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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
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Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
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The Historiography of Madrasah Education and Social Dynamics in Minangkabau Herina Yanti; Iswantir Iswantir
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1086

Abstract

This article examines the historiography of madrasah education and the social dynamics of the Minangkabau community in West Sumatra, Indonesia. Using a qualitative-historical approach, this study analyzes how madrasah, as a traditional Islamic educational institution, has undergone transformation in line with social, cultural, and epistemological changes. The findings show that the historiography of madrasah in Minangkabau represents a dialectical relationship between religious orthodoxy and the currents of modernization. The historical narratives that have developed both in traditional surau chronicles and writings of reformers such as Mahmud Yunus and HAMKA reveal a paradigm shift from theocentric education to a rational and integrative model of Islamic education. Sociologically, madrasah plays a significant role in supporting the social structure of Minangkabau, which is based on the principle of "adat basandi syarak, syarak basandi Kitabullah" (custom based on sharia, sharia based on the Qur'an). Madrasah serves as a cultural and moral agent, bridging the values of tradition and religion, while also shaping collective identity and ethical consciousness in society. The transformation of the madrasah curriculum also shows an epistemological syncretism between Islamic studies and general knowledge, reflecting adaptation to modern educational paradigms. In facing the challenges of globalization and digital transformation, madrasah in Minangkabau is required to innovate pedagogically without losing its spiritual and cultural authenticity. This research offers a conceptual model of the Humanist-Integrative Madrasah, emphasizing the integration of Islamic values, local wisdom, and global competence. Thus, the historiography of madrasah in Minangkabau not only demonstrates the continuity of Islamic educational traditions but also its role as an agent of social transformation in the modern era.
PERTI in Minangkabau: Social, Religious, and Educational Dynamics from Historical and Contemporary Perspectives Riri Susanti; Fauzi Zaitul Ikhlas; Iswantir Iswantir; Rika Haida Rahma
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1228

Abstract

This study analyzes the historical and contemporary dynamics of the Islamic Tarbiyah Association (PERTI) as a religious organization deeply rooted in the educational tradition of the Islamic Tarbiyah Madrasah (MTI) in Minangkabau. MTI, a product of the transformation of traditional surau (Islamic prayer hall) in the early 20th century, forms the epistemological, pedagogical, and ideological foundation for PERTI. Through a qualitative approach with a historical-sociological design, this study traces the evolution of PERTI from its emergence as a consolidation of older scholars to its development as a modern organization that plays a role in the educational, social, and religious fields of society. The research findings indicate that the religious identity of Ahlussunnah wal Jama'ah and the Shafi'i school of thought, the tradition of the yellow book, and active learning methods such as munazharah and mudzakarah are the pillars of PERTI's intellectual character. Furthermore, PERTI's close relationship with the Minangkabau social structure, particularly through the adat principle of basandi syarak, syarak basandi Kitabullah, provides strong legitimacy for its social role. This study confirms that PERTI's ability to maintain tradition while adapting to the demands of modernization is key to the organization's sustainability. The results of this study contribute to enriching studies on traditional Islamic education and local religious organizations in Indonesia.
Konsep Pendidikan Anak dalam Islam Menurut Syekh Ali Jaber dan Buya Hamka Eva Sasmita; Deswalantri; Iswantir M; Januar Januar
JURNAL ILMIAH RESEARCH AND DEVELOPMENT STUDENT Vol. 4 No. 2 (2026): Jurnal Ilmiah Research and Development
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jis.v4i2.1724

