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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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The Use of Animation Media for the Understanding of the Concept of Letter Recognition in Early Childhood Marhamah, Ainun; Wahira; Asrifan, Andi; Herlina
International Journal on Education Issues Vol. 2 No. 1 (2026): JANUARY
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/w4thr614

Abstract

Purpose – Early childhood literacy serves as a vital foundation for academic success, yet traditional teaching methods often struggle to maintain engagement and clarity in letter recognition. This study investigates the influence of animation media on children’s conceptual understanding of letters, specifically focusing on visual shapes, names, and phonemic sounds. Design/Methodology/Approach – The research employed a pre-experimental one-group pretest-posttest design involving children aged 4–6 years. Data were collected through quantitative letter recognition tests and qualitative teacher observations and questionnaires. The study utilized data triangulation—combining performance scores with behavioral observations—to ensure a comprehensive analysis of the media's impact. Findings – The findings indicate a significant improvement in early literacy skills following the intervention. Before the treatment, children demonstrated low baseline scores, particularly in distinguishing mirror-image letters (e.g., b–d, p–q) and consistent phonetic naming. After learning through animation media, children showed a marked increase in visual recognition accuracy and verbal confidence. Qualitative data revealed that the classroom atmosphere became more conducive to learning, with children showing higher levels of enthusiasm and sustained attention compared to conventional methods. Originality/Value – The results demonstrate that animation media effectively bridges the gap between abstract symbols and concrete cognitive understanding by providing multisensory stimulation. Unlike generic entertainment content, the structured instructional design of the media used in this study successfully balanced digital engagement with pedagogical goals. This study concludes that animation media is a feasible, relevant, and effective tool for early childhood education, serving as a practical reference for educators to modernize literacy instruction.
The Use of Word Cards on Early Childhood Cognitive Muliana, Andi; Wahira, Wahira; Asrifan, Andi; Herliin, Herlina
Pancasila International Journal of Applied Social Science Том 4 № 01 (2026): Pancasila International Journal of Applied Social Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/pancasila.v4i01.2169

Abstract

Word card media plays an important role in helping early childhood recognize letter and word symbols gradually. In the early stages, children can learn to recognize the shape of the letters through the cards, and then associate them with the appropriate sounds. In this way, the word card becomes a bridge between the child's speaking ability and the ability to read at the beginning. This study aims to determine the influence of word card use on early childhood cognitive development and analyze the factors that affect the relationship between cognitive development and word card use in early childhood. This research method uses a quantitative approach with an experimental method. The data collection technique in this study was carried out through tests and observations. The data analysis technique in this study uses the latest version of SPSS statistical software to analyze the relationship between cognitive variables and the use of word card media in early childhood. The implementation of word card media by teachers has been running effectively and systematically. There was a positive and significant influence between the use of word card media on children's cognitive abilities, which was shown by a strong correlation coefficient.
Problem Solving pada Anak Usia Dini: Pemanfaatan Balok Sebagai Media Pembelajaran Asmiaty, Asmiaty; Wahira, Wahira; Asrifan, Andi
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.414

Abstract

This study aims to examine problem-solving abilities in early childhood through the use of geometric block media at TK Islam Athirah Bukit Baruga. Problem-solving ability is an essential cognitive skill that needs to be developed from an early age through meaningful learning experiences, one of which is play-based activities. Geometric block media were selected because they are constructive in nature and allow children to explore shapes, plan, try various strategies, and find solutions to problems that arise during play activities. This study employed a descriptive qualitative approach. The research subjects were children in Group B at TK Islam Athirah Bukit Baruga, with classroom teachers serving as supporting informants. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The results indicate that the implementation of geometric block media was carried out through the stages of play environment preparation, pre-play activities, during-play activities, and post-play activities. These stages created a conducive play environment and stimulated children’s problem-solving abilities. Children demonstrated the ability to identify simple problems, try various problem-solving strategies, and evaluate outcomes through block play experiences. Social interaction during play also contributed to the development of children’s thinking skills. These findings are consistent with Piaget’s and Vygotsky’s theories, which emphasize the importance of concrete experiences and social interaction in children’s cognitive development.
Permainan Tradisional Ma’boy dalam Meningkatkan Kemampuan Motorik Kasar Pada Anak Usia Dini Multasam, Dewi; Wahira, Wahira; Asrifan, Andi; Herlina, Herlina
Jurnal Riset Multidisiplin dan Inovasi Teknologi Том 4 № 01 (2026): Jurnal Riset Multidisiplin dan Inovasi Teknologi
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jimat.v4i01.2188

