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All Journal Jurnal Civics: Media Kajian Kewarganegaraan CARADDE: Jurnal Pengabdian Kepada Masyarakat Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat Insight: Jurnal Ilmiah Psikologi Jurnal Dinamika Manajemen Pendidikan (JDMP) Bulletin of Counseling and Psychotherapy Journal of Innovation in Educational and Cultural Research G-Couns: Jurnal Bimbingan dan Konseling International Journal of Islamic Educational Psychology SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) ACADEMIA: Jurnal Inovasi Riset Akademik International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Padma Sari: Jurnal Ilmu Pendidikan Vokatek : Jurnal Pengabdian Masyarakat In Veritate Lux : Jurnal Ilmu Kateketik Pastoral Teologi, Pendidikan, Antropologi, dan Budaya International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Lentera Negeri
Elisa Br Ginting
Sekolah Tinggi Pastoral Santo Bonaventura KAM, Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Implementasi Kurikulum Merdeka Pada Guru-Guru Pendidikan Agama Katolik Tingkat Dasar dan Menengah Sohirimon Lumbanbatu, Johannes; Tibo, Paulinus; Sihotang, Din Oloan; Waruwu, Ermina; Ginting, Elisa Br; Manalu, Sherly Yasinta
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 3 (2024): April
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v6i3.2327

Abstract

Tujuan dari pengabdian ini adalah untuk meningkatkan keterampilan dan kinerja guru khususnya guru Pendidikan Agama Katolik dalam menerapkan Kurikulum Merdeka dalam proses pembelajaran sehingga tujuan Kurikulum Merdeka dapat tercapai dengan baik. Metode yang digunakan dalam pengabdian ini adalah metode ceramah (penyajian materi), latihan atau tugas dan diskusi tanya jawab. Hasil dari pengabdian ini adalah peningkatan keterampilan guru dalam melaksanakan pembelajaran dengan menggunakan Kurikulum Merdeka. Berdasarkan hasil pengabdian ini dapat disimpulkan bahwa penerapan Kurikulum Merdeka dapat terlaksana apabila guru diberikan pelatihan dan bimbingan yang baik.
The Effect of Peer Support, and Mindfulness on Subjective Well-Being Students in Yogyakarta Dormitory Elisa Br Ginting; Suwarjo Suwarjo; Yakobus Ndona
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8378

Abstract

Peer support and mindfulness are external factors that are important for individuals, as social beings, to achieve high subjective well-being. This study aims to determine: (1) the effect of peer support on subjective well-being, (2) the effect of mindfulness on subjective well-being, and (3) the effect of peer support and mindfulness on the subjective well-being of secondary education students living in Yogyakarta dormitories. This study uses a quantitative approach with survey-type research. The data collection technique used a scale. The results showed that (1) peer support has a significant effect on subjective well-being, (2) mindfulness has a significant effect on subjective well-being, and (3) peer support and mindfulness have a significant effect on subjective well-being. This study aims to determine: (1) the effect of peer support on subjective well-being, (2) the effect of mindfulness on subjective well-being, and (3) the effect of peer support and mindfulness on the subjective well-being of students of secondary education living in the Yogyakarta dormitory. Keywords: mindfulness, peer support, subjective well-being
Digital Transformation in Counseling Services: Ethical, Relational, and Sociocultural Perspectives on Technology-Based Counseling Nurul Hidayatul Ulum; Elisa Br Ginting; Anis Tri Yuliana
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 1 (April 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatekjpm.v4i1.1085

Abstract

This study examines the transformation of counseling services in the digital era by exploring the ethical, relational, professional, and sociocultural dimensions of technology-based counseling. Using an integrative literature review approach, the study critically analyzes contemporary literature related to digital counseling, online therapy, telecounseling, and technology-mediated psychological support services. The analysis employs thematic content analysis to identify major conceptual patterns concerning therapeutic relationships, ethical adaptation, counselor competencies, accessibility, and sociocultural challenges within digitally mediated counseling environments. The findings indicate that digital counseling should not be understood merely as the transfer of conventional counseling into virtual platforms, but as a multidimensional sociotechnical transformation that reconstructs counseling practice within contemporary digital society. Technology-based counseling expands accessibility, flexibility, and inclusivity of psychological services while simultaneously generating ethical challenges related to cybersecurity, privacy protection, professional boundaries, and digital inequality. The study further reveals that therapeutic effectiveness in online counseling depends significantly on counselors’ ability to establish psychological presence, emotional responsiveness, and relational authenticity despite technological limitations. In addition, the implementation of digital counseling in developing countries such as Indonesia remains strongly influenced by sociocultural context, institutional readiness, and unequal digital infrastructure. This study proposes the concept of digital counseling as a humanistic sociotechnical ecosystem integrating technological innovation, ethical responsibility, relational engagement, and cultural sensitivity within contemporary counseling practice.
IMPLEMENTATION OF THINK, TALK, WRITE LEARNING MODEL TO IMPROVE STUDENTS SELF-CONFIDENCE AND LEARNING OUTCOMES Elisa Br Ginting; Aladin F Tinus Ginting; Ermina Waruwu
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 01 (2025): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i01.2683