Abstract

This research is motivated by the phenomenon of the decline of character and Islamic values in children during the digital era. Given the importance of the parent's role as the primary educator, references from relevant ulema are needed to strengthen the foundation of religious education from an early age. This study aims to determine and analyze the concept of child education in Islam in terms of Akidah (faith), Ibadah (worship), and Akhlak (morals) according to the perspectives of Sheikh Ali Jaber and Buya Hamka. This research is a type of library research. Primary data sources in this study include books and the thoughts of Sheikh Ali Jaber and Buya Hamka. Data collection techniques were carried out through documentation, while data analysis used the content analysis method. The results of the study show that: (1) The concept of child education in Islam according to Sheikh Ali Jaber includes the aspect of Akidah (teaching monotheism, faith, daily prayers, and love for the Prophet), the aspect of Ibadah (teaching prayer, memorizing the Qur'an, discipline in worship, and almsgiving), and the aspect of Akhlak which emphasizes using positive words and avoiding negative words that can break a child's heart. (2) The concept of children's education in Islam according to Buya Hamka, includes Aqidah education, namely educating children with monotheism, educating children with faith, educating children with piety. Worship Education, namely educating children to pray, educating children to read the Qur'an, educating children to be disciplined and regular in worship. Moral Education, namely educating children to be polite, educating children to respect each other, educating children to maintain social interactions, giving children Islamic names, educating not to spoil children, educating not to use force, educating children to be independent, educating children to be confident, educating children to strive, educating children to take care of their eyes and jewelry, educating children to respect their parents, educating children not to be rude, educating children to think kindly, educating children to help each other, educating children to be brave, educating children to be honest.
Pengembangan dan Inovasi Kurikulum di TPA/MDA dalam Menghadapi Tantangan Era Digital Eviyarman; Iswantir
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11008

Abstract

Qur’anic Education Centers (TPA) and Madrasah Diniyah Awaliyah (MDA) are non-formal Islamic educational institutions that play an important role in shaping character, instilling Islamic values, and developing school-age children’s ability to read the Qur’an. However, developments in information technology, globalization, and social change require curriculum renewal to ensure that TPA/MDA education remains relevant to students’ needs. This study aims to analyze the concept of TPA/MDA curriculum development, the urgency of curriculum innovation, the forms of innovation that can be implemented, and the supporting and inhibiting factors affecting its implementation. This study employed a library research method by examining books, scientific journal articles, educational regulations, and relevant previous studies. The results show that TPA/MDA curriculum development needs to be implemented systematically through the stages of planning, implementation, evaluation, and continuous development. Curriculum innovation can be realized through the integration of character education, digital literacy, project-based learning, experiential learning, the strengthening of religious moderation, and the use of digital technology in the learning process. The implementation of an innovative curriculum is supported by teacher competence, the availability of facilities and infrastructure, parental involvement, and the commitment of institutional administrators, whereas limitations in these aspects may hinder its implementation. This study confirms that collaboration among all stakeholders is necessary to develop a TPA/MDA curriculum that is adaptive and relevant to the needs of twenty-first-century students without neglecting Islamic values as the primary foundation of education. These findings contribute to the conceptual development of the curriculum for non-formal Islamic education and provide practical guidance for TPA/MDA administrators in designing contextual and sustainable learning innovations.
Pengembangan dan Inovasi Kurikulum pada Sekolah Tahfiz dan Rumah Tahfiz dalam Meningkatkan Kualitas Pendidikan Islam Randa Ramadhan; Iswantir Iswantir; Mohammad Ridwan
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 3 (2026): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i3.1485

