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All Journal KUMARA CENDEKIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Health and Behavioral Science JOURNAL OF PSYCHOLOGY HUMANLIGHT Montessori: Jurnal Pendidikan Kristen Anak Usia Dini Dedicatio: Jurnal Pengabdian Kepada Masyarakat Majalah Ilmiah METHODA Early Childhood Education Development and Studies (ECEDS) Al-Qalbu: Jurnal Pendidikan, Sosial dan Sains SUBSERVE: Community Service and Empowerment Journal Discreet: Journal Didache of Christian Education Multidisciplinary Indonesian Center Journal Jurnal Riset Golden Age PAUD UHO JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Fredericksen Victoranto Amseke
Institut Agama Kristen Negeri Kupang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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Penggunaan Media Gambar Dan Kartu Huruf Dalam Meningkatkan Kemampuan Bahasa Awal Anak Usia Dini Sriviani Nguru; Beatriks Tanau; Merlin Missa; Desi Sopa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.615

Abstract

Picture media is a visual media in the form of illustrations, photos, or symbols used to help children recognize objects, vocabulary, and meanings concretely. Letter cards are learning media in the form of cards containing letters of the alphabet, usually accompanied by pictures or words, to stimulate the ability to recognize letters and sounds of language. The purpose of this study was to determine the effect of the use of picture media and letter cards on the early language skills of early childhood (AUD) 3-6 years. The method in this study is quantitative. The sampling technique was purposive sampling, namely children aged 3-6 years. The respondents of this study were 20 children aged 3-6 years at Obenasi Kindergarten, Takari District. The data collection technique used a questionnaire with an instrument in the form of a picture media scale and letter cards. The data analysis technique was simple linear regression. The results of the data analysis and discussion that have been carried out, it can be concluded that the use of picture media and letter cards on the early language development of early childhood (AUD) at Obenasi Kindergarten, Takari District has a positive and significant effect on the early language skills of early childhood. This is evidenced by the results of the simultaneous test (F test), which showed a calculated F value of 10.134 with a significance level of 0.005 (<0.05), thus declaring the regression model significant and suitable for use. The coefficient of determination analysis results showed an R-square value of 0.360, meaning that 36% of the variation in early childhood language skills can be explained by the use of pictures and letter cards, while the remaining 64% is influenced by factors outside this research model. It is hoped that the use of pictures and letter cards in Obenasi Kindergarten will provide effective and relevant learning to improve early childhood language skills.
Pengaruh Media Loose Part Terhadap Prososial Anak Usia Dini Patrio Malailehi; Densi Oktavia Bekamalai; Adris Imelda Tabais; Nelci Karel; Esmida Delfiani Betty; Debora Madde; Agnes Meka; Yohanes Lanalo; Yunita Banunaek; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.616

Abstract

Prosocial development is very important for early childhood. One learning method to stimulate children's prosocial development is the use of loose parts media as a strength that forms the basis for the development of creativity, memory stages, group cooperation, vocabulary absorption, concepts of family relationships, self-control, special skills, affection, and cognitive skills. This study aims to determine the effect of loose parts media on the prosocial development of children aged 4-6 years at TK Tunas Baru, Nunkurus Village, East Fatuleu District, Kupang City. This study used quantitative methods. Data collection tools used psychological scales with role playing scale instruments and Child Social Development Scale instruments. The respondents in this study were 20 children aged 4-6 years using a total sampling technique in one PAUD in Nunkurus Village. Data analysis techniques used simple linear regression analysis. The results of this study prove that loose parts media has a positive and significant effect on the prosocial development of children aged 4-6 years by 74%. It is hoped that educators can stimulate children with the loose parts media method so as to improve the prosocial development of early childhood.
Pengaruh Pembelajaran Blended Learning Terhadap Perkembangan Emosional Anak Usia Dini Norlinda Kudji; Fifti Yundi Selan; Adeleide Lasboy; Englintan Dethan; Mesi Reinammah; Dance Babis; Asaria Kamesa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.617

Abstract

Emotional development is an important aspect in supporting early childhood’s ability to adapt, interact, and manage emotions in the learning process. One learning model that is widely implemented today is d-blended learning, which is a combination of online and offline learning. This study aims to determine the effect of blended learning on the emotional development of early childhood. The research method used was quantitative with an ex-post facto research design. The research subjects consisted of 15 children aged 5–6 years at PAUD Saenam Binlaka, selected using a total sampling technique. Data were collected using a Likert-scale questionnaire measuring aspects of emotional regulation, emotional expression, and children’s social relationships in blended learning. Data analysis was conducted using simple linear regression with the assistance of SPSS 25.0. The results showed that blended learning had a positive and significant effect on the emotional development of early childhood, with a significance value of p = 0.009 (< 0.05) and a coefficient of determination of 0.411%. This indicates that the proper implementation of blended learning can support children’s ability to manage emotions, express feelings, and build positive social relationships. Therefore, d-blended learning can be an effective alternative learning strategy to support the emotional development of early childhood.
Peran Kelekatan Ibu Terhadap Perkembangan Sosial Emosional Anak Usia Dini Fredericksen Victoranto Amseke; Naisanu Florawati Naisanu; Uslina Mimin
Early Childhood Education Development and Studies (ECEDS) Vol 6 No 1 (2025): April
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/eceds.v6i1.21148

