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Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Jurnal Bahusacca JURNAL ILMIAH PENELITIAN MAHASISWA Journal of Innovative and Creativity Jurnal Manajemen dan Pendidikan Agama Islam Jurnal Budi Pekerti Agama Islam Jurnal Pendidikan, Bahasa dan Budaya Ahlussunnah: Journal of Islamic Education Jurnal Penelitian Pendidikan Indonesia (JPPI) Harmoni Pendidikan: Jurnal Ilmu Pendidikan INTIHA : Islamic Education Journal Paramacitra : Jurnal Pengabdian Masyarakat Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Jurnal Salingka Nagari Darussalam: Journal of Psychology and Educational Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Reflection: Islamic Education Journal World Journal of Islamic Learning and Teaching Hikmah: Jurnal Studi Pendidikan Agama Islam Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Jurnal Faidatuna Jurnal Pustaka Cendekia Pendidikan Indonesian Journal of Innovation Multidisipliner Research Indo Green Journal ANTHOR: Education and Learning Journal Madania: Jurnal Kajian Keislaman Journal of Education and Science (EDUSAINS) Journal of Loomingulisus ja Innovatsioon MUMTAZ: Jurnal Pendidikan Agama Islam Jurnal Pemikiran dan Pendidikan Islam At-Ta'lim : Media Informasi Pendidikan Islam EDUTECH Jurnal Pendidikan dan Keguruan Jurnal Pendidikan Tuntas Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan ALFIHRIS: Jurnal Inspirasi Pendidikan Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah At Turots: Jurnal Pendidikan Islam
Iswantir M
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
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Analysis the Ability of Islamic Education Teacher in Comprehending the Procedure to Make Learning Evaluation Zulfani Sesmiarni; Iswantir Iswantir; Ilian Ikhsan; Yasmansyah Yasmansyah
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2248

Abstract

Teachers’ competence in creating an achievement test is a kind of important competence in managing teaching and learning processes. This article aims to explain the analysis of Islamic religious teachers in creating an achievement test. The data were gathered through questionnaires which were distributed to 320 Islamic religious teachers who teach at various level of education. The result shows that teachers’ competence in planning evaluation procedure was below 78%. Meanwhile, the highest indicator was on determining the materials for the test which done at the beginning of the test, which was 77.5%. On the other hand, the lowest percentage was on doing try out which was 26,3%. It shows that the tests which were created by the teachers still need certain improvements so that it can meet the requirements. The results of this research describe that the competence of Islamic religious teachers in comprehending the evaluation procedure was still low. It is necessary to provide knowledge and comprehension in order to implementing a properly and in accordance with appropriate procedures of an evaluation. Islamic religious teachers should deeply develop their competence in evaluation. This research is only limited to the ability in planning evaluation by Islamic religious education teachers. Furthermore, further research is needed that examines the ability of teachers in the evaluation and follow-up stages of evaluation.
The Contribution of Arabic Learning To Improve Religious Materials for Students Amrina Amrina; Iswantir M Iswantir M; Adam Mudinillah; Ahmad Firdaus bin Mohd Noor
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v5i1.15066

Abstract

This study aims to determine how big the contribution of Arabic courses to the improvement of religious material for students of the Tarbiyah Faculty of Teacher Training and Education, Batusangkar State Islamic Institute. This study uses survey methods and data collection techniques through a google form, which can be seen through student learning outcomes. The research sample was students of the Tarbiyah Teacher Training Institute at the State Islamic Institute of Batusangkar who had studied Arabic. From the results or data obtained, the researcher concludes that Arabic language courses contribute to improving religious material for students of the Tarbiyah Faculty of Teacher Training and Education, Batusangkar State Islamic Institute. A positive indicator of learning Arabic in religious subjects is that students can read and understand Arabic texts even though they are not majoring in Arabic. It is evident in the courses from several departments at the Batusangkar State Islamic Institute, namely the Department of Islamic Religious Education (PAI) in the Ulumul Quran and Ulumul Hadith courses, the Department of Madrasah Ibtidaiyah Teacher Education (PGMI) in the Qur'an course. And Hadith and the Department of Early Childhood Islamic Education (PIAUD) in Tarbawi Hadith and Tarbawi Tafsir courses. A positive indicator of learning Arabic in religious subjects is that students can read and understand Arabic texts even though they are not majoring in Arabic. Quran and Ulumul Hadith, majoring in Madrasah Ibtidaiyah Teacher Education (PGMI) in the Al-Qur'an Hadith course and majoring in Early Childhood Islamic Education (PIAUD) in Tarbawi Hadith and Tafsir Tarbawi courses.
Gagasan dan Pemikiran Serta Praksis Pendidikan Islam di Indonesia (Studi Pemikiran dan Praksis Pendidikan Islam Menurut Azyumardi Azra) Iswantir Iswantir
Jurnal Educative: Journal of Educational Studies Vol 2, No 2 (2017): Desember 2017
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1654.989 KB) | DOI: 10.30983/educative.v2i2.471