Abstract

Self-confidence is one of the most important things for students to have so they can participate in learning actively. Through the implementation of the Think, Talk, Write (TTW) model, it has great potential to improve self-confidence and student learning outcomes. Through critical thinking, collaborative discussions, and reflective writing, students can develop a deeper understanding of religious teachings and feel more confident in applying them in everyday life. However, despite its great potential, the application of the TTW model in the context of religious learning has not been widely researched, especially at the junior high school level and in the context of Catholic education. This study aims to improve self-confidence and student learning outcomes by using the Think, Talk, Write learning model for students of SMP Budi Murni 3 Medan. This study is a Classroom Action Research (CAR) involving 26 students of Phase D Grades VII-2 Academic Year 2024/2025. The methods used include: planning, implementation, observation, and reflection. Data collection uses observation, documentation, and assessment of test results that have been made in the form of multiple choices. The results show a significant increase in student self-confidence and learning outcomes by using the Think, Talk, Write model. Student self-confidence increased by 16.66%, and student learning outcomes improved by 22.7%. The Think, Talk, Write model has been proven to encourage student active learning, increase self-confidence, and improve student learning outcomes.
PASTORAL CARE AND SOCIAL SUPPORT OF CATHOLIC RELIGIOUS EDUCATION TEACHERS FOR FATHERLESS STUDENTS AT SMA SWASTA RK DELI MURNI DISKI Elisa Br Ginting; Jihan Lucia Manik
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13347

Abstract

Fatherlessness during adolescence may affect emotional security, social adjustment, learning motivation, and self-concept, creating a need for consistent support from significant adults at school. In Catholic schools, Catholic Religious Education teachers occupy a strategic position because their role integrates pedagogical, moral, spiritual, and pastoral dimensions. This study aims to analyze the social support provided by Catholic Religious Education teachers in handling students experiencing fatherlessness at SMA Swasta RK Deli Murni Diski. This study employed a descriptive qualitative approach. The research subjects consisted of 10 participants, including one Catholic Religious Education teacher, one school principal, and eight students experiencing fatherlessness. Data were collected through interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the social support provided by the Catholic Religious Education teacher appeared in four main forms: emotional support, instrumental support, informational support, and appraisal support. Emotional support was reflected in openness, empathy, willingness to listen, confidentiality, and a non-judgmental attitude toward students. Instrumental support was provided through academic guidance, assistance in completing assignments, learning resources, and continuous monitoring of student progress. Informational support was expressed through advice, decision-making guidance, and reflection based on Christian values. Appraisal support was shown through praise, encouragement, and appreciation for students efforts. The study also found that students experiencing fatherlessness faced emotional difficulties, social adjustment problems, decreased learning motivation, and low self-confidence. Thus, Catholic Religious Education teachers function as educators, pastoral companions, and sources of social support that help students feel accepted and valued while strengthening resilience, learning motivation, and a positive self-concept. ABSTRAK Kondisi fatherless pada masa remaja dapat memengaruhi keamanan emosional, penyesuaian sosial, motivasi belajar, dan pembentukan konsep diri sehingga sekolah memerlukan figur pendamping yang mampu memberikan dukungan secara konsisten. Dalam konteks sekolah Katolik, guru Pendidikan Agama Katolik memiliki posisi strategis karena perannya memadukan fungsi pedagogis, moral, spiritual, dan pastoral. Penelitian ini bertujuan untuk menganalisis dukungan sosial guru Pendidikan Agama Katolik dalam menangani siswa yang mengalami fatherless di SMA Swasta RK Deli Murni Diski. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian berjumlah 10 orang, terdiri atas satu guru Pendidikan Agama Katolik, satu kepala sekolah, dan delapan siswa yang mengalami fatherless. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dukungan sosial guru Pendidikan Agama Katolik diberikan dalam empat bentuk utama, yaitu dukungan emosional, dukungan instrumental, dukungan informasional, dan dukungan penghargaan. Dukungan emosional tampak melalui sikap terbuka, empati, kesediaan mendengarkan, menjaga kerahasiaan, dan tidak menghakimi siswa. Dukungan instrumental diwujudkan melalui bimbingan belajar, bantuan dalam menyelesaikan tugas, penyediaan sumber belajar, dan pemantauan perkembangan siswa. Dukungan informasional diberikan melalui nasihat, arahan dalam pengambilan keputusan, serta refleksi berdasarkan nilai-nilai Kristiani. Sementara itu, dukungan penghargaan diberikan melalui pujian, motivasi, dan apresiasi terhadap usaha siswa. Penelitian ini juga menemukan bahwa siswa yang mengalami fatherless menghadapi tantangan berupa gangguan emosional, kesulitan penyesuaian sosial, penurunan motivasi belajar, dan rendahnya kepercayaan diri. Dengan demikian, guru Pendidikan Agama Katolik berperan sebagai pendidik, pendamping pastoral, dan sumber dukungan sosial yang membantu siswa merasa diterima, dihargai, serta lebih mampu mengembangkan ketahanan diri, motivasi belajar, dan konsep diri yang positif.
CLASSROOM MANAGEMENT STRATEGIES OF A CATHOLIC RELIGIOUS EDUCATION TEACHER IN SUPPORTING STUDENTS' LEARNING DISCIPLINE AT SMA NEGERI 1 SILAEN Mega Sitanggang; Elisa Br Ginting
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.13764

