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All Journal Jurnal Bahana Manajemen Pendidikan JAM : Jurnal Aplikasi Manajemen Jurnal Manajemen Pendidikan Jurnal Mirai Management Tadbir : Jurnal Studi Manajemen Pendidikan Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar SEIKO : Journal of Management & Business YUME : Journal of Management JISIP: Jurnal Ilmu Sosial dan Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL LENTERA BISNIS Jurnal Pendidikan dan Konseling Jurnal Educatio FKIP UNMA Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Quantitative Economics and Management Studies International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Ilmiah Wahana Pendidikan International Journal of Social Service and Research INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS International Journal of Information Techonology and Education (IJITE) Journal of the Community Development in Asia Asia Pacific Journal of Management and Education JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Literacy : International Scientific Journals of Social, Education, Humanities PSIKOPEDIA : Jurnal Psikologi Return : Study of Management, Economic and Bussines JURNAL PARADIGMA: Journal of Sociology Research and Education International Journal of Science and Environment Eduvest - Journal of Universal Studies Innovative: Journal Of Social Science Research International Journal of Curriculum Development, Teaching and Learning Innovation Jurnal Pengabdian Masyarakat dan Riset Pendidikan EJHEAA Journal of Innovative and Creativity EDUCATIONE: Journal of Education Research and Review LEADERIA : Jurnal Manajemen Pendidikan Islam Jurnal Cendekia Ilmiah Abdurrauf Science and Society Jurnal Pendidikan dan Sosial Humaniora Sinergi : Jurnal Ilmiah Multidisiplin Journal of Higher Education and Academic Advancement Jurnal Masyarakat Digital Riset : Jurnal Ilmiah Multidisiplin Ilmu
Joulanda A. M. Rawis
Universitas Negeri Manado
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The Influence of Teacher Creativity on the Learning Motivation of Public Elementary School Students in Tomohon City Margareta Oktavia Sumilat; Joulanda A.M. Rawis; Jeffry S.J. Lengkong; Orbanus Naharia
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

This study was conducted to examine the influence of teacher creativity on the learning motivation of public elementary school students in Tomohon City using the Structural Equation Modeling (SEM) approach. The research applied a quantitative explanatory design. The population included all fifth- and sixth-grade students from 21 public elementary schools in Tomohon City. Using the Lemeshow formula with a 95% confidence level, the study obtained a sample of 384 respondents. Data were gathered through a Likert-scale questionnaire containing 8 indicators of teacher creativity and 10 indicators of learning motivation. The data were analyzed using AMOS through descriptive statistics, measurement model analysis, and structural model evaluation. The results showed that teacher creativity was categorized as very high, with an average score of 4.444, while students’ learning motivation was also classified as very high, with a mean score of 4.392. In addition, the SEM analysis demonstrated that the proposed model achieved a good fit. The findings further confirmed that teacher creativity had a positive and significant influence on students’ learning motivation, as indicated by a standardized path coefficient of 0.471 and a significance level of p < 0.001. Therefore, the study concludes that enhancing teacher creativity can effectively increase students’ learning motivation
The Influence of Principal Leadership, Educational Climate, and Guidance and Counseling Programs on the Incidence of Bullying Among Students in Public Senior High Schools In Manado City Rinna Y. Kasenda; Joulanda A. M. Rawis; Harol R. Lumapow; Tellma M. Tiwa
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Bullying in senior high schools is a serious issue in educational management because it affects students’ psychological safety, emotional well-being, and the effectiveness of the learning process. School principals are expected to play a key role in creating a safe, inclusive, and non-violent school environment. However, the extent to which principal leadership directly influences student bullying behavior has not been strongly supported by empirical evidence, especially in public high schools. Therefore, this study examines the effect of principal leadership on bullying behavior among students in public senior high schools in Manado City. This research used a quantitative approach with an explanatory survey design. The population consisted of all students in public senior high schools in Manado City, and 385 respondents were selected using the Lemeshow sampling formula. Data were collected through Likert-scale questionnaires measuring perceptions of principal leadership and bullying behavior. The data were analyzed using Structural Equation Modeling (SEM) with AMOS software, including validity, reliability, model fit, and path analysis tests. The results indicate that principal leadership does not have a direct and significant effect on students’ bullying behavior. This suggests that principal leadership operates more indirectly through school policies, management systems, and institutional structures rather than through direct interaction with students. Bullying behavior is found to be more strongly influenced by peer relationships, school climate, and daily social interactions within the school environment. In conclusion, the relationship between principal leadership and bullying behavior is complex and indirect. Therefore, efforts to reduce bullying should not rely solely on leadership but must also involve strengthening school culture, improving peer relationships, and implementing comprehensive anti-bullying strategies that support students’ social and emotional development.