Abstract

Menurut Azyumardi aAzra, ada dua hal permasalahan yang mendasar dalam pendidikan Islam. Pertama, berkenaan dengan situasi riil sistem pemikiran dan pendidikan Islam. Kedua, berkenaan dengan upaya rekonstruksi ilmu sebagai alternatif apa yang dilakukan di dalam merekonstruksi sistem pendidikan Islam. Azra merumuskan pendidikan adalah suatu proses di mana suatu bangsa mempersiapkan generasi mudanya untuk menjalankan kehidupan dan untuk memenuhi tujuan hidup secara efektif dan efisien. Ia menegaskan, bahwa pendidikan lebih daripada sekadar pengajaran. Pendidikan adalah suatu proses di mana suatu bangsa atau negara membina dan mengembangkan kesadaran diri di antara individu-individu.Gagasan modernisasi pendidikan Islam pada perguruan tinggi Islam tidak hanya menjadi wacana, melainkan harus menjadi kenyataan dan dipraktekkan oleh Azyumardi Azra. Praktik tersebut telah terlihat dalam berbagai upaya pembaruan yang dilakukannya pada UIN Syarif Hidayatullah Jakarta.Gagasan pembaruan pendidikan Islam yang dikemukakan Azra juga mencakup pembaruan pendidikan madrasah, pesantren dan surau. Kata Kunci: Pendidikan Islam,Gagasan
Nilai Edukatif Tradisi Peringatan Hari Kematian di Kenagarian Manggopoh, Sumatra Barat Irsyadul Ubad; Silfia Hanani; Iswantir M.
Tamaddun Vol 4, No 1 (2020): Januari - Juni 2020
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (785.596 KB) | DOI: 10.30983/fuaduna.v4i1.3182

Abstract

The Nagari Manggopoh community has a tradition of commemorating the day of one's death which takes place on the third, seventh, fourteenth, fortieth, hundredth, and thousandth days, but the community does not yet understand the educational values. The focus of the research is educative values in the tradition of commemorating the day of death, and their implications for strengthening Minangkabau traditional values. The object of this research is the Islamic community in Nagari Manggopoh that carries out a tradition of commemorating one's death by analyzing the educational values contained in it. The population in this study is the community who carry out the tradition of the commemoration of death. Data collection techniques are observation and interviews, then analyzed using qualitative analysis techniques, with inductive, deductive, and descriptive methods. The results of this research showed that there were some educative values contained in the tradition, namely sociological, cultural and cultural educational values, historical, and leadership.
THE EXISTENCE OF URGENCY AND RELIGIOUS CULTURE IN ACHIEVING THE OBJECTIVE OF EDUCATION IN SCHOOLS Iswantir Muhamad
Islam Transformatif : Journal of Islamic Studies Vol 1, No 1 (2017): Januari-Juni 2017
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.008 KB) | DOI: 10.30983/it.v1i1.330