Abstract

Pengembangan dan inovasi kurikulum menjadi kebutuhan penting dalam pendidikan tahfiz seiring dengan perkembangan ilmu pengetahuan, teknologi, dan tuntutan masyarakat terhadap kualitas lulusan lembaga pendidikan Islam. Sekolah tahfiz dan rumah tahfiz dituntut untuk tidak hanya menghasilkan penghafal Al-Qur'an, tetapi juga membentuk peserta didik yang memiliki kompetensi akademik, karakter Islami, dan kemampuan beradaptasi dengan perkembangan zaman. Penelitian ini bertujuan untuk menganalisis pengembangan dan inovasi kurikulum pada sekolah tahfiz dan rumah tahfiz, meliputi urgensi, bentuk, implementasi, serta tantangan yang dihadapi dalam proses pengembangannya. Penelitian ini menggunakan metode studi pustaka (library research) dengan pendekatan kualitatif deskriptif. Data diperoleh dari berbagai sumber ilmiah berupa jurnal nasional dan internasional, buku, prosiding, serta dokumen relevan yang berkaitan dengan pengembangan dan inovasi kurikulum pendidikan Islam dan pendidikan tahfiz. Hasil penelitian menunjukkan bahwa pengembangan kurikulum pada sekolah tahfiz dan rumah tahfiz dilakukan melalui penyempurnaan tujuan, materi, metode, media, dan sistem evaluasi pembelajaran. Inovasi kurikulum diwujudkan melalui integrasi kurikulum tahfiz dengan kurikulum nasional, pemanfaatan teknologi digital, penerapan metode pembelajaran yang lebih aktif, serta penguatan pendidikan karakter berbasis nilai-nilai Al-Qur'an. Implementasi inovasi kurikulum terbukti mampu meningkatkan kualitas pembelajaran dan relevansi pendidikan tahfiz terhadap kebutuhan masyarakat. Namun demikian, proses pengembangannya masih menghadapi berbagai tantangan, seperti keterbatasan sumber daya manusia, sarana prasarana, dan resistensi terhadap perubahan. Oleh karena itu, pengembangan dan inovasi kurikulum perlu dilakukan secara berkelanjutan untuk mewujudkan pendidikan tahfiz yang adaptif, berkualitas, dan berdaya saing.
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP MOTIVASI BELAJAR PAI SISWA DI SD NEGERI 04 SETIA, KECAMATAN DUA KOTO, KABUPATEN PASAMAN Ulpa Hasiah; Iswantir M; Wedra Aprison; Salmi Wati
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 6 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

This research is motivated by the fact seen in the field that teachers are less attractive in applying learning models, then students' lack of motivation in participating in learning activities and students' lack of interest in participating in PAI learning. The type of research used in this study is a quantitative approach, the research design used in this study is using a Quasy Experiment with a Nonequivalent Control Group Design. The population in this study amounted to 44 students consisting of three classes. The sample for this study used two classes, namely class IV A as the experimental class and class IV B as the control class. The sampling technique used in this study was purposive sampling. The data analysis technique used is the normality test, homogeneity test and hypothesis testing. Based on the research results obtained t_count = 18.088, the hypothesis is accepted which states that there is a significant influence between the Gallery Walk learning model and the conventional learning model, which means HO is rejected. So it can be concluded that there is a significant influence of the Gallery Walk learning model on students' learning motivation in the Islamic Religious Education subject at SD Negeri 04 Setia, Dua Koto District, Pasaman Regency.
Revitalizing educational methods in the quran and hadith to foster 21st-century skills (4c) Siska Margareta; Charles; Iswantir; Rahmi Siregar
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i2.738

Abstract

The educational methods based on the Qur'an and Hadith, particularly the educational approach of the Prophet Muhammad, hold great potential in shaping students' character and skills. However, in the modern era, these methods are often forgotten. This research aims to revitalize the Islamic educational methods found in the Qur'an and Hadith and to analyze their potential in developing 21st-century skills among Muslim students. Through a literature study that analyzes various sources, including tafsir books, Hadith, Islamic education books, journals, and related articles, this research examines six main methods: qudwah (exemplification), lectures, question and answer, demonstrations, mujadalah (discussions), and amtsal (metaphors). The research results indicate that these six methods have great potential in fostering 21st-century skills such as critical thinking, creativity, collaboration, and effective communication. For instance, through the qudwah method, teachers can become inspiring role models for students in applying these skills. Meanwhile, the lecture method helps students understand basic theories and inspiring examples, while also stimulating them to think more critically, creatively, and to boldly ask questions or express opinions. The mujadalah method encourages students to engage in discussions and exchange ideas actively, thereby enhancing their collaboration and communication skills. The amtsal method helps students understand complex concepts by simplifying them through analogies, which promotes creativity, collaboration, and more effective communication skills. Revitalizing the Islamic educational methods based on the Qur'an and Hadith is an important step toward improving the quality of Islamic education. 
PENDIDIKAN KARAKTER DALAM BUKU INILAH JALAN KEPADA ALLAH KARYA SYEIKH MUHAMMAD SAID BONJOL Hakekat Rabbani Ikhsan; Iswantir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45318