The Influence of Principal Leadership and Academic Supervision on Teachers’ Teaching Performance at SMA Negeri 1 Bitung Marina Kairupan; Joulanda Altje Meiske Rawis; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i2.229

Abstract

This study aims to analyze the influence of principal leadership and academic supervision on teachers’ teaching performance at SMA Negeri 1 Bitung, both partially and simultaneously. This research employed a quantitative approach using an explanatory research method. The population consisted of all civil servant teachers at SMA Negeri 1 Bitung, totaling 31 individuals, with a saturated sampling technique (total sampling) applied. Data were collected through a closed-ended questionnaire using a Likert scale that had been tested for validity and reliability, and were analyzed using multiple linear regression with SPSS software. The results indicate that: (1) principal leadership has a positive and significant partial effect on teachers’ teaching performance, with a value of 3.106 > 2.048; (2) academic supervision has a positive and significant partial effect on teachers’ teaching performance, with a value of 4.002 > 2.048; and (3) simultaneously, principal leadership and academic supervision have a significant effect on teachers’ teaching performance, with a value of 50.008 > 3.34. The coefficient of determination (R²) of 0.625 indicates that these two independent variables contribute 62.5% to the variation in teachers’ teaching performance, while the remaining proportion is influenced by other factors outside the research model. These findings emphasize that the synergy between supportive leadership styles and well-planned academic supervision is a key factor in enhancing teacher professionalism and the quality of learning in schools.
The Influence of Principals’ Adaptive Leadership And The School Psychological Environment On Teacher Creativity In Instructional Implementation At Muhammadiyah Junior High School Manado Kartin Jhony; Joulanda Rawis; Roos Maria Stela Tuerah
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i2.472

Abstract

This study aims to analyze the influence of principals’ adaptive leadership and the school psychological environment on teacher creativity in instructional implementation at Muhammadiyah Junior High School Manado. The research employed a quantitative approach using a survey method involving the entire teacher population of 35 individuals through a saturated sampling technique. Data were collected using structured questionnaires and analyzed through multiple linear regression. The results indicate a strong relationship among the variables, with a correlation coefficient (R) of 0.768 and a coefficient of determination (R Square) of 0.590, meaning that 59% of the variation in teacher creativity can be explained by adaptive leadership and the psychological environment. Partially, adaptive leadership has a significant effect (t = 3.219), as does the school psychological environment (t = 3.607), which demonstrates a relatively greater contribution. Simultaneously, both variables significantly influence teacher creativity, with an F-value of 23.187. In conclusion, flexible school leadership and a supportive work atmosphere are crucial factors in fostering teacher innovation in designing and implementing the learning process.
Management of Dental Professional Education at Sam Ratulangi University Dental Hospital Pritartha S. Anindita; Harol R. Lumapow; Joulanda A.M. Rawis; Jeffry S.J. Lengkong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Dental professional education requires a management system that can integrate academic standards, clinical service obligations, patient safety, and resource availability. This article analyzes the management effectiveness of dental professional education in a university dental and oral hospital through the interaction of four classical management functions: Planning, Organizing, Actuating, and Controlling (POAC, with six management resources: Man, Money, Material, Machine, Method, and Market (6M). A descriptive qualitative approach was used, drawing on interviews, document review, and field observation involving hospital management, program leadership, clinical supervisors, administrative personnel, and co-assistant students. The findings show that the management system performs unevenly across the POAC functions. Human-resource planning for clinical supervisors is relatively effective because minimum qualification standards and continuing-study strategies are recognized. However, planning for co-assistant intake, management structure, financing, materials, equipment, and patient supply remains weak. Organizing is strongest in student rotation and clinical-supervisor placement, but weak in financial authority and hospital management activation. Actuating is supported by clinical supervision procedures and curriculum implementation, yet is disrupted by limited dental units, delayed consumables, centralized finance, and insufficient patient cases. Controlling demonstrates strong patient-safety orientation and accountable financial documentation, but remains weak in clinical-supervisor calibration, material-equipment monitoring, and curriculum feedback. The study proposes a 6M-based POACE model by adding Evaluation as an autonomous management function. The model positions evaluation not merely as monitoring, but as an evidence-based feedback mechanism that recalibrates planning, organization, implementation, and control in order to improve clinical education quality, timely completion, and institutional accountability.
