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All Journal SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Desimal: Jurnal Matematika JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Mandala Education (JIME) JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Pendidikan Citra Bakti JPP (Jurnal Pendidikan dan Pembelajaran) BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Bima Abdi: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Citra Pendidikan Pedagogy : Jurnal Pendidikan Matematika Abdimas Indonesian Journal Jurnal Citra Pendidikan Anak Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Jurnal Pendidikan MIPA Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Jurnal Citra Pendidikan
Maria Editha Bela
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Citra Bakti
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Interpreting the use of video media in mathematics learning at SMPN Satap 1 Bajawa Hari, Christina Lusiana; Bela, Maria Editha; Lola, Teofania Kristina; Wea, Marselina
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202529121

Abstract

Mathematics learning, particularly at the junior secondary level, is often perceived as abstract and difficult, which can reduce students’ motivation and engagement. One instructional strategy that has the potential to address this issue is the use of YouTube-based instructional video media. This study aims to describe teachers’ and students’ interpretations of the use of video media in mathematics learning at SMP Negeri Satap 1 Bajawa, as well as to identify the challenges encountered during its implementation. The study employed a qualitative descriptive approach. Data were collected through classroom observations, interviews with mathematics teachers and students, and documentation of learning activities. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the use of YouTube-based video media positively influences the learning process by increasing students’ motivation, focus, and conceptual understanding of mathematical material. Students perceived video-based learning as more interesting and enjoyable compared to conventional instruction, and they appreciated the ability to replay learning content independently. Teachers reported that video media supported clearer explanations of abstract concepts and improved student engagement. However, several challenges were identified, including limited availability of supporting facilities and the pace of explanations in some videos, which were considered too fast for certain students. Overall, the study concludes that YouTube-based instructional video media have strong potential to support more meaningful and contextual mathematics learning, particularly in schools with limited resources, provided that the content and implementation are adapted to students’ learning needs..
A needs analysis of ethnomathematics based digital learning modules: teachers and students perceived usefulness in senior high school mathematics Bela, Maria Editha; Tali Wangge, Maria Carmelita; Wewe, Melkior; Hari, Christina Lusiana; Sayangan, Yohanes Vianey; Pantaleon, Kristianus Viktor; Kila Keli, Yohanes Oskarito
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.29293

Abstract

Purpose: This study aims to analyze the instructional needs and perceived usefulness of ethnomathematics-based learning modules in senior high school mathematics. The focus is placed on curriculum alignment, integration of local cultural contexts, and the potential of these modules to support contextual and meaningful learning experiences for both teachers and students. Method: A descriptive mixed-methods design was employed, combining quantitative and qualitative approaches. The participants consisted of four mathematics teachers and twenty students drawn from four senior high schools in the Golewa region. Data were collected using closed-ended questionnaires based on a four point Likert scale to capture perceptions related to instructional needs, relevance, and usefulness of ethnomathematics based modules. To enrich and validate the quantitative data, semi-structured interviews were conducted with selected participants. Quantitative data were analyzed using percentage-based Likert index calculations, while qualitative data were analyzed descriptively to support interpretation of the findings. Findings: The results indicate that the availability of ethnomathematics-based teaching modules in senior high school mathematics remains limited. From the teachers’ perspective, the average needs score reached 85.5%, highlighting strong demands for contextual learning resources aligned with the curriculum and local culture. From the students’ perspective, the perceived usefulness score averaged 82%, indicating positive responses toward increased engagement, improved conceptual understanding, and stronger connections between mathematics and everyday life. Significance: The findings demonstrate that ethnomathematics-based learning modules represent a valuable instructional innovation with the potential to enhance the quality of mathematics learning. This study provides empirical evidence to inform the development of culturally responsive and context-based learning resources that support meaningful mathematics education.
Pendampingan Pengembangan Lembar Kerja Peserta Didik (LKPD) Matematika Berbasis Model Kolaboratif dengan Pendekatan PMR Tali Wangge, Maria Carmelita; Bela, Maria Editha; Wewe, Melkior; Bhoke, Wilibaldus; Ndao, Yosefa Vilmit; Kapoh, Jeane Rosalia; Lujur, Veronika; Rema, Iventius Bai; Megu, Bonifasius
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1113

