berbasis masalah dengan puzzle geometric shapes efektif mengembangkan kemampuan visual spasial melalui aktivitas pengimajinasian, pengonsepan, pemecahan masalah, dan pencarian pola.
Integrating Artificial Intelligence in ESP Curriculum: A Bilingual Approach to English for Educational Technology Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.91274

Abstract

Artificial intelligence (AI) integration into language education has fundamentally changed English for Specific Purposes (ESP) training delivering adaptive learning, real-time feedback, and automated language assessment (AlTwijri Alghizzi, 2024; Sumarni et al., 2022). Especially in English for Educational Technology, AI systems can improve technical language competency and comprehension in bilingual ESP education. Though little study on AI's impact on multilingual learning environments, current studies mainly concentrate on monolingual AI-enhanced ESP education. Examining their impact on grammar accuracy, vocabulary learning, reading comprehension, and technical English communication, this paper looks at how well AI-powered tools fit a bilingual ESP program. The results show that student involvement and tailored learning results were much enhanced by artificial intelligence-driven learning analytics. Still, major issues include artificial intelligence bias, translation errors, and over-reliance on automated feedback. This study clarifies curriculum creation, AI tool choice, and pedagogical methodologies, as well as the benefits and constraints of artificial intelligence in bilingual ESP education. The findings imply that artificial intelligence should complement human education, guaranteeing contextually correct, ethical, and pedagogically sound integration rather than replacing human education. Long-term AI efficacy, developments in adaptive learning models, and ethical issues in AI-driven language instruction should all be investigated in next studies. How to cite this paper: Asrifan, A., Cardoso, L. M. O. de B., & Vargheese, K. J. (2025). Artificial intelligence in bilingual ESP: A mixed-methods study on English for educational technology. Journal of English Language Teaching Innovations and Materials, 7(1), 88-112. http://dx.doi.org/10.26418/jeltim.v7i1.91274
Differentiated Instruction in English Language Class at UPT SMP 1 PANGSID Sofiah; Andi Asrifan; Nadirah; Sam Hermansyah; Isumarni
International Journal of Global Sustainable Research Vol. 2 No. 6 (2024): June 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijgsr.v2i6.2459

Abstract

This study used descriptive qualitative method as the research methodology. Data collection procedures used questionnaires and interviews. The population in this study were English students at UPT SMP 1 PANGSID school with a sample of 29 students of class VIII2. The existing data will be analyzed by describing the percentage results of the diagram and then given a conclusion as the final result.  The findings of this study indicate that differentiated learning strategies can improve student learning outcomes. With the differentiated learning strategy, respondents can choose a learning style that is suitable for the learning interests of each student. Differentiated learning strategy also has a positive role in increasing students learning motivation.
Integrating AI in Project-Based Learning for Differentiated English Language Instruction: A Scoping Review Arqam, Arqam; Asrifan, Andi
Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.3.586-608

Abstract

This scoping study examines the integration of Artificial Intelligence (AI) in Project-Based Learning (PBL) for diversified English language training and its benefits, drawbacks, and trends. Arksey and O'Malley's approach and PRISMA-ScR systematically review peer-reviewed articles from the last decade from Google Scholar, Scopus, ERIC, DOAJ, PubMed, and Science Direct. A complete literature search, inclusion-based selection, data extraction, and thematic analysis are used. AI can improve PBL by offering individualized learning, real-time feedback, and immersive learning settings. Intelligent virtual assistants, smart grading systems, and adaptive learning technologies provide personalized instruction that improves learning results and inclusivity. However, the analysis also notes ethical issues connected to data privacy and algorithmic biases and the need for teacher training to use AI in schools effectively. Despite these obstacles, AI in PBL can transform English language instruction by encouraging critical thinking, cooperation, and communication. This scoping review concludes that AI in PBL can transform differentiated English language instruction. To fully realize the benefits of AI-integrated PBL and improve English language learning for all students, research and innovation must continue.
The effectiveness of augmented reality in enhancing learning outcomes in a microcontroller course Mukhlisin, Mukhlisin; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86903

Abstract

One significant challenge in technical and vocational education is students’ difficulty in achieving a deep conceptual understanding, particularly in complex subjects such as microcontrollers. Traditional methods often lack interactivity and real-world context, leading to low engagement and learning outcomes. Augmented Reality (AR) provides an immersive and interactive learning experience that enables students to visualize abstract concepts. This study examined the impact of AR-based instructional media on learning outcomes in a Microcontroller course, using a true experimental design (Solomon Four Group Design). Four student groups from four vocational higher education institutions in Makassar participated (total N = 143). Two groups received AR-based instruction, and two received conventional teaching; two of the groups also completed a pretest. Learning outcomes were assessed through essay-format pretests and posttests aligned with microcontroller learning indicators. Learning improvement was measured using normalized gain scores, and data were analyzed with normality tests, homogeneity tests, ANCOVA, independent t-tests, and N-Gain analysis. Results showed that AR significantly improved learning outcomes, with experimental groups achieving a mean gain score of 0.75 (in the high category), compared to 0.16 (in the low category) in control groups. Statistical tests confirmed significant differences between groups (p < 0.05), while comparisons among control groups indicated no substantial pretest effect. This confirms that the learning improvement resulted from the AR intervention. The findings suggest AR-based instructional media effectively enhance conceptual understanding, learning quality, and student engagement in technical education. The study concludes that AR is a viable instructional tool in vocational learning and recommends its broader use and further development in similar educational contexts.
The Role of Multiliteracies in Enhancing the ESP Curriculum at Vocational High Schools Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1953-1969