The Role Of Leadership In Improving The Engagement And Productiv-ity Of Human Resources In Educational Institutions Joulanda A.M Rawis; Henny N. Tambingon; Jeffry S.J Lengkong
Eduvest - Journal of Universal Studies Vol. 4 No. 10 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i10.38827

Abstract

Human resources are an important aspect for the sustainability of an organization, including educational institutions. The existence of human resources helps educational institutions to achieve their goals. The success of educational institutions is closely related to the role of leadership in managing their human resources. The purpose of this study is to analyze the role of leadership in improving the engagement and productivity of human resources in educational institutions. The research method used is a qualitative method with data collection techniques using literature review, namely with the support of various literature studies. After the data is obtained, the data is analyzed with three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the role of leadership in increasing the involvement and productivity of human resources in educational institutions is vital, because effective leaders are able to create a work environment that supports and motivates educators and staff. By providing clear direction, constructive feedback and facilitation of skill development, strong leadership can improve overall team commitment and performance, making leadership a decisive factor in achieving greater educational goals.
Pengaruh Model Pembelajaran STEM terhadap Keterampilan Inovasi Peserta Didik Kelas V Pada Materi Tata Surya di SD GMIM IV Tomohon: Penelitian Jesica Valentyani Pasaribu; Joulanda A.M. Rawis; Juliana M. Sumilat
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5694

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran STEM terhadap keterampilan inovasi peserta didik kelas V SD GMIM IV Tomohon. Penelitian menggunakan metode kuantitatif dengan desain eksperimen semu Nonequivalent Control Group Design, melibatkan 32 peserta didik pada kelas eksperimen dan 32 pada kelas kontrol. Kelas eksperimen menerapkan model pembelajaran STEM, sementara kelas kontrol menggunakan model TPS. Data dikumpulkan melalui lembar observasi keterampilan inovasi yang mencakup lima indikator: kreativitas, pengembangan inovasi, berpikir tingkat tingkat tinggi (HOTS), nilai budaya inovasi, dan keterampilan digital yang sudah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji-t independen yang sebelumnya dilkukan uji prasyarat yaitu normalitas dan homogenitas. Hasil penelitian menujukan model pembelajaran STEM berpengaruh positif dan signifikan terhadap peningkatan keterampilan inovasi peserta didik sekolah dasar, khususnya pada pembelajaran IPAS. Temuan ini mengindikasikan bahwa pembelajaran STEM efektif diterapkan sebagai model pembelajaran yang mendorong peserta didik untuk berpikir kreatif, berpikir tingkat tinggi, serta menghasilkan ide dan solusi inovatif melalui kegiatan eksploratif dan berbasis pemecahan masalah.