Abstract

Culture is the result of creativity, taste, and works created by society, which are complex and derived from knowledge, belief, art, morals, law, custom, including the skills and habits that runs on society. Human beings is a social creature whose role is not only become the producers of systems thinking, values, morals, norms, and conviction but also social interaction with another human beings and the nature of life. Humans are governed by systems of thinking, values, morals, norms, and beliefs that have been generated in the community. Education is a planned effort to develop the potency of learners, so that they have a system of thinking, values, morals, and beliefs that inherited by their community and develop the appropriate life guideance for present and the future. In the process of cultural education and the character of the nation; active participant or learners that develop their potency, the internalization process, and appreciation of values into their personalities in the mix in society,help develop the community life become more prosperous , and develop the nation's dignity. The existence and urgency of creating a culture and a religiousity in school actually is a process of the familiarization or habituation of values of Islamic education in schools, so as to improve and strengthen the educational goals. Budaya adalah hasil cipta, rasa, dan karya yang dibuat oleh masyarakat yang bersifat kompleks bersumber dari pengetahuan, kepercayaan, seni, moral, hukum, adat-istiadat, serta kemampuan-kemampuan dan kebiasaan-kebiasaan yang berjalan pada masyarakat. Manusia sebagai makhluk sosial menjadi penghasil sistem berpikir, nilai, moral, norma, dan keyakinan; akan tetapi juga dalam interaksi dengan sesama manusia dan alam kehidupan, manusia diatur oleh sistem berpikir, nilai, moral, norma, dan keyakinan yang telah dihasilkannya. Religiusitas lebih melihat aspek yang “di dalam lubuk hati nurani” pribadi, sikap personal yang sedikit banyak misteri bagi orang lain, karena menapaskan intimitas jiwa, cita rasa yang mencakup totalitas ke dalam si pribadi manusia. Pendidikan merupakan upaya terencana dalam mengembangkan potensi peserta didik, sehingga mereka memiliki sistem berpikir, nilai, moral, dan keyakinan yang diwariskan masyarakatnya dan mengembangkan warisan tersebut ke arah yang sesuai untuk kehidupan masa kini dan masa mendatang. Dalam proses pendidikan budaya dan karakter bangsa, secara aktif peserta didik mengembangkan potensi dirinya, melakukan proses internalisasi, dan penghayatan nilai- nilai menjadi kepribadian mereka dalam bergaul di masyarakat, mengembangkan kehidupan masyarakat yang lebih sejahtera, serta mengembangkan kehidupan bangsa yang bermartabat. Eksistensi dan urgensi penciptaan budaya religius di sekolah sesungguhnya adalah pembudayaan atau pembiasaan nilai-nilai pendidikan agama Islam dalam kehidupan di sekolah, sehingga dapat meningkatkan dan menguatkan tujuan pendidikan.
ALIRAN-ALIRAN FILSAFAT PENDIDIKAN (KLASIK DAN MODERN) DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM Iswantir Muhamad
Islam Transformatif : Journal of Islamic Studies Vol 1, No 2 (2017): Juli-Desember 2017
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.66 KB) | DOI: 10.30983/it.v1i2.416

Abstract

The philosophy of Islamic education is an attempt to search for concepts that direct human beings among the various symptoms of various educational processes in a holistic and comprehensive design based on Islamic principles. The source and values of education in the view of Islamic education philosophy is derived from Allah SWT, so that all sources and values developed in the school of classical and modern education are very much different from the development of Islamic education philosophy. The development of human aspects in the view of the schools of philosophy classical and modern education only touches on certain aspects, whereas in the view of Islamic education philosophy should refer to all aspects of human nature in Islam Filsafat pendidikan Islam adalah usaha untuk mencari konsep-konsep yang mengarahkan manusia diantara berbagai gejala yang bermacam-macam proses pendidikan dalam rancangan yang berpadu dan menyeluruh berdasarkan prinsip-prinsip Islam. Sumber dan nilai-nilai pendidikan dalam pandangan filsafat pendidikan Islam adalah berasal dari Allah Swt, sehingga semua sumber dan nilai yang dikembangkan dalam aliran pendidikan klasik dan modern sangat jauh berbeda dengan pengembangan filsafat pendidikan Islam.Pengembangan aspek-aspek kemanusiaan dalam pandangan aliran-aliran filsafat pendidikan klasik dan modern hanya menyentuh beberapa aspek tertentu, sedangkan dalam pandangan filsafat pendidikan Islam harus mengacu ke semua aspek hakikat manusia dalam Islam.
Implementasi Model Blended Learning pada Mata Pelajaran PAI di SMPN 1 Banuhampu pada Masa Covid-19 Ali Akbar; Iswantir M; Supratman Zakir; Meylann Melani
Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (0.002 KB) | DOI: 10.31004/jptam.v6i2.4993