Abstract

The collaborative model-based development of Student Worksheets (LKPD) for Mathematics using the Realistic Mathematics Education (RME) approach aims to improve teachers' ability to design LKPD that are contextual and meaningful, and encourage active student collaboration. This mentoring program is implemented through several stages: identifying teacher needs, training in developing RMR-based LKPD, mentoring in the design and testing process, and reflecting on implementation results. The methods used in this activity include workshops, group discussions, observations, and evaluation of teacher work. The mentoring program results indicate that teachers gained an increased understanding of PMR principles and improved their ability to develop LKPD that emphasize active student involvement in real-world problem-solving through group collaboration. Furthermore, the resulting LKPD were deemed valid and suitable for use based on expert assessment and positive student feedback. Thus, this mentoring program contributes to improving the quality of mathematics learning materials in schools and supports the implementation of more innovative, collaborative, and contextual learning.
Development of HOTs-Based Formative Numeration Assessment Instruments on Fractions Material for Grade Junior High School Finu, Maria Dafrosa; Bhoke, Wilibaldus; Tali Wangge, Maria Carmelita; Bela, Maria Editha
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30828

Abstract

Strengthening students’ numeracy competence and higher-order thinking skills has become an important priority in contemporary mathematics education, particularly within curriculum reforms that emphasize analytical reasoning and meaningful problem solving. However, assessment practices in many mathematics classrooms still focus primarily on procedural knowledge and lower-order cognitive processes, limiting opportunities for students to demonstrate deeper mathematical understanding. This situation highlights the need for assessment instruments that integrate numeracy development with higher-order thinking skills (HOTS) in authentic learning contexts. This study aims to develop a HOTS-based formative numeracy assessment instrument for seventh-grade students on the topic of fractions and to evaluate the feasibility of the developed instrument for classroom use. The research employed a research and development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 64 students from classes VII A and VII B at SMP Negeri 2 Bajawa. Data were collected through interviews, classroom observations, expert validation sheets completed by mathematics teachers, and student response questionnaires. The findings indicate that the developed instrument meets the criteria of validity and practicality for mathematics learning, with expert validation reaching 82.85 percent, teacher responses 87.77 percent, and student responses 84.92 percent. The assessment tasks encourage contextual problem solving and analytical reasoning related to fraction concepts.
Systematic  Literature  Review:  Improving  Students' Numeration Abilities With an Ethnomathematics Approach Bela, Maria Editha; Marselina Wea; Melkior Wewe; Wilibaldus Bhoke
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30863

Abstract

This study aims to systematically examine how and under what conditions ethnomathematical approaches contribute to the development of students’ numeracy skills in mathematics education. Although ethnomathematics has been widely studied, there remains a lack of systematic synthesis focusing specifically on its impact on numeracy outcomes within diverse instructional contexts. This study adopts a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework to ensure methodological transparency and rigor. Relevant studies were identified from multiple academic databases, including Google Scholar, Semantic Scholar, Crossref, SINTA, and DOAJ, supported by the Publish or Perish tool. Through a structured selection  process involving identification, screening, eligibility assessment, and inclusion, 20 peer-reviewed articles were analyzed based on predefined criteria. The findings reveal that ethnomathematical approaches can enhance students’ numeracy by embedding mathematical concepts within culturally meaningful contexts, thereby strengthening conceptual understanding and problem-solving abilities. However, the effectiveness of this approach is not uniform and is strongly influenced by instructional design, the authenticity of cultural integration, and teacher pedagogical competence. This study contributes to the field by clarifying the conditions under which ethnomathematics supports numeracy development and by offering a more nuanced understanding beyond general effectiveness claims. The findings provide a foundation for developing culturally responsive numeracy instruction and suggest directions for future research, particularly in terms of experimental validation and cross-contextual analysis.
Pendampingan Belajar Anak Usia Sekolah Dasar untuk Meningkatkan Prestasi dan Motivasi Belajar di Kelurahan Ngedukelu Wilibaldus Bhoke; Maria Carmelita Tali Wangge; Maria Editha Bela; Melkior Wewe; Maria Dafrosa Finu; Novalia Sudiatik Ewol
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i1.4077