Abstract

The Role of Multiliteracies in Enhancing the ESP Curriculum at Vocational High Schools. Integrating multiliteracies in English for Specific Purposes (ESP) education presents both challenges and opportunities in vocational high schools in South Sulawesi. Objective: This study investigates the effect of multiliteracies on enhancing the ESP curriculum at vocational high schools in South Sulawesi. This study aims to assess how multiliteracies can enhance student engagement and language proficiency in vocational education, while also addressing the specific challenges of implementation in Indonesia's peripheral regions, with an emphasis on aligning digital competencies and regional socio-cultural contexts. Methods: A convergent parallel mixed-methods design was utilized. Quantitative data were collected through an ESP proficiency examination and a multiliteracy survey, which involved 100 students and 10 teachers. Qualitative data were obtained from teacher interviews, student focus groups, and document analysis. Inferential analysis employed statistical tools such as Pearson correlation, t-tests, chi-square tests, and Confirmatory Factor Analysis, whereas qualitative interpretation was facilitated through thematic coding using Nvivo software. Findings: The results indicate that 85% of students experienced increased engagement, while 75% demonstrated enhanced ESP performance after the integration of multiliteracies. Nonetheless, hardly 40% of teachers perceived themselves as sufficiently trained to execute these tactics. Essential qualitative observations highlighted the significance of culturally relevant content, including the incorporation of Bugis-Makassar maritime expertise, and the utilization of collaborative, multimodal resources. Teachers and students emphasized both the pedagogical advantages and the infrastructural and training constraints that impede full implementation. Conclusion: The integration of multiliteracies into the ESP curriculum shows significant promise for enhancing vocational language teaching in South Sulawesi. It enhances students' communicative skills and promotes participation through culturally relevant and technologically advanced content. Nonetheless, successful implementation necessitates focused teacher training, policy endorsement, and curriculum modification grounded in local values such as siri’ na pacce. Future studies should focus on the longitudinal effects and scalable professional development models within Indonesia's diverse educational environments. Keywords: multiliteracies, english for specific purposes (ESP), vocational education, student engagement, curriculum development.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Asrifan, Andi; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.
AI-Driven Classroom Conversations: Revolutionizing Education 5.0 for Enhanced Student Engagement in Speaking Skills Asrifan, Andi; Dewi, Anita Candra
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 2 (2024): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i2.1482

Abstract

This study examines how modern education uses Artificial Intelligence (AI) technologies to improve student engagement and speaking skills. This study emphasizes the importance of tailored learning experiences and the potential of AI to transform language learning in the context of Education 5.0. The research seeks to fill the gap in education literature by showing how AI-driven classroom talks can improve student engagement and speaking skills. The study carefully evaluates AI-facilitated speaking activities in primary and high schools using a qualitative research design. The research shows how AI transforms student learning, improving engagement and speaking competency through case studies. The findings suggest using AI to supplement instructors rather than replace them. The study also explores Education 5.0's theoretical foundations, showing how AI can be used to personalize education, use big data to improve education, and increase education quality. Future studies should examine AI's effects on other language skills and its application to varied student demographics. This research advances the discussion on AI and education, enabling more nuanced studies of technology-enhanced learning.
Reflection on Learning in Teacher Professional Education (PPG) Strategies to Enhance the Competence of Novice Teachers at Universitas Muhammadiyah Sidenreng Rappang Sam Hermansyah; Buhari; Ibrahim Manda; Andi Sadapotto; Muhammad Hanafi; Andi Asrifan; Syahrir L; Muliani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.628

Abstract

Reflection on learning is a vital component of the Teacher Professional Education (PPG) program, particularly in enhancing the competence of novice teachers. At Universitas Muhammadiyah Sidenreng Rappang (UMS Rappang), reflection serves as a mechanism to evaluate and improve teaching practices across pedagogical, professional, social, and personal competencies. This study examines strategies such as daily reflective journals, group discussions, observation and feedback, case studies, and the integration of technology in reflective processes. These strategies aim to develop critical thinking, self-awareness, and innovative teaching approaches among novice teachers. The findings highlight that systematic reflection significantly improves teaching effectiveness, professional development, and student learning outcomes. The structured application of reflective practices empowers novice teachers to become adaptive, professional educators prepared to address the challenges of modern education.
Triphthong Pronunciation Errors: An Analysis of English Education Students Maemuna Muhayyang; Fitri Radhiyani; Andi Asrifan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.1740

Abstract

A crucial component of learning English is pronunciation, which is necessary for efficient and transparent communication. Students frequently struggle, nevertheless, especially when it comes to complicated vowel sounds like triphthongs (/aʊə/, /aɪə/, /eɪə/, /oʊə/, /ɔɪə/). This study is to analyze the types and causes of triphthong pronunciation errors among English education students at Universitas Negeri Makassar. By identifying the common mistakes, it is able to understand the influence of first language interference, motivation, and learning exposure on pronunciation accuracy to provide insights into effective teaching strategies to improve students’ phonetic competence, enhance pronunciation instruction, and support clearer communication in English as a result. Ten students who have trouble pronouncing triphthongs are used as the study's sample, and it uses a qualitative approach using a case study design. Semi-structured interviews were used to gather the data, and Miles and Huberman's narrative data analysis (1994), which includes data gathering, data reduction, data presentation, and conclusion drawing, was used to evaluate the data. According to the findings, (1) the most frequent mistakes were substitution, omission, and distortion; and (2) the interference of students' native tongues and the appearance of their learning attitude, demotivation, and age as contributing factors to having a good pronunciation for the triphthong sounds. This study advances our knowledge of pronunciation difficulties and offers suggestions for enhancing pronunciation instruction in English classes.
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.