Abstract

Permasalahan yang dialami siswa saat pembelajaran online melalui media google classroom dan whatsapp tidak menyebabkan turunnya nilai Pendidikan Agama Islam siswa tetapi menimbulkan tumbuhnya budaya copy paste saat latihan maupun ulangan MID semester, sehingga kebanyakan siswa yang mendapatkan nilai yang optimal namun tidak bisa menjelaskan kembali apa isi dan jawaban dari soal tersebut. peserta didik. Walaupun demikian masih terdapat sedikit banyaknya manfaat dari media pembelajaran online melalui google classroom dan whatsapp dalam proses pembelajaran saat era new normal. Pada pembelajaran online melalui media grup whatsapp hambatan yang dialami siswa yaitu: pengumuman sering tertutup dengan chat yang baru, selanjutnya banyak siswa yang berebut untuk mengisi daftar absensi, sehingga menyebabkan kurang kondusifnya grup tersebut, jika ada praktek melalui video call whatsapp maka sering penjelasan dari guru tidak terdengar karena sinyal. Penelitian ini bertujuan untuk mengetahui bentuk implementasi model blended learning pada mata pelajaran PAI di SMPN 1 Banuhampu pada Masa Covid-19. Dan untuk menganalisis faktor pendukung dan penghambat dalam pengimplementasi model blended learning pada mata pelajaran PAI di SMPN 1 Banuhampu pada Masa Covid-19.Penelitian ini dilaksanakan menggunakan metode kualitatif. Responden yang terlibat dalam penelitian ini adalah kepala sekolah dan guru PAI SMP Negeri 1 Banuhampu. Teknik pengumpulan data dalam penelitian ini meliputi wawancara dan observasi. Teknik analisis data mengacu pada analisis induktif data yang meliputi pengumpulan, penyajian data, dan menarik kesimpulan. Berdasarkan penelitian ini, diperoleh hasil yang menyatakan bahwa: 1.Implementasi pembelajaran blended learning pada mata pelajaran PAI di SMPN 1 Banuhampu pada kelas IX yaitu dengan memadukan pembelajaran online dengan offline. Dengan menghadirkan 50% siswa belajar tatap muka ke sekolah dan 50% siswa belajar daring di rumah mereka masing-masing. 2.Analisis faktor pendukung pembelajaran blended learning dalam PAI diantaranya : sarana dan prasarana yang memadai, penggunaan metode, serta penggunaan aplikasi yang tepat dalam pembelajaran daring. Sedangkan analisis faktor penghambat pembelajaran blended learning dalam PAI adalah masalah jaringan internet.
IMPLEMENTASI PENDIDIKAN MULTIKULTURA DI SD NEGERI 19 SITIUNG Muhammad Amin; Zulmuqim Zulmuqim; Iswantir Iswantir; Erwin Erwin
JURNAL EDUSCIENCE (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v9i2.3003

Abstract

This research is on the implementation of multicultural education in PAI subjects. This research was conducted at The State Elementary School 19 Sitiung using a descriptive qualitative method. This study aims to determine the extent of the cultivation and application of multicultural education values in the school. From the research results by researchers by conducting observations and interviews with related parties, the importance of multicultural education carries out well. There is no discrimination against minorities and migrants studying and studying at this school—Islamic education values implement as well as possible.
MANAJEMEN PEMBELAJARAN BERBASIS AKREDITASI DI PONDOK PESANTREN M Iswantir; Zulfani Sesmiarni; Sulha Dewi Hana
HIKMAH: JURNAL PENDIDIKAN AGAMA ISLAM Vol 11, No 2 (2022)
Publisher : STAI Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55403/hikmah.v11i2.370