Abstract

The decline in gross motor skills in early childhood due to the dominance of digital activities and the lack of traditional physical games is a major concern in Indonesian Early Childhood Education (PAUD). This study aims to describe the implementation of traditional Ma'boy game activities in early childhood and to determine the description of gross motor skills of early childhood after being given traditional Ma'boy game activities. Ma'boy is a Bugis-Makassar team game that involves throwing a ball into a pile of used milk cans, running to avoid the opponent's throw, and rearranging the can tower. The study used a quantitative approach with a one-group pre-test post-test design on 30 children aged 4-6 years. Implementation data were collected through a Likert observation sheet (1-5), while gross motor skills were measured with the Test of Gross Motor Development-2 (TGMD-2). Data analysis used descriptive statistics and paired t-test (SPSS 26, α=0.05). The results showed excellent implementation of Ma'boy (mean = 4.72, SD = 0.45), with consistently optimal aspects of equipment preparation/hompimpa (4.80), throwing/running (4.70), and ball arrangement/dodging (4.65). Gross motor skills improved significantly from a pre-test mean of 21.80 (moderate category) to a post-test mean of 33.15 (high category), with an increase of Δ = 11.35 points (t = 14.85, p < 0.001, Cohen's d = 3.12). The ball throwing (Δ = 2.40) and running (Δ = 1.80) subtests showed the highest progress, consistent with the game dynamics. The conclusions confirm that Ma'boy is excellent and effective in improving gross motor skills in early childhood. The implications of this study recommend the integration of Ma'boy into the national Early Childhood Education (PAUD) curriculum as a local cultural intervention to address motor deficits caused by a sedentary lifestyle, with recommendations for larger-scale replication of the study using a control group design.
Social Interaction on Early Childhood Expressive Language Development Sumarni Jabir; Wahira Wahira; Andi Asrifan; Herlina Herlina
International Journal of Multidisciplinary Approach Research and Science Том 4 № 01 (2026): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v4i01.2163

Abstract

Social interaction plays a crucial role in the development of children's communication skills. Social interaction is a relationship between two or more people in which the actions or behaviors of one individual can influence, change, or improve the actions or behaviors of other individuals, and vice versa. Children naturally learn through interactions with the people around them, including family members, peers, and their social environment. The intensity and quality of social interaction with the development of expressive language in children as an illustration, intensive verbal interaction in the family environment and early childhood educational institutions contribute significantly to the enrichment of vocabulary and verbal expression skills. This research aims to find out the form and social interaction on early childhood expressive language development. Research methods are quantitative, with an Ex Post Facto approach. The data collection technique in this study involved direct observation of the research sample. The data analysis techniques used are descriptive and inferential analysis. The results of the study show that social interactions influence the development of expressive language in early childhood. The results of simple linear regression analysis showed that social interaction had a positive and significant effect on the development of expressive language in early childhood. The form of social interaction that affects the development of expressive language in early childhood is children's interactions with peers and teachers during the learning process.  The magnitude of the influence of social interaction on the development of early childhood expressive language is shown by the regression coefficient value of 0.892. This research is expected to provide a new perspective on research on children's language development, especially their expressive language. The use of new variables considered significant is expected to be a development in research on the object of study.
Playing Blocks Against Early Childhood Social-Emotional Development Cinna, Paramidhita Buana; Wahira, Wahira; Asrifan, Andi; Herlina, Herlina
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2174

Abstract

Play has many roles in a child's development. It's the same with playing blocks. Blocks are toys that we often see in school, blocks are educational games that are made of wood or foam and are played by shaping the desired building. This study aims to determine the influence of block games on children's social-emotional development and to determine the level of early childhood social-emotional development before and after being given block play activities. The research method used the One Group Pretest–Posttest design. In this design, there is only one group of subjects who are given treatment in the form of block play. through pretest and posttest which is carried out using direct observation of the research sample. The data analysis used was descriptive analysis and inferential analysis. The results of the study show that block play activities have a significant and positive influence on improving the social-emotional development of children aged 5-6 years. Descriptively, there was a substantial increase in social-emotional development scores. This is shown by a significant increase in the average score, from 75.38 in the pretest stage  to 92.92 in the posttest stage. The results of hypothesis testing using the Wilcoxon Signed Rank Test confirmed the existence of a significant influence. A p-value of 0.001498 was obtained, which is far below the significance level. These findings support the rejection of the Null Hypothesis (), which means that there is a significant difference between  pretest and posttest scores.
Exploring the Use of Padlet in English Language Learning: Students' Perception Vivit Rosmayanti; Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i1.301