Performance Determinants of Public-Sector Employees: The Effects of Education Level, Training, and Job Satisfaction on Employee Performance at the Public Works and Spatial Planning (PUPR) Department of North Sulawesi Province Deicy Paath; Joulanda A M Rawis; Shelty D.M. Sumual; Jenny Nancy Kaligis; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Employee performance is a strategic issue in public organizations because it directly affects the quality, timeliness, and accountability of public services. In regional government institutions, performance improvement is frequently linked to human resource development efforts especially improving educational qualifications, implementing relevant training, and maintaining job satisfaction. This study investigates the influence of education level, training, and job satisfaction on employee performance at the Public Works and Spatial Planning (PUPRD) Department of North Sulawesi Province. This research employed a quantitative correlational design. The population consisted of 145 employees, while the sample comprised 94 respondents selected through purposive sampling with a minimum tenure criterion of three years. Data were collected using a structured questionnaire and analyzed using descriptive statistics, classical assumption testing, and regression analysis with IBM SPSS. The results indicate that education level, training, and job satisfaction significantly affect employee performance both partially and simultaneously. The multiple regression model obtained was Y = 11.086 + 0.135X₁ + 0.137X₂ + 0.018X₃, where Y is employee performance, X₁ is education level, X₂ is training, and X₃ is job satisfaction. Partial tests showed significant effects for education level (t = 47.089, sig = 0.002), training (t = 50.328, sig = 0.000), and job satisfaction (t = 34.241, sig = 0.003). Simultaneously, the three predictors significantly influenced performance (F = 69.534; sig = 0.001), with Adjusted R² = 0.812, meaning 81.2% of the variance in employee performance was explained by the three variables. The findings suggest that public agencies seeking to strengthen performance should prioritize (1) structured educational development aligned with job demands, (2) equitable access to relevant training programs supported by evaluation, and (3) organizational policies that enhance job satisfaction through work environment improvements, fair compensation perceptions, supervisory support, and clear career pathways.
Management Strategies for Enhancing Healthcare Workers’ Competence in Erectile Dysfunction Education at a Primary Healthcare Center in Manado City, Indonesia Grace L.A. Turalaki; Jeffry Sony Junus Lengkong; Joulanda A M Rawis; Rolles N. Palilingan; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Erectile dysfunction (ED) is a prevalent and treatable condition with substantial impacts on men’s quality of life, mental health, and intimate relationships. Despite its clinical importance, ED education at the primary healthcare level remains limited, particularly in sociocultural contexts where sexual health is considered taboo. This study explores healthcare workers’ competence in delivering ED education, identifies supporting and inhibiting factors, and formulates educational management strategies to strengthen ED education at a single primary healthcare center in Manado City, Indonesia. A qualitative case study design was employed. Data were collected from 46 healthcare workers through in-depth interviews, focus group discussions, observations of service delivery, and review of relevant internal documents. Data were analyzed using an interactive approach comprising data reduction, data display, and conclusion drawing (Miles et al., 2014). The findings reveal that healthcare workers’ competence ranges from low to moderate. While biomedical knowledge of ED is generally present, gaps persist in communication skills, empathy, counseling techniques, and culturally sensitive engagement. ED education is often brief, opportunistic, and non-standardized, limiting patient understanding and behavior change. Supporting factors include availability of private counseling space, leadership support, interprofessional collaboration, culturally appropriate educational media, and partner involvement. Inhibiting factors include time constraints, psychological discomfort among healthcare workers, social stigma, limited structured training, and the absence of standardized operating procedures (SOPs) for ED education. The study proposes a competency-based, continuous educational management strategy integrating planning, implementation, and evaluation (POAC), supported by coaching, supervision, and culturally responsive patient education practices. These findings contribute to educational management in healthcare by demonstrating how organizational systems and competence development can strengthen sensitive health education at the primary care level.