Abstract

Community Service Based on the Study Program of the Research and Community ServiceInstitute (LP2M) IAIN Bukittinggi is the result of a study program-based service that theauthor carried out with the title Accreditation-Based Learning Management Assistance at theMuallimin Islamic Boarding School, Sawah Dangka, Agam Regency, West Sumatra. Thisservice is motivated by the low understanding of leaders and teachers in managing learningthat refers to the accreditation standards of Islamic boarding schools. The purpose of thisservice is to provide assistance and empowerment of leaders and teachers in managingaccreditation-based learning management, as well as see a comparison of the knowledge ofleaders and teachers about accreditation-based learning management before and afterempowerment. The object of this empowerment is the leader and the teacher assembly. Theempowerment method used is Participatory Action Research (PAR). The results ofempowerment and service can be concluded that first, teacher document readiness inaccreditation-based learning management, it was concluded that 55% of teachers stated thatthey had document readiness, 24% of teachers stated that they did not have documents, and21% of teachers expressed doubts between having documents with do not have documents.Second, the results of monitoring and evaluation of the increase in teacher knowledge afterparticipating in the activity concluded that 79.5% stated that teacher knowledge hadincreased. And third, the level of teacher satisfaction in empowerment and mentoring ofaccreditation-based learning management at the Muallimin Sawah Dangka Islamic BoardingSchool, Agam Regency, West Sumatra, it was found that most of the teachers gave anassessment of being satisfied with the implementation of activities, namely 73.8%, a smallpart stated very satisfied, namely 19 %, and a small part also stated that 7.1% said they werequite satisfied.
Reformasi Pondok Pesantren Dan Pendidikan Multikultural Nasrul Nasrul; Iswantir M; Zulmuqim Zulmuqim
LITERATUS Vol 4 No 1 (2022): Jurnal Ilmiah Internasional Sosial dan Budaya
Publisher : Neolectura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37010/lit.v4i1.755