Abstract

Social emotional development is an important aspect that influences mother's attachment to early childhood. The aim of this research is to determine the influence of maternal attachment on the social emotional development of children aged 5-6 years. The method in this research is quantitative. The sampling technique was purposive sampling, namely children aged 5-6 years (class B). The respondents for this research were 60 children aged 5-6 years at TK Bethlehem Oesapa Barat, Kupang City. The data collection technique uses a questionnaire with instruments in the form of scales of maternal attachment and social emotional development. The maternal attachment scale developed by Armsden dan Greenberg (2009) is called the Inventory of Parent. The social emotional development scale developed by Squires, Bricker dan Twombly (2002) is called the social emotional development scale. The data analysis technique is simple linear regression. The results of these findings found that maternal attachment had a positive and significant effect on the social emotional development of children aged 5-6 years by 13.1%, which means that the better the maternal attachment, the better the social emotional development of early childhood. It is hoped that mothers can establish a safe and comfortable relationship with their children, understand the needs and characteristics of children which can influence mental health in the social emotional development of early childhood.
PERAN GURU DALAM PEMBENTUKAN KARAKTER RELIGIUS ANAK USIA DINI Imelda T. Kase; Fredericksen Victoranto Amseke
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 1 No. 2 (2024): Vol. 1 No. 2 Edisi April 2024
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v1i2.110

Abstract

Religious character is an aspect of personality that is instilled in children from an early age in the task of moral and religious development. The aim of the research is to determine the role of teachers in forming the religious character of early childhood children aged 4 - 6 years at PAUD Taruna Elim Kuanino, Kupang City. Religious character is a character value in relation to God and is shown in a person's thoughts, words and actions based on divine values ​​and religious teachings. The research method used is a qualitative research method. Data collection techniques through observation, interviews and documentation. The results of the research show that the formation of religious character values ​​in the aspect of worship values ​​is carried out by habituation such as praying before carrying out activities and singing and carrying out activities related to religious character, the formation of religious character in the aspect of disciplinary values ​​related to obedience, obedience and order, the formation of religious character In the aspect of exemplary values, it is applied by being polite in front of children, saying sorry when you make a mistake, saying please when asking for help, saying thank you when you receive something. Habituation methods such as praying before carrying out activities and memorizing prayers and greeting others. Method of telling children about religious and moral values ​​to improve religious character. The field trip method is carried out by visiting places of worship such as mosques and churches.
SOSIALISASI INTERVENSI DINI BAHASA DAN BICARA ANAK SPEECH DELAY Lusadin Kiuk; Neni H. Malailehi; Melince Klau Seran; Daniel B. Bana; Mira D. Lasbaun; Fredericksen Victoranto Amseke
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.190

Abstract

Perkembangan bahasa dan bicara merupakan aspek fundamental dalam tumbuh kembang anak usia dini. Salah satu permasalahan yang umum terjadi adalah keterlambatan bicara atau speech delay yang dapat berdampak pada kemampuan komunikasi, interaksi sosial, dan prestasi akademik anak di masa depan. Metode pengabdian kepada masyarakat adalah metode kualitatif, ceramah interaktif, diskusi  tentang sosialisasi intervensi dini bahsa dan bicara anak speech delay dengan melibatkan 28 orang tua  dan 2 guru di di PAUD Diaspora Oesapa Danau Ina. Hasil kegiatan pengabdian kepada masyarakat ini menemukan bahwa orang tua dan guru mampu memahami pengetahuan mengenai tanda-tanda awal perkembangan bahasa dan bicara anak yang speech delay dan pentingnya deteksi dini serta intervensi yang tepat. Hasil dalam kegiatan ini membuktikan terjadinya peningkatan pengetahuan dan keterampilan secara signifikan dari nilai pre tes dan post tes yakni 50% menjadi 93%. Dengan kegiatan ini dapat meningkatkan kesadaran  dan pengetahuan serta ketrampilan kepada orang tua dan guru untuk mendukung dan membantu perkembangan bahasa dan bicara anak speech delay. Kegiatan ini merekomendasikan adanya kerja sama antara sekolah, keluarga dan tenaga ahli profesional dalam menangani anak-anak yang mengalami masalah pada perkembangan bahasa dan bicara anak yang speech delay.
PENGUATAN DEEP LEARNING (MINDFULL, MEANINGFULL & JOYFULL) BAGI PERKEMBANGAN ANAK USIA DINI DI TK NEGERI PEMBINA KABUPATEN ENDE Fredericksen Victoranto Amseke; Kaleb Lelo; Jendriadi Banoet; Engelbertus Seran; Paulina Kale Uke
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.193