Abstract

Berdasarkan permasalahan yang ditemukan pada tahap awal menunjukan bahwa beberapa siswa, khususnya kelas VI yang akan menghadapi ujian, masih mengalami kesulitan dalam mengenal huruf, membaca lancar, serta menyelesaikan operasi hitung dasar seperti perkalian. Pendampingan ini bertujuan untuk meningkatkan prestasi serta motivasi belajar siswa di sekolah dasar di SDK Ngedukelu, Kelurahan Ngedukelu. Penelitian ini menggunakan metode pendampingan dengan pendekatan deskriptif kualitatif. Subjek penelitian berjumlah 15 siswa dengan teknik purposive sampling yang mengikuti kegiatan bimbingan selama satu bulan dengan frekuensi satu kali per minggu. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, dan evaluasi hasil belajar siswa. Sedangkan teknik analisis data dilakukan secara statistik deskriptif kualitatif. Hasil kegiatan menunjukkan adanya peningkatan kemampuan membaca dan berhitung siswa setelah mengikuti pendampingan. Penggunaan media kartu huruf membantu siswa dalam mengenal dan menyusun huruf menjadi kata, sedangkan metode bernyanyi dalam pembelajaran perkalian mempermudah siswa memahami dan mengingat konsep numerasi. Selain peningkatan aspek kognitif, motivasi belajar siswa juga mengalami perkembangan positif, ditandai dengan meningkatnya keaktifan, kepercayaan diri, dan keberanian dalam menyelesaikan soal. Dengan demikian, pendampingan belajar yang dilakukan secara terstruktur, kreatif, dan sesuai kebutuhan siswa terbukti efektif dalam membantu mengatasi kesulitan literasi dan numerasi di sekolah dasar. Sebagai rekomendasi untuk penelitian yang akan datang perlu ada pelatihan pola asuh bagi orang tua di Kelurahan Ngedukelu sehingga dapat berdampak signifikan terhadap keberlanjutan motivasi belajar dan prestasi belajar anak.
PEMANFAATAN SAMPAH ORGANIK DAN ANORGANIK MENJADI KERAJINAN TANGAN UNTUK MENINGKATKAN KREATIVITAS SISWA Hilarion Jogo; Yesechiel Awo Bha; Maria Editha Bela; Maria Yuliana Kua
Jurnal Citra Kuliah Kerja Nyata Vol. 4 No. 1 (2026): Jurnal Citra Kuliah Kerja Nyata
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jckkn.v4i1.3410

Abstract

Kegiatan pengabdian ini dilatarbelakangi oleh permasalahan sampah organik dan anorganik yang belum dikelola dengan baik di lingkungan sekolah, sehingga mengganggu kebersihan dan kenyamanan belajar. Tujuan kegiatan ini adalah mengurangi sampah sekaligus meningkatkan kreativitas siswa melalui pemanfaatan sampah menjadi kerajinan tangan. Metode pelaksanaan menggunakan empat tahap, yaitu observasi, perencanaan, pelaksanaan, dan evaluasi, dengan sasaran siswa kelas IV, V, dan VI serta guru di SDI Rawe. Hasil kegiatan menunjukkan bahwa sampah dapat diolah menjadi tempat sampah dari bambu dan botol bekas serta bunga dari kulit jagung dan kemasan deterjen. Kegiatan ini juga meningkatkan antusiasme, partisipasi, kreativitas, dan kepedulian lingkungan siswa. Dengan demikian, pemanfaatan sampah menjadi kerajinan tangan efektif sebagai solusi edukatif untuk mendukung kebersihan sekolah dan pembentukan karakter peduli lingkungan melalui keterlibatan aktif siswa, guru, dan orang tua dalam setiap tahapan kegiatan tersebut.
The Effectiveness of Ethnomathematics-Based Problem Based Learning (PBL) Model on Junior High School Students' Mathematical Problem-Solving Ability Asti, Maria Angelina; Wewe, Melkior; Bela, Maria Editha; Tali Wangge, Maria Carmelita; Sayuningsi A. E. Sartika
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30940