Abstract

Islamic Boarding School education, in general, has not shown satisfactory results, based on stakeholder expectations. The existing Islamic Boarding School education system still requires serious studies to move towards better improvements. Reform of Islamic education, especially Islamic boarding schools, is an urgent demand because generations are faced with various multidimensional challenges of life. The role of pesantren as a means of education and socialization has its own meaning for its students as a place to seek knowledge and experience as well as a place to make friends and interact socially. During the period of study and socialization, students will meet a group of friends with very different personalities and habits. Therefore, the integration of multicultural values ??in Islamic boarding school learning can be an alternative model of multicultural education in society. Because the essence of multicultural education is not to implement the nomenclature of multicultural learning, but to realize the internalization of these multicultural values ??in people's lives constructed by pesantren. This research study aims to describe the reform of Islamic boarding schools and multicultural education. This type of research is library research, focusing on discussing literature in the form of books, journals, papers, and other writings, with a qualitative approach. In addition, the author also uses an interpretation method in order to achieve a correct understanding of Islamic boarding schools and multicultural education.
Co-Authors AA Sudharmawan, AA Abdul Aziz Abdul Aziz Achmad Noerkhaerin Putra Ade Adnin Ade Putra Hayat Ade Suryani Adi Hidayat Adriani, Nova Afri Eki Rizal Afrinaldi Afrinaldi Afrinaldi Afrinaldi Agus Salim Agus Salim Ahada Dzulqa Ahmad Deski Ahmad Firdaus bin Mohd Noor Ahmad Firdaus Mohd Noor Ahmad Lahmi Aisyah Syafitri Aisyah Syafitri Akbar, M. Rafi Akhyar, Muaddyl Akmal Hadi Al Athiyyah Thahirrah Albaihaqi Anas Albert Albert Albert Aldri Aldri Aldri Aldri Aldri, Aldri Alfi Rahmi Alfi Rahmi Alfi Rahmi, Alfi Ali Akbar Ali Akbar Ali Akbar Ali Imran Ali Mustopa Yakub Simbolon Ali Mustopa Yakub Simbolon Ali Mustopa Yakub Simbolon Ali Mustopa Yakub Simbolon Ali Mustopa Yakub Simbolon Ali Mustopa Yakub Simbolon Mustopa Alif Rila Alimir Alimir almuarif, almuarif Alpinadri Alpinadri Alpinadri, Alpinadri Amar Husni Amelia Amelia Amelia Ameliana Nurahmi Amir Rizaan Rahiman Amrina Amrina Amrina Amrina Amrina Amrina Amrina Amrina Amrina, Amrina Andy Riski Pratama Angga Ramadhan Anita Indria Anne Gustri Mahardika Apria Putra Apria Putra Aprinaldi Aprinaldi Aprinaldi, Aprinaldi Aprison, Salmiwati Wedra Ardila Novia Arif Fiandi Arif Rahmat Triasa Arif, M Arifmiboy Arifmiboy Arifmiboy Arifmiboy Arifmiboy, Arifmiboy Arman Husni Arman Husni Armedo, Muhammad Asma Asma Asmatun Hasanah Asrial Aulia Gusli, Ramadhoni Aulia Rahman Aulia Rahman Aulia Rizki Fadhila Ausi Anggina Ayu Azhari Azizah, Ratna Azzahra, Oriza Sativa A’rafky John Bambang Trisno Banat, Zaharatul Betri, Betri Bobi Iskandar BRANSIKA, DIEN MUHAMMAD ISMAL Budi Harto Budi Santosa Budi Santosa Budi Santosa C, Charles Caca Meiwendika Cahyana, Wilda Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Charles Chika Falda Pasaribu Chindy Anugrah Cici Puspa Dafri Harweli Daniel Alfaruqi Darmawan, Aidil Darul Ilmi Darul Ilmi Darul Ilmi Darul Ilmi Dasopang, Helmi Rostiana Dedi Efendi Defi Yuslia Defi Yuslia Delfita Mutiara Denny Rusman Dertha Mukhtar Desi Wirya Desma Sofia Desri Wahyuni Desri Wahyuni Destiani, Merin Deswalantri Deswalantri Deswalantri Deswalantri Deswalantri Deswalantri, Deswalantri Dewi, Rita Gustia Diana