Abstract

Preliminary observation at SMA Negeri 1 Silaen indicated that students' learning discipline was not yet fully optimal, as reflected in tardiness, inconsistent attention, and uneven responsibility for completing assignments. This study aims to describe the classroom management strategies used by a Catholic Religious Education teacher to support students' learning discipline and the manifestations of that discipline. The study employed a qualitative descriptive design. Ten informants were selected purposively: one principal, one Catholic Religious Education teacher, and eight students. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through coding, category development, data display, and conclusion drawing. Data credibility was examined through source and technique triangulation. The findings show that the most prominent strategy, consistently supported across data sources, was the establishment of clear behavioral expectations combined with supportive communication and humane corrective guidance. Other strategies included preventive monitoring, redirecting students to learning tasks, and habituating orderly behavior through repeated explanation, modeling, and practice. These strategies were reflected in rule compliance, responsibility for completing assignments, and orderly participation, although tardiness, limited attention, and inconsistent learning responsibility remained among some students. The study confirms that classroom management in Catholic Religious Education functions as a pedagogical process for developing discipline, responsibility, self-control, and mutual respect. ABSTRAK Observasi awal di SMA Negeri 1 Silaen menunjukkan bahwa disiplin belajar siswa belum sepenuhnya optimal, yang tampak pada keterlambatan, perhatian yang tidak konsisten, dan tanggung jawab penyelesaian tugas yang belum merata. Penelitian ini bertujuan untuk mendeskripsikan strategi pengelolaan kelas guru Pendidikan Agama Katolik dalam mendukung disiplin belajar siswa serta manifestasi disiplin tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif. Informan dipilih secara purposif dan berjumlah 10 orang, terdiri atas 1 kepala sekolah, 1 guru Pendidikan Agama Katolik, dan 8 siswa. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui pengodean, pengelompokan kategori, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa strategi yang paling menonjol dan paling konsisten didukung oleh seluruh sumber data ialah penetapan ekspektasi perilaku yang jelas yang dipadukan dengan komunikasi suportif serta teguran korektif yang humanis. Strategi lain meliputi pemantauan preventif, pengalihan kembali perhatian siswa pada tugas, serta pembiasaan perilaku tertib melalui penjelasan, keteladanan, dan praktik berulang. Strategi tersebut tercermin pada kepatuhan terhadap aturan, tanggung jawab menyelesaikan tugas, dan partisipasi yang tertib, meskipun keterlambatan, kurang fokus, dan tanggung jawab belajar yang belum konsisten masih ditemukan pada sebagian siswa. Temuan ini menegaskan bahwa pengelolaan kelas dalam Pendidikan Agama Katolik berfungsi sebagai proses pedagogis untuk membentuk disiplin, tanggung jawab, pengendalian diri, dan sikap saling menghargai.
Recontextualizing gendang lima sendalanen through big band arrangement for cultural tourism Pulumun Peterus Ginting; Frinawaty Lestarina Barus; Yakobus Ndona; Lamhot Basani Sihombing; Lanang Riyadi; Elisa Br Ginting
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993010