Abstract

The incorporation of digital resources in language acquisition has become significantly important in recent years, especially in the domain of English as a Foreign Language (EFL) education. As educational settings progress with technology innovations, technologies such as Padlet provide novel methods to enrich the learning experience. This study examines English education students' impressions of Padlet as a helpful tool in language learning, highlighting its role in enhancing student involvement and collaboration. A mixed-methods study methodology was utilised, with quantitative surveys administered to 150 undergraduate students, and semi-structured interviews with 20 chosen participants. Survey findings revealed that 87% of students regarded Padlet as a beneficial tool in their language acquisition, noting enhanced engagement with classmates and teachers, as well as increased participation in collaborative learning activities. The interviews yielded profound insights, with thematic analysis revealing four principal themes: usability, engagement, collaboration, and obstacles. Students valued Padlet's intuitive UI and multimedia-sharing features, which fostered a more dynamic and inclusive classroom atmosphere. Nonetheless, challenges such as unreliable internet connectivity and technical complications were recognized as impediments to efficient utilization. The results emphasize the necessity for organized support systems, encompassing extensive training for students and educators, as well as investment in technical infrastructure. Ultimately, Padlet possesses significant promise for enhancing EFL instruction, however, its efficacy is contingent upon strategic deployment. This study emphasizes the need to integrate student feedback in the incorporation of digital tools, facilitating more responsive and inclusive educational methods.
The Impact of Cooperative Learning Models on Students’ Comprehension of Natural Events in Science Education Andi Asrifan; Raveenthiran Vivekanantharasa; Sivaraja S; Musdalifah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.311

Abstract

This research examines the influence of the Team Games Tournament model on student involvement and academic achievement in scientific education. A mixed-methods strategy was employed to obtain quantitative data through tests, which indicated that a substantial percentage of pupils attained high scores, reflecting a robust comprehension of the topic. Qualitative observations emphasized active engagement, cooperation, and enthusiasm among students during collaborative activities. The results indicate that the interactive characteristics of the Team Games Tournament cultivate a favorable learning atmosphere, augmenting students' enthusiasm and critical thinking abilities. The existence of pupils in lower score ranges highlights the necessity for tailored interventions to assist struggling learners. The research underscores the significance of tailored education and the establishment of inclusive learning environments to address diverse student requirements. The incorporation of collaborative learning practices in science education enhances academic performance and equips students with vital skills, like cooperation and communication, for future difficulties.
Navigating AI Paraphrasing Tools in EFL Contexts: Investigating Quillbot’s Role in Enhancing Academic Writing Proficiency Siti Rezky Amaliah mahmud; Muhammad Tahir; Andi Asrifan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/k6csbe66

Abstract

The use of AI-powered paraphrasing tools like QuillBot is rising among English as a Foreign Language (EFL) postgraduate students. However, its impact on holistic academic writing development remains unclear and raises concerns about dependency and academic integrity. This study aims to investigate the usage patterns, impact, perceptions, and ethical implications of QuillBot on the academic writing skills of EFL postgraduate students. Employing a sequential explanatory mixed-methods design, the study involved 24 Master's students in English Education at Universitas Negeri Makassar. Quantitative data were collected through pre-test and post-test writing assessments and questionnaires, while qualitative data were gathered from semi-structured interviews and document analysis. A paired sample t-test was used to analyze score differences, and thematic analysis was applied to qualitative data. The findings indicate that QuillBot use had a specific and significant positive effect only on improving paraphrasing skills, with no significant improvement in overall writing accuracy, fluency, or coherence. Qualitatively, students perceived QuillBot as a linguistic scaffold that enhanced efficiency and confidence but also acknowledged risks of dependency and threats to their personal academic voice. Awareness of academic integrity mediated use toward more critical and reflective practices. The study concludes that QuillBot serves as an effective aid for paraphrasing tasks but is not a substitute for higher-order writing instruction. Its integration into the curriculum requires explicit pedagogical and ethical guidance to ensure it complements rather than compromises the development of independent scholarly competence.
From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education Sitti Hadijah; Muhammad Tahir; Vivit Rosmayanti; 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.v5i1.865

Abstract

This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.
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.