Sartika Diana Sartika Dina Rahmadani Diska Monalisa Dodi Pasila Putra Dwi Gustina Affah Dwi Gustina Affah Edi Warmanto Efendi, Indra Ekrita Yanova Elfira, Roza Eliwatis Eliwatis Eliwatis Elsa Sapitri Elvita, Eli Elvy Gustina Emeliazola Endang Utama Ermita Ermita Erni Kasmawati Erwin Erwin Eva Sasmita Eviyarman Fadhilah Muharrami Fadhilla Aqmara Mahandi Fadhilla Yusri Fadli Maulana Arif Fahmi, Muhammad Elri Fasnia Septa Utama Fatma Sari Fatma Sari Fauzam Ismael Fauzan . Fauzan Fauzan Fauzi Zaitul Ikhlas Fauziah, Yunia Febi Muliani Febriani, Susanda Febrizul Azmi Fiandi, Arif Firman Firman Firman Firman Fitra Lismawarti Fitra, Siska Ramadona Fitri, Mariani Fitria Nova Rita Fitria Wilda Hayati Fuad, Rahmad Gema Hista Medika Gina Yuliani Gusli, Ramadhoni Aulia Guslianto Guslianto Gustina Maharani Gustina, Elvy Haida Fitri Hakekat Rabbani Ikhsan Halimatun Sa’diah Hamdi Abdul Karim, Hamdi Abdul Hamdi Pranata Hamidah Ali Hamzah Irfanda Harbes, Beni Hariyati, Susi Harun Kholidur Rosidi Hasanah, Asmatun Hasanah, Fadila Hasibuan , Pendi Hasibuan, Pendi Hayati, Mufidah Hayati, Syarifatul Hayati, Zuqriva Helfyna Desrita Hendri Hendri Herina Yanti Heru Triastanawa Hidayani Syam Hidra Ariza Hudatul Hanani Husni, Rahmi Ida Ayu Putu Sri Widnyani Ida Rosanti Idris, T Ihsan Khairan Ika Rahim Ikhsan, Ilian Ilham Barita Siregar Ilian Ikhsan Ilian Ikhsan Imelda Sofia Imelda Sofia Indah Lestari Hasibuan Indah Nurbaiti indah sri wahyuni Indra Devi Indra Devi Indra Leni Indriani Gusti Arizona Iqbal Anas Ira Wahyuni Ira Yanti Ira Yanti Irma Yunita Irma Yunita Irna Andriati Irsyad, Wilda Irsyadul Ubad Irwandi Ismael, Fauzan Ismail Isnaniah, Isnaniah Isnawati Rora Iswandi Iswandi Isyah Radhiyah Jahroida Jahroida Jamila Khairina Jamilatunnisa Jamilatunnisa Januar Januar Januar Januar Januar Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti, Jasmienti Jasril Jasril Julian Marfal Juliwansyah, Juliwansyah Jumita Permata Sari Junaidi , Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi Kamalema, Gelsa Amanda Kasih Hayati Kasmawati, Erni Kasrianto Kasrianto Khairunnisa Khairunnisa Khamim, Siti Kurnia Mira Lestari Kurniaty, Riri - Laila Azmi Lailatul Fitri Lainah Lainah Lainah Lathifa, Nurrahmi Latif, Hadi Leni Marsanti Leni, Indra Lestari, Kurnia Mira lian Ikhsan Lidya Oktaviani Lilian, Victoria Linda Yarni Lindawati, Susi Lindra, Afni Lisa Anggra Yani Liza Sundari Liza Sundari M. Arif M. Arif M. Dian Novelis M. Yusuf Maha, Nadia Mahandi, Fadhilla Aqmara Mahyeldi Ansarulloh Mailian Putri Maimori, Romi Maisyarah, Arisa Mariani Fitri Mariani Fitri Marsanti, Leni Maulana, Khalid Mayang Leonica Mayurida, Peta Mayutida, Peta Melani, Melyann Melisa, Tiara Meri Yulia Meylann Melani Mhd. Fadhli Suteja Milda Muliati Mimi Jelita mira febrina Mirawati Mirawati Misfa Misfa Misfa, Misfa Mohamad Fauzi Mohammad Ridwan Monalisa, Diska Monandar, Raja Movitaria, Mega Adyna Muaddyl Akhyar Muaddyl Akhyar Mudinillah, Adam Muh Fauzi Muhamad Iqbal Muhammad Agus Suryana Muhammad Ali Hanafi Muhammad Amin Muhammad Arif Muhammad Arif Muhammad Elri Fahmi Muhammad Nur Muhammad Qadafi Muhammad Qadafi Muhammad Zikri Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Muhiddinur Kamal Murdiana Murdiana Murdiana Murni Yenti Mustafa Mustafa Mustopa, Ali Mustopa Yakub Simbolon Mutia Joni Putri Mutiara, Delfita Nadiatul Jannah Nadira Fitri Ramadani Nani Selvia Nasrul Nasrul Nawazir, Safrudin Neka Zulwiddi Nelfia Nofitri Neli, Ana Fitri Nita Rahma Sari Nofia Sherli Nova Yulianti Novelis, M. Dian Novia, Ardila Novri Agus Parta Wijaya Novri Agus Parta Wijaya Nunu Burhanuddin Nunu Burhanuddin Nunu Nur Azzira Nur Hidayah Dayah Nur Indri Yani Harahap