Abstract

This study examines a practice-based approach to recontextualizing Karo Gendang Lima Sendalanen repertoire into a big band format for cultural tourism applications. The study addresses the challenge of presenting repertoire associated with ritual contexts in contemporary performance settings while retaining identifiable musical characteristics. A qualitative, practice-based design was employed through four stages: pre-application, application, post-application, and reporting. “Simelungun Rayat,” “Odak-Odak,” and “Patam-Patam” were purposively selected based on contrasting musical characteristics and adaptation potential. Data were generated through interviews, focus group discussions, document analysis, participatory observation, and iterative composition development. The adaptation retained selected melodic contours, rhythmic motifs, and structural characteristics while mapping them onto big band instrumentation. The arrangements were reviewed by academic and performance practitioners and refined through rehearsal. Thirty Music Education students participated as performers and received training before a performance on November 10, 2023. The study produced three big band scores, performance documentation, and copyright documentation. The findings demonstrate the feasibility of producing contemporary arrangements in which selected musical characteristics remain identifiable. Because the performance was conducted in an academic rather than tourism setting, the study does not establish tourist reception or tourism impact. The contribution is positioned as a practice-based adaptation framework and prototype for further evaluation in tourism settings.
ADDRESSING FATHERLESSNESS IN SCHOOLS: CATHOLIC RELIGIOUS EDUCATION TEACHERS AT SMA ST. THOMAS 4 BINJAI Elisa Br Ginting; Nirmala Sari Limbong
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.14328

Abstract

The phenomenon of fatherlessness has become an important concern in education as it may influence students emotional, social, moral, and spiritual development. In the context of Catholic schools, the role of Catholic Religious Education teachers as pedagogical pastoral companions is essential in providing holistic support for students experiencing the absence of a father figure. However, studies examining the role of religious education teachers in addressing fatherlessness at the Catholic senior high school level remain limited. This study is needed to understand how religious education can serve as a pedagogical pastoral space to support students experiencing the loss of a father figure without generalizing their individual experiences. This research is significant because schools require sensitive and contextual support to address the diverse needs of students experiencing fatherlessness, while empirical evidence regarding the integration of pedagogical-pastoral accompaniment by Catholic Religious Education teachers remains scarce. This study employed a descriptive qualitative approach with a case study design involving ten informants: one Catholic Religious Education teacher, one school principal, and eight students identified as experiencing fatherlessness. Data were collected through interviews, observations, and documentation, and were analyzed through data reduction, thematic data presentation, and conclusion drawing using source and technique triangulation. The findings reveal that teachers perform interconnected roles as educators of faith and morality, spiritual guides, Christian role models, facilitators of religious activities, and developers of contextual learning. The most significant finding indicates that accompaniment becomes more meaningful when prayer and religious activities extend beyond routine practices and are integrated with empathetic personal relationships, role modeling, moral strengthening, and school collaboration. Students’ responses to fatherlessness were heterogeneous; some experienced decreased motivation, emotional regulation difficulties, aggressive behavior, or negative self-perception, while others maintained motivation and self-confidence. This study confirms that Catholic Religious Education can function as a pedagogical-pastoral space that complements school support for students experiencing fatherlessness without viewing them as a homogeneous group. ABSTRAK Fenomena fatherlessness menjadi perhatian dalam dunia pendidikan karena dapat memengaruhi perkembangan emosional, sosial, moral, dan spiritual siswa. Dalam konteks sekolah Katolik, peran Guru Pendidikan Agama Katolik sebagai pendamping pedagogis pastoral menjadi penting untuk memberikan dukungan yang holistik bagi siswa yang mengalami ketiadaan figur ayah. Namun, kajian mengenai peran guru agama dalam menangani fatherlessness pada jenjang SMA Katolik masih terbatas. Kajian ini diperlukan untuk memahami bagaimana pendidikan agama dapat menjadi ruang pedagogis pastoral dalam mendukung siswa yang mengalami kehilangan figur ayah tanpa melakukan generalisasi terhadap pengalaman mereka. Penelitian ini penting karena sekolah memerlukan dukungan yang peka terhadap keragaman kebutuhan siswa dengan fatherlessness, sementara bukti empiris tentang integrasi pendampingan pedagogis-pastoral oleh Guru Pendidikan Agama Katolik pada jenjang SMA Katolik masih terbatas. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus dan melibatkan sepuluh informan, yaitu satu Guru Pendidikan Agama Katolik, satu kepala sekolah, dan delapan siswa yang memenuhi kriteria fatherlessness. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data secara tematik, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menjalankan peran yang saling terhubung sebagai pendidik iman dan moral, pembimbing spiritual, teladan hidup Kristiani, fasilitator kegiatan keagamaan, serta pengembang pembelajaran kontekstual. Temuan yang paling menonjol menunjukkan bahwa pendampingan menjadi lebih bermakna ketika doa dan kegiatan keagamaan tidak berhenti sebagai rutinitas, tetapi dipadukan dengan relasi personal yang empatik, keteladanan, penguatan moral, dan kolaborasi sekolah. Respons siswa juga bersifat heterogen: sebagian mengalami penurunan motivasi, kesulitan regulasi emosi, perilaku agresif, atau persepsi diri negatif, sedangkan sebagian lain tetap termotivasi dan percaya diri. Penelitian ini menegaskan bahwa Pendidikan Agama Katolik dapat berfungsi sebagai ruang pedagogis-pastoral yang melengkapi dukungan sekolah bagi siswa yang mengalami fatherlessness tanpa menganggap mereka sebagai kelompok yang homogen.
Implementing Multicultural Education Through Relationships with School Social Capital to Promote Social Harmony Elisa Br Ginting; Agus Basuki; Eva Imania Eliasa; Johannes Sohirimon Lumbanbatu
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 5 No 1 (2023): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v5i1.214