Abstract

Deep Learning merupakan pendekatan pedagogis yang melibatkan mindfull, meaningfull dan joyfull yang sangat penting bagi perkembangan anak usia dini melalui pengalaman langsung dan interaktif baik di dalam ruangan maupun di luar ruangan untuk meningkatkan kemampuan kognitif, motorik, sosial, imajinasi, kreativitas, problem solving dan kemampuan berpikir kritis anak usia dini. Kegiatan ini bertujuan untuk memberikan pengetahuan dan pemahaman serta keterampilan kepada guru untuk merancang dan mengelola pembelajaran mendalam sebagai pendekatan pedagogis yang melibatkan mindfull, meaningfull dan joyfull kepada anak usia dini. Metode dalam kegiatan dengan pendekatan partisipatif kolaboratif atau theory participatory rural appraisal yang memadukan ceramah interaktif, demonstrasi, praktik langsung, dan pendampingan dalam menyusun perangkat pembelajaran mendalam. Pelatihan ini melibatkan 25 guru dan kepala satuan PAUD di Kabupaten Ende. Hasil dalam kegiatan ini membuktikan terjadinya peningkatan pengetahuan dan keterampilan secara signifikan dari nilai pretes dan posttes yakni 60% menjadi 96%. Diharapkan guru sebagai perancang, pelaksana dan evaluator untuk merancang pembelajaran yang kreatif dan menyenangkan yang melibatkan mindfull, meaningfull dan joyfull yang sangat penting bagi perkembangan anak usia dini.
Implementation  Of Deep Learning Models To The Cognitive Development Of Early Childhood Rita Fay; Ester Klakik; Genoveva Beto; Selvina Kristina Baitanu; Yona M. Masu; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.820

Abstract

Cognitive development is an important aspect influenced by the application of learning models in early childhood. The aim of this research is to determine the effect of the application of the deep learning model on the cognitive development of children aged 4–5 years at PAUD Weldy Kuanheum. The method used in this research is quantitative with an ex-post facto research design. The sampling technique used total sampling, comprising all 10 children aged 4–5 years at PAUD Weldy Kuanheum. Data were collected using questionnaires with instruments in the form of a deep learning model scale and a cognitive development scale. The data analysis technique used was simple linear regression with the SPSS 25.0 program. The results found that the deep learning model had a positive and significant effect on the cognitive development of children aged 4–5 years, with an R Square value of 0.213, or 21.3%, while the remaining 78.7% was influenced by other factors. The value of p = 0.001 (p < 0.05) indicates that the hypothesis is accepted. This shows that the consistent and structured application of the deep learning model can have a meaningful impact on the cognitive development of early childhood. It is expected that teachers can implement a deep learning model based on the principles of Mindful, Meaningful, and Joyful learning, in order to create child-centered learning, so that children feel active, comfortable, enthusiastic, and motivated in developing their cognitive abilities and critical thinking skills from an early age.
Penerapan Model Pembelajaran Sentra Terhadap Perkembangan Kemampuan Sosial Emosional Anak Usia Dini Yeni Patriziana Regina Penuam; Rini Sansindi Taneo; Naomi Pitay; Nirlen Betti; Enderikanihu Fallo; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.828

Abstract

Early Childhood Education represents a critical period that significantly influences children's future development, particularly social-emotional development, which is essential for learning success and social interaction. This study aimed to measure the level of social-emotional development among children aged 4–6 years and to analyze the influence of the center-based learning model on their social-emotional development at PAUD Efrata Karisin, Kupang Regency, East Nusa Tenggara. The study employed a quantitative approach with an ex post facto design. The population and sample consisted of 20 children selected through total sampling. Data were collected using observation sheets, teacher interviews, and learning activity documentation. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that most children’s social-emotional development was in the low category (45%). Interview results further indicated that some children still experienced difficulties in taking turns, sharing, and resolving conflicts with peers. Hypothesis testing demonstrated a positive and significant effect of the center-based learning model on children’s social-emotional development, with a contribution of 6.4%. These findings suggest that the implementation of center-based learning, which aligns with the principles of meaningful, mindful, and joyful learning, contributes positively to children’s social-emotional development. However, greater consistency in implementing the learning model, along with active parental involvement, is needed to optimize developmental outcomes.
The Application Of The Discovery Learning Model In Improving Early Childhood Cognitive Development Septinia Lae; Risna Bureni; Inka Nenometa; Elda Haekase; Riwanti Sio; Habel Lauren; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.829

Abstract

Background: Cognitive development is a fundamental aspect of early childhood education because it supports children's ability to think, understand concepts, and solve problems. Although many studies have reported the effectiveness of Discovery Learning, limited evidence has examined its implementation using an ex post facto design in authentic classroom settings. Objective: This study aimed to examine the effect of the Discovery Learning method on the cognitive development of children aged 5–