Abstract

The persistent challenge of developing students’ mathematical problem-solving ability highlights the need for instructional approaches that move beyond procedural learning toward meaningful and contextually grounded understanding. This study investigates the effectiveness of integrating ethnomathematics within a Problem-Based Learning (PBL) framework to enhance students’ mathematical problem-solving ability. A quasi-experimental design with a nonequivalent control group was employed involving 64 ninth-grade students at SMP Negeri 1 Bajawa, Indonesia. The experimental group was taught using ethnomathematics-based PBL, while the control group received conventional instruction. Data were collected through validated essay-based tests and analyzed using descriptive statistics and an independent samples t-test. The findings reveal that the experimental group achieved a substantially higher mean posttest score (84.06) compared to the control group (72.44), with the difference proven to be statistically significant (p < 0.05). Furthermore, the large effect size indicates that the intervention produced not only statistical significance but also meaningful educational impact. These results suggest that the integration of cultural context within a structured problem-based learning environment facilitates deeper cognitive engagement, enabling students to interpret, represent, and solve mathematical problems more effectively. The study advances existing literature by demonstrating that ethnomathematics functions as a cognitive catalyst when embedded within inquiry-driven pedagogy, rather than as a supplementary contextual element. In conclusion, ethnomathematics-based PBL offers a robust and contextually responsive instructional model that supports the development of higher-order thinking skills and provides a viable pathway for improving the quality of mathematics education.
Sosialisasi Program LISA (Lihat Sampah Ambil) dalam Mewujudkan Kelurahan Bebas Sampah di Kelurahan Ngedukelu Pare, Prisko Yanuarius Djawaria; Bela, Maria Editha; Wele, Agustina; Suri, Skolastika Mariana; Soko, Januarius Andreas; Loda, Maria Febrianti; Itu, Kristina Evanjelina; Meo, Fransiskus Xaverius; Ruju, Gabriel; Sadok, Stefanus Clarikus
BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Vol 8 No 2 (2026)
Publisher : LPMP Imperium

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36407/berdaya.v8i2.1801

Abstract

The Ngedukelu Village Government faces low public awareness of household waste management, resulting in an unclean environment and potential negative impacts on health and sustainability. One simple effort to address this issue is implementing the LISA (See Garbage Pick Up) Program. This community service aims to foster socialization and instill environmental awareness among the community to realize a waste-free village. The method used in this activity is a participatory approach through direct demonstrations in collaboration with residents of Ngedukelu Village, involving 13 neighborhood units (RT) and 3 community units (RW). The activities include socialization, demonstration of proper waste management practices, and community engagement to build sustainable behavior. The results show that the implementation of the LISA Program has a positive impact on improving environmental cleanliness and increasing public awareness. The community has begun to adopt the habit of picking up scattered waste and maintaining environmental hygiene. Indicators of success include residents adopting the movement and the emergence of community initiatives to install trash bins in residential and public areas. In conclusion, this program effectively improves environmental conditions and fosters positive behavioral changes in waste management among the community of Ngedukelu Village.
Systematic Literature Review Pengaruh Penggunaan Aplikasi Matematika Interaktif (Seperti Geogebra) terhadap Minat dan Hasil Belajar Siswa Sartika, Sayuningsi A.E.; Bela, Maria Editha
JURNAL PENDIDIKAN MIPA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i2.4197