Specialist Medical Education Program (PPDS): A Phenomenological Study at the Faculty of Medicine, Sam Ratulangi University Iddo Posangi; Joulanda A M Rawis; Henny Nikolin Tambingon; Shelty D.M. Sumual
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Bullying in clinical medical education has increasingly been recognized as a systemic problem that undermines learning quality, resident well-being, and ultimately patient safety. This study examines the dynamics of bullying within the Specialist Medical Education Program (PPDS), particularly Anesthesiology and Intensive Care, at the Faculty of Medicine, Sam Ratulangi University (FK Unsrat), and formulates a comprehensive management model for bullying prevention aimed at reducing residents’ risk of depression. Using a qualitative phenomenological approach, data were collected through Focus Group Discussions (FGD) and in-depth interviews with purposively selected participants, including junior residents, senior residents, and consultants. Findings indicate that bullying is often “mild” in appearance yet persistent, manifesting verbally (humiliating remarks, destructive criticism), socially (information exclusion), symbolically (non-academic errands justified as “tradition”), and administratively (unrealistic deadlines and punitive task allocations). These behaviors are normalized by a seniority culture, rigid academic traditions, and hierarchical structures, which create power imbalances and discourage reporting due to fear of retaliation and negative academic consequences. The study also reveals that existing prevention efforts remain largely normative: formal rules are not explicit about bullying, standard operating procedures (SOPs) are absent, and reporting mechanisms are unclear or distrusted. In response, this study proposes an integrated bullying prevention management model consisting of a dedicated SOP, an independent reporting and protection system, strengthened empathetic communication training, consultant mentoring development, organizational culture reorientation, and continuous monitoring and evaluation. The model positions prevention as an institutional quality assurance agenda in clinical education, linking humane supervision, ethical professionalism, and mental health safeguarding to improved learning outcomes and safer care.
Co-Authors Achmad Paturusi Agung Pranoto Ahmad Salabi Akay, Freili Al Azhar, Baginda Z. Alfiani K. Sondakh Andriessanto C. Lengkong Anne M.S. Umboh Anthonio B. Lengkong Antonius Heatubun Arie Frits Kawulur Ariel N. Rengkuan Aswin Kiay Demak Azhar, Yulham Banunaek, Rofinus Beatrix Jetje Podung Berhandus, Catrien Bernadina Waha Labuan Christine Rawis Corry Enny Setyawati Danny A Masinambow Deicy Paath Deisye Supit Deitje Adolfien Katuuk Delli Sabudu Denny U. Suprapto Denny U. Suprapto Desi Ulpa Anggraini, Desi Ulpa Donal Mateos Ratu Dondokambey, Clay J H Dondokambey, Rainier N Dondokambey, Robby Dotulong, Reza A. W. Dotulung, Reza A. W. E. Wawo, Merry Ebe, Lord Steward Edmond L. Jim Elisa Rompas Elni Usoh Eugeni J.R. Sumanti Eugeni J.R. Sumanti Eugeni Sumanti Faliyanthi Abudi Fatem, Fransiskus Femi Pobela Fien Lolong, Rima Fitra Pantudai Fonny Katili Frankie Jantje Hendrikus Taroreh Franky R. Kasih Freida F Masoko Gabriela Kaunang Gilly Marlya Tiwow Gloridei Lingkanbene Kapahang Grace Kimbal Grace L.A. Turalaki Halifat Wahid Barnabas Hartati, Meike E. Hartini Ngadiorejo Hartini Ngadiorejo Hayun, Subhan Heinrich Saneba Hendrie Joudi Palar Henny N. Tambingon Herdy Munayang Herman Meiky Koessoy Herry Sumual Iddo Posangi Iddo Posangi Irithca J. Tengker Irithca J. Tengker Jacobus, Suzan Jamalri