Abstract

This study is motivated by the understanding that character education is not a new concept within the Islamic education system. In essence, the core of Islamic education is moral development, which is now commonly referred to as character education. This development is the responsibility of every Muslim individual, beginning with oneself, then extending to the family, and ultimately to society. However, since not all individuals are able to carry out this responsibility effectively, it is also undertaken by teachers (ustaz) and preachers (da’i) through both formal and non-formal educational institutions. In the Naqshbandi order, there is a method known as suluk or khalwat, which involves secluding oneself under the guidance of a mursyid (spiritual teacher). The true essence of suluk is not to attain worldly pleasures or divine favors, but solely to seek the pleasure of Allah. Despite ongoing debates regarding its conformity with Islamic law, suluk remains an interesting subject of study, particularly as described by Syeikh Muhammad Said Bonjol in his book Inilah Jalan Kepada Allah, where he refers to suluk as a “spiritual school.” This research employs a library research method by examining written sources, with the works of Syeikh Muhammad Said Bonjol as the material object and his educational thought as the formal object. The findings indicate that suluk is viewed as a method of character education aimed at purifying the soul, where the spiritual dimension serves as the leader of the physical body in human life.
DI BALIK PEMIKIRAN TOKOH PENDIDIKAN ISLAM INDONESIA: MODERASI, KEMANUSIAAN, DAN KEARIFAN LOKAL UNTUK PENDIDIKAN DASAR Rahmi, Yen Happy; Hidayat, Adi; Zadri, Muhammad; Silvia, Mira; M, Iswantir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49369

Abstract

This study examines the thoughts of Indonesian Islamic education figures related to moderation, humanity, and local wisdom in strengthening Islamic education at the elementary level. The background of this study is based on the increasing challenges of intolerance, moral degradation, and the weakening of cultural values in educational practices. Therefore, the study aims to analyze the educational thoughts of KH. Hasyim Asy’ari, KH. Ahmad Dahlan, Azyumardi Azra, and Quraish Shihab and their relevance to the development of moderate and contextual Islamic education in Indonesia. This research employed a qualitative approach using the library research method by examining books, journals, scientific articles, and other relevant references related to Islamic educational thought. The findings indicate that the thoughts of these figures emphasize the importance of character education, religious moderation, tolerance, social awareness, and the integration of local wisdom in educational practices. KH. Hasyim Asy’ari emphasized education based on moral values and character, KH. Ahmad Dahlan promoted the integration of religious and modern sciences, Azyumardi Azra highlighted moderate Islam and intellectual networks, while Quraish Shihab focused on the concept of wasathiyah in understanding Islamic teachings. These ideas are highly relevant to strengthening Islamic education at the elementary level in order to develop students who are religious, tolerant, socially aware, and capable of living harmoniously in a multicultural society.
Metode Pembelajaran PAI Mengatasi Kesulitan Siswa Membaca Iqra’ di Kelas 1 SDIT Baiturrahim Parik Putuih Agam Wilda Febriani; Srabu Hariga; Iswantir M
YASIN Vol 3 No 2 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i2.941

Abstract

Learning to read Iqra' which is held at SDIT Baiturrahim Parik Putuih It is a routine activity that is carried out every morning after the Dhuha prayer, Iqra' learning is carried out before carrying out the teaching and learning process, namely at 08.30 WIB, reading the Koran is carried out for 30 minutes. The formulation of the problem in this study includes the following: 1). What is the method of Islamic Religious Education in overcoming reading difficulties for iqra' grade 1 students at SDIT Baiturrahim Parik Putuih. 2). What methods are used by Islamic religious education teachers in overcoming Iqra reading difficulties for grade 1 students at SDIT Baiturrahim Parik Putuih. This study uses a type of qualitative research, data collection techniques that the authors apply in the preparation of this article, namely observation and interviews. The results of this study indicate that: 1). the method of Islamic religious education in overcoming students' difficulties in reading iqra' by using the iqro method (reading the letters of the Koran fluently) and this method does not require various tools because it is only aimed at reading it. .2) What methods do Islamic Religious Education teachers use in overcoming Iqra' reading difficulties, namely using individual, individual or individual teaching? Individuals advance one by one to the teacher according to each page. parents to encourage their children to continue learning to read Iqra' at home so that their children are fluent in reading Iqra' at school.
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