Abstract

Kemudahan dalam mengakses informasi secara leluasa berkat AI dan perangkat mobile telah menggeser produktivitas menjadi sebuah ketergantungan digital. Pembelajaran di sekolah tidak hanya dilakukan dikelas tetapi diluar kelas juga. Banyak masalah pembelajaran yang mudah diselesaikan berkat penggunaan aplikasi pada alat elektronik. Geogebra salah satu aplikasi yang digunakan pada pembelajaran matematika Aplikasi matematika berbasis digital menawarkan kemudahan untuk memahami konsep-konsep rumit serta menawarkan interaksi yang lebih menarik bagi siswa dan guru Penggunaan GeoGebra tidak hanya berpengaruh terhadap minat belajar, tetapi juga berkontribusi dalam mendongkrak hasil belajar matematika siswa. Minat belajar siswa yang tinggi dapat berpengaruh positf pada peningkatan hasil belajar.  Melalui pendekatan systematic literature review (SLR), penelitian ini bertujuan untuk menelaah pengaruh penerapan GeoGebra terhadap minat serta pencapaian belajar matematika. Studi ini dilakukan menggunakan pendekatan tinjauan Pustaka dengan menelusuri artikel-artikel jurnal ilmiah yang relevan dari berbagai sumber diterbitkan dalam 5 tahun terakhir, kemudian dianalisis secara sistematis untuk memperoleh sintesis temuan penelitian. Hasil kajian dari beberapa artikel menunjukkan bahwa secara umum penggunaan GeoGebra memiliki pengaruh positif terhadap terhadap peningkatan pemahaman konsep serta motivasi belajar matematika siswa di kelas.
Co-Authors Anastasia Ndelos Jawa Angelus Weto Anu, Maria Kalista Api, Jefrianus Ari, Sofia Asti, Maria Angelina Bara, Florintina Elvin Bate, Nikodemus Beatriks Sare Bernadus Agustinus Dhaga Wewu Bili Bha, Yesechiel Awo Bhara, Maria Aneti Konstantina Bili, Kristina Yasintha Ngodhu Co'o, Petronela Coo Bule, Modesta Venidora Do, Yulita Wea Dopo, Florentianus Efrida Ita Elisabeth Tantiana Ngura Engi, Emiliana Fachry Abda El Rahman Felista Ripo Suka Ferdinandus Bate Dopo Ferdinandus Samri Finu, Maria Dafrosa Florintina Elvin Bara Foa, Anna Julita Fransiskus Xaverius Dolo Gelu, Afrianus Goan, Bonevantura Hari, Chistina Lusiana Hari, Christina Lusiana Hilarion Jogo Itu, Kristina Evanjelina Jodo, Dominikus Kaka Jogo, Hilarion Kaka, Apliana Ambu Kapoh, Jeane Rosalia Kedhi, Katharina Key, Katarina Karmelita Kila Keli, Yohanes Oskarito Konstantinus Dua Dhiu, Konstantinus Dua Kristiyanti Kurnia Dhajo Kua, Maria Yuliana Lao, Maria Antonia Latong, Jefrianus Lewa, Yusta Selvianjeli Loda, Maria Febrianti Lola, Teofania Kristina Lola, Teofania Krsina Lujur, Veronika Maria Ansiliana Bupu Maria Antonia Lao Maria Bonifasia Pita Kosu Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria Dafrosa Finu Maria Dolorosa Piu Maria Efriliana Diru Maria Ermelinda Woa Maria Jenianti Pegi Maria Yoanita Ngina Marselina Wea Marsianus Meka Mbela, Natalia Megu, Bonifasius Melania Santika Wona Melkior Wewe Melkior Wewe Melkior Wewe Meo, Fransiskus Xaverius Modesta Dobe Pati Moi, Flaviana Yunita Naru, Deyflora Meo Natalia Mbela Natalia Rosalina Rawa Natalia Rosalina Rawa Natalia Rosalina Rawa Ndao, Yosefa Vilmit Ndiu, Yultiana Ngao, Priska Ngode, Karolina Noa, Priska Ermelinda Novalia Sudiatik Ewol Nurwijayanti Oskarina Gelo Pantaleon, Kristianus Viktor Pati, Modesta Dobe Pelipus Wungo Kaka Petronela Co'o Piu, Maria Dolorosa Prisko Yanuarius Djawaria Pare Putrini, Maria Anjelina Rada, Maria Anna Ghena Raden Mohamad Herdian Bhakti Rasdiyanti, Yohana Rema, Iventius Bai Rewo, Josep Marianus Rewo, Josep Marsianaus Rewo, Josep Marsianus Roas, Novita Rosalia Lende Rua, Maria Oktavia Dede Ruju, Gabriel Sadok, Stefanus Clarikus Sartika, Sayuningsi A.E. Sayuningsi A. E. Sartika Siska Lengi Soko, Januarius Andreas Suka, Felista Ripo Suri, Skolastika Mariana Tali Wangge, Maria Carmelita Veronika Meo Wale, Lafisius Tena Wangge, Maria C.T Wangge, Maria Carmelita Tali Wangge, Maria Carmelita Tali Wangge Wani, Bernabas Watu, Vinsensius Wea, Marselina Wele, Agustina Wena, Hendrika Wewe, Melkior Wewe, Melkior Wewe Wilibaldus Bhoke Wilibaldus Bhoke Woli, Roslinantia Wona, Melania Santika Yasinta Maria Fono Yesechiel Awo Bha Yohana Rasdiyanti Yohanes Dua Yohanes Vianey Sayangan Yohanes Vianney Sayangan Yulita Wea Do Yultiana Ndiu