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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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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.
Implementasi Nilai Kelembagaan dan Kurikulum Madrasah Nizhamiyah dalam Reformasi Madrasah Kontemporer: Studi Kualitatif di Indonesia Fadli Maulana Arif; Iswantir Iswantir
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8357

Abstract

Although madrasah reform has received attention in various previous studies, research that specifically examines the implementation of institutional values and the curriculum of Madrasah Nizhamiyah in contemporary madrasah contexts remains limited. This study aimed to explore the experiences of Islamic Religious Education (PAI) teachers in applying institutional values and Nizhamiyah curriculum principles in contemporary Indonesian madrasahs. A qualitative approach with a phenomenological case study design was employed, involving 14 PAI teachers selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and curriculum documentation, and were subsequently analyzed using thematic analysis to identify key themes and implementation patterns. The findings indicate that institutional values serve as the primary foundation of teaching practice, shaping students’ discipline, integrity, and collective responsibility. The integration of religious and general curricula is carried out holistically, although variations in implementation emerge due to differences in teacher creativity and limitations in formal guidelines. The principles of Madrasah Nizhamiyah are applied implicitly through the teacher’s role as a scholarly and moral figure, a character mentor, and a developer of students’ intellectual competencies. These findings contribute to the development of contemporary Islamic education theory and broaden understanding of the implementation of institutional values and Nizhamiyah principles in modern madrasah practice. The study concludes that the internalization of institutional values and the strengthening of the teacher’s role as a scholarly–moral figure are crucial for the success of madrasah reform, with theoretical implications for enriching the literature on contemporary Islamic education and practical implications for madrasahs and policymakers to reinforce operational guidelines, teacher training, and curriculum integration, while also opening avenues for further exploration of the application of Nizhamiyah principles in cross-disciplinary and long-term learning.
Predicting Academic Achievement from Organizational Involvement and Study Discipline among HMPS Officers Khairunnisa, Khairunnisa; Iswantir, Iswantir
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34158

Abstract

This study examined the predictive relationships of organizational involvement and study discipline with academic achievement among undergraduate students serving as officers of Study Program Student Associations (Himpunan Mahasiswa Program Studi [HMPS]) in education-related study programs at the Faculty of Tarbiyah and Teacher Training (FTIK), UIN Sjech M. Djamil Djambek Bukittinggi. The study employed a quantitative ex post facto correlational design. The population comprised 205 active HMPS officers, all of whom were included through total population sampling. Organizational involvement and study discipline were measured using questionnaires with five-point Likert-type response scales, while academic achievement was measured using students’ semester grade point average (GPA). Data were analyzed using simple and multiple linear regression. In the multiple-regression model, organizational involvement was not a statistically significant predictor of academic achievement (β = −0.130, p = 0.065), whereas study discipline showed a positive and statistically significant predictive relationship with academic achievement (β = 0.231, p = 0.001). The overall model was statistically significant (F = 6.108, p = 0.003) but explained only 5.7% of the variance in academic achievement (R² = 0.057), indicating limited explanatory power. Within the present model, study discipline showed a more consistent predictive relationship with academic achievement than organizational involvement. The findings are limited to HMPS officers in education-related study programs at FTIK, UIN Sjech M. Djamil Djambek Bukittinggi, and should be interpreted within this specific institutional context.
Pengembangan Dan Inovasi Kurikulum Di Pondok Pesantren: Perspektif Manajemen Pendidikan Islam Kontemporer Ade Suryani; Iswantir Iswantir
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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

Abstract

Dinamika era Society 5.0 dan disrupsi digital menuntut lembaga pendidikan Islam tertua di Indonesia, yaitu pondok pesantren, untuk bersikap adaptif tanpa kehilangan identitas kulturalnya. Penelitian ini bertujuan untuk menganalisis manajemen pengembangan dan inovasi kurikulum di pondok pesantren dengan menggunakan kacamata Manajemen Pendidikan Islam (MPI) kontemporer. Metode penelitian yang digunakan adalah kualitatif dengan jenis studi pustaka (library research). Data sekunder dikumpulkan dari buku, jurnal ilmiah bereputasi, serta dokumen regulasi seperti UU No. 18 Tahun 2019 tentang Pesantren, yang kemudian dianalisis menggunakan teknik analisis isi (content analysis) secara kritis. Hasil penelitian menunjukkan bahwa: (1) pengembangan kurikulum pesantren berpijak pada rekonstruksi lima landasan (filosofis, teologis, sosiologis, psikologis, dan yuridis) yang dipayungi oleh kaidah teologis muhafazhah ’ala al-qadim al-shalih dan al-akhdzu bi al-jadid al-ashlah; (2) siklus manajerial kurikulum di pesantren berjalan secara sistematis meliputi aspek perencanaan, pengorganisasian, implementasi (sinkronisasi metode sorogan, bandongan, halaqah dengan pembelajaran digital), serta evaluasi holistik 24 jam; (3) inovasi kurikulum bermanifestasi pada integrasi sains-agama, digitalisasi berbasis Artificial Intelligence (AI), penguatan soft skills, dan moderasi beragama yang melahirkan tipologi pesantren masa depan (pesantren teknologi, kewirausahaan, riset, dan tahfizh terintegrasi). Implikasi penelitian ini menegaskan bahwa inovasi manajerial merupakan kunci keberlanjutan mutu pesantren dalam mencetak santri yang berdaya saing global sekaligus kokoh secara spiritual.
Peningkatan Kualitas Pendidikan di Pesantren Melalui Inovasi Kurikulum Rahmad Fuad; Iswantir M
JURNAL HUKUM, POLITIK DAN ILMU SOSIAL Vol. 3 No. 2 (2024): Juni: JURNAL HUKUM, POLITIK DAN ILMU SOSIAL
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jhpis.v3i2.3735

Abstract

Islamic boarding schools often face various challenges that make it difficult for them to keep up with the times, sometimes even considered less creative. Some pesantren are still rigid in maintaining the salafiyah pattern that they consider old-fashioned in dealing with external issues. In fact, as an educational, religious, and social institution, pesantren need to innovate without losing their basic values. The author observes a renewal in Islamic education, especially in Islamic boarding schools, by incorporating sciences such as natural sciences, social sciences, and other general knowledge into the curriculum. Therefore, this research uses qualitative research methods with data collection techniques in the form of observation, interviews, and documentation. The results showed that there are two types of education in pesantren, namely pesantren education and general education. Both types of education provide knowledge to students to deal with diverse social life, especially in terms of moral education that is not taught formally in public schools. With these two types of education, students can also adapt to the development of science and technology, so they are ready to face challenges in this modern era.
Co-Authors AA Sudharmawan, AA Abdul Aziz Abdul Aziz Achmad Noerkhaerin Putra Ade Adnin Ade Putra Hayat Ade Suryani Adi Hidayat Afri Eki Rizal 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 Ana Fitri Neli Andy Riski Pratama Angga Ramadhan Anita Indria Anne Gustri Mahardika Apria Putra Apria Putra Aprinaldi Aprinaldi Aprinaldi, Aprinaldi 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 Edmily Wensi 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 Fadhila Liza Sundari Liza Sundari M. 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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 Nita Rahma Sari Nofia Sherli Nova Adriani Nova Yulianti Novelis, M. 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