Pajow James Siwu Jane M Mangangantung Jeane Mangangantung Jeanne M. Mangangantung Jeff Lapian Jeff Lapian Jeffry Sony Junus Lengkong Jefry S. J. Lengkong Jehezkiel Panjaitan Jelvi Monica Mangundap Jenny Nancy Kaligis Jesica Valentyani Pasaribu Jilly Toar Johan Reimon Batmetan Johanis F. Senduk Joseph, Iwan Juliana Margareta Sumilat Jureyke Ireine Pitoy Kalalo, Debie K.R. Kalesaran, Renaldy J Kamajaya AL Katuuk Kambey, Allenita H. G. Kambey, Joseph Kambu, Kornelius Kartin Jhony Karundeng, Ferry F. Karundeng, Frandy Efraim Fritz Kasenda, Rinna Y. Keith Francis Ratumbuisang Ketsia Zeke Komedien, Brianne E.J. Kornelius Kambu Lampah, Christopher Lando E. Sumarauw Lando Sumarauw Lando Sumarauw Lantang, Eka Y. Lengkong, Andriessanto C. Lenny Leorina Evinita Lenny Leorina Evinita Liando, Maxie Albert Jacob Lihart Lumapow Lintong, Marthinus M. Liow, Evans S. Listriyanti Palangda Lolong, Rima Fien Lomban, Edino Ayub Luccylle M Takalumang Lumapow, Harol R Lusia Sumenda Luwunaung, Novenia Sintikhe Mahama, Inggrid C. Mallo, Nola Mambu, Toar Deliezer Bram Mamuaja, Marlin Penina Mandagi, Klaveren G.K. Mandey, Larry J Mandolang, Eunike Mangantes , Meisie L Manoppo, Jenelyn Devinda Manoppo, Rillya Manueke, Teddy Manumpil, Yulit B. Margareta Oktavia Sumilat Marina Kairupan Maringka, Riviva W Marshela Pondaag Marthinus M. Lintong Marthinus M. Lintong Maukar, Abraham A. L. Maximillian Christian Oley Meiny Conny Sumilat Mendy Hatibie Merci Hosang Mersty Rindengan Michelle Supit Miryam Theofilia Kolibu Moh. Qowi Mongkareng , Steven Monoarfa, Haris Montolalu, Steven S. Mordekhai L Laihad Mottoh, Yulmi Hesti Mozes Markus Wullur Muhamad Risal Tawil Najoan, Rizki R. Namsa, Johanis P. Namsa, Yohanis Nancy Lidya Sampouw Nathaniel Pali Nathaniel Pali Non Norma Monigir Olviane I. Rattu Omkarsba, Helena Orbanus Naharia Paath, Deicy Palilingan, Verry Ronny Pangalila, Natalia Gabriela Potabuga, Fitria K. Preisdy Vanthra Clara Mangolo Pritartha S. Anindita Pritartha S. Anindita Punuh, Grace Punuh, Liesje Grace Lourino Qowi, Moh. Quido Conferti Kainde R. Walukow, Maria Rambitan, Maya C. Rattu, Olviane I. Razak, Farid Abdul Refien K. S. Rawung Renaldy J. Kalesaran Retor, Wanda M. G. Rian Waraney Palandeng Rian Waraney Palandeng Rianto, Indra Richard Daniel Herdy Pangkey Riviva W Maringka Robby Dondokambey Rolles N. Palilingan Rolles N. Palilingan Rolles Nixon Palilingan Romi Junior Mongdong Rompis, Novie Roos M. S. Tuerah Rorong, Gracia A. G. Rotty, Viktory Nicodemus Joufree Roza, Nelli Rumagit, Selvie Serly Ruth Sriana Umbase S. J. Lengkong, Jefry Salam Surbakti Salam Surbakti Sauyai, Stanly F M Selvie Serly Rumagit Sendiang, Dhea Jessica Senduk, Johanis F. Shelty D. M. Sumual Shelty D. M. Sumual Shelty D.M. Sumual Siahaan, Waldemar Sigarlaki, Diana Lililyans Sofiana Boroni Steven Mongkareng Stevi Becher Sengkey Sumilat, Meiny Conny Sumolang, Deby Supit Pusung Susan Noviaty Herienth Jacobus Suwaryaningrat, Ni Dewi Eka Suzan Jacobus Tamboto, Fabyana Imelda Tamboto, Hendry Tasiringan, Hilda Anelin Tellma Monna Tiwa Tendean, Sherly D Tendean, Sherly D. Tesa, Mokoginta Fili Theno, Ignatius Rudi Theodorus Pangalila Tinangon, Rinny M. Tinneke Evie Meggy Sumual Toad, Felly A. Toar, Rendy C. Trinansi D. Makausi Tumbelaka, Steven Set Xaverius Valentin Glady Sumual Verry R. Palilingan Victory Nicodemus Joufree Rotty Vidlina Lie Viginia Saneba Walewangko, Stief Aristo Welong, Krety Debora Wensi R. L. Paat Wensi Ronald Lesli Paat Widdy Rorimpandey Wuisan, Deiby D. Wuwungan, Hansje T. Yean Rasu Yeane Koyongian Yousania V.W Ratu Simbiak Youwlanda Wulan Nofita Pangkey Yuliana Hartono Yuliana Hartono ZOYA F. SUMAMPOW