Nurhalimah Rangkuti Nurul Aisyah Nurul Jannah Ramadhanty Oktavia Dewi Afja Oktavia, Adetiya Farah Oriza, Widya Padriyanti, Padriyanti Pebpriza, Regina Pendi Hasibuan Peta Mayurida Peta Mayutida Pramana, Hario Rahmadi Pranata, Hamdi Purwanto Maha Putri Adona Putri, Bunga Pratama Putri, Mailian Putri, Yona Widia Eka Qadafi, Muhammad Rahmad Fuad Rahmat Dani Rahmat Fadil Rahmat Fauzi Rahmawita Rahmawita Rahmayanti Rahmayanti Rahmi Rahmi Husni Rahmi Siregar Rahmi, Yen Happy Rahmi, Yulia Raihan Muhammad Iqbal Rainis Manita Ramadhoni Aulia Gusli Randa Ramadhan Ratna Juita Ratna Julia Putri Ravica Chania Refni Wasnani Regina Pebpriza Reni Nofriza Reni, Yusma Resvi Anisa Rezka Rahmadani Rici Vidiono Puperta Agus Ridha Ahida Rika Haida Rahma Rima Handayani Rina Andriyeni Rio Friyadi Rio Friyadi Riri - Kurniaty Riri Anggia Rovi Riri Maria Fitri Riri Maria Fitri Riri Okra Riri Susanti Riri Susanti Rita Asnimar Riyadi, Fadil Rizal, Afri Eki Rizki Illahi Yusnaidi Rodi Rodi, Rodi Rohadatul Aisi Rosi Afriyani Rostiana Dasopang, Helmi Roza Andria Lova Roza Elfira Roza Elfira Ruki'ah Ruki'ah Ruki'ah S, Selvi Sabarrudin, Sabarrudin Saipul Anwar Salamiwati, Salamiwati Salmi Salmi Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmi Wati Salmi wati Salmi wati Salmi wati, Salmi wati Salmiatul Afni Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati Salmiwati, Salmiwati Salsabila, Sarah Saparina, Kaila Saputra, Wanda Febrian Sartika, Diana Sayuti, Lalu Selvia Nelis, Selvia Septiawan , Arif Serly Herdella Silfa Fitrya Silfia Hanani Silvia Marlina Silvia Rahmita Silvia, Mira Simbolon, Ali Mustopa Yakub Sintania Wendri Siregar, Nuryanti Siregar, Nuryanti Siregar Siska Margareta Siska, Hafni Yulia Siswahyudianto Sofia, Imelda Soibatul Aslamiah Nasution Sovia Mas Ayu Srabu Hariga Suci Rahma Yuni Suhaili, Ridwan Suharto, Sulasmi Sulasmi Suharto Sulasmi Sulasmi Sulasmi Sulasmi Sulha Dewi Hana Sulha Dewi Hana Sumarni, Weni Supratman Supriadi - - Supriadi - - Supriadi Supriadi Supriadi Supriadi Supriadi Supriadi Supriadi Supriadi Suryana, Muhammad Agus Susanda Febriani Susi Hariyati Susi Herawati Susi Herawati Susi Herawati Syafrizal Syafrizal Syafrudin Syafrudin Syafrudin Syah, Zaimir Syahrur Ramli Syam, Hidayani Syamsurizal Syarifatul Hayati Syawaldi Syawaldi, Syawaldi Thahirrah, Al Athiyyah Tika Syafya Ananda Tri Oktaria Tryanto, Rudi Ubad, Irsyadul Ulpa Hasiah Ulva Rahmi Ulva Rahmi Vanny Elvionita Varizki Syaf Putra Victoria Lilian Vina Hermawati Vivi Andriani Vivi Zanni Wanda Amalia Wanda Febrian Saputra Wardhana Teguh Syach Putra Wasnani, Refni Wati, Salmi Wedra Aprison Wedra Aprison Wedra Aprison Weni Sumarni Weni Sumarni Weni Sumarni Weni Sumarni Wenni, Osriza Wensi, Edmily Weri Aulia Wetria Widi Wulandari Widya Oriza Wijaya, Novri Agus Parta Wike Maidi Wita Wiken Purnama Sari Wilda Febriani Wirna Wirna Wirna, Wirna Wirya, Desi Y, Yelpina Yaldi, Yusri Yan Fahmi Zuher Yanti, Ira Yanti, Syafrina Yasmansyah Yasmansyah Yasmansyah Yasmansyah Yasmansyah Yasmansyah Yasmansyah, Yasmansyah Yelfi Dewi Yelfi dewi Yeni Afrida Yenni Fitria Yenni Fitriani Yenti, Murni Yetmi, Fepi Yogi Pratama Yona Widia Eka Putri Yora Nurhazizah Yudi Gucandra Yulda Dina Septiana Yulia Rahman Yulia Rahman Yuslia, Defi Yuslia, Devi Yusmei, Nining Yusnaidi, Rizki Illahi Yusniarti Yusniarti Yusniarti Yusniarti Yusra Yusra Zadri, Muhammad Zain, Najmal Hadi Zainab Zainab Zainab Zainab Zainir Zainir Zakiatul Islamie Zakiatul Islamie Zakir, Supratman Zarury, Ibnati Zikra Azhura Aulia Zulfani Sesmiarni Zulfiani, Muh Zulfiyani, Muhammad Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulmuqim Zulvia Rahmi Zulwiddi, Neka Zunnuraini, Rezni Zuraida