Abstract

Artikel ini merupakan hasil kerja lapangan yang dilakukan di sejumlah pesantren di wilayah Medan. Tujuan utamanya adalah untuk rumusan awal masalah, yakni untuk mengeksplorasi proses pendidikan antar budaya dan menemukan mekanisme harmonisasi di sekolah. Yang kedua dibahas tentang berbagai kebijakan yang telah diterapkan untuk menciptakan iklim yang mendorong praktik harmonisasi. Proses harmonisasi ini sangat penting untuk mengembangkan iklim sekolah dan lingkungan belajar yang toleran, damai, dan saling menghargai. Ide kedua yang ingin ditelaah oleh penulis dalam esai ini adalah rencana sekolah dalam mengimplementasikan pendidikan multikultural dengan menggunakan modal sosialnya sendiri. Data yang diperoleh dengan menggunakan metode kualitatif dan metodologi studi kasus menunjukkan bahwa sekolah memiliki kewajiban dan harapan berupa visi dan misi yang dapat meningkatkan persatuan menuju sekolah multikultural. Para peneliti sampai pada kesimpulan bahwa sekolah lebih dari sekadar tempat transfer informasi antara guru dan murid di bawah arahan kurikulum. Sekolah juga tempat di masyarakat. Pendidikan sehari-hari termasuk pendidikan antar budaya. Modal sosial yang digunakan adalah modal sosial yang dikemukakan oleh James Coleman, yang dimiliki oleh masing-masing komunitas. Di sini, kita melihat bahwa untuk melestarikan komunitasnya, warga sekolah perlu memiliki sumber daya. Dalam hal ini, keharmonisan dalam interaksi sosial sekolah
Co-Authors Abdi Guna Sitepu Agus Basuki Aladin F Tinus Ginting Anis Tri Yuliana Barus, Frinawaty Lestarina Br Ginting, Monika Handayani Din Oloan Sihotang Ermina Waruwu Eva Imania Eliasa Evani Simamora Faimau, Gabriel Jihan Lucia Manik Johannes Sohirimon Lumbanbatu Lamhot Basani Sihombing Lanang Riyadi Liber Siagian Lumbanbatu, Johannes Sohorimon Manalu, Sherly Yasinta Mariana Siregar Mega Sitanggang Ndona, Yakobus Ndona, Yakobus Nirmala Sari Limbong Nurul Hidayatul Ulum Paulinus Tibo Pulumun Peterus Ginting Sherly Yasinta Manalu Simarmata, Petrus Sohirimon Lumbanbatu, Johannes Suwarjo Suwarjo Suwarjo Suwarjo Suwarjo, Suwarjo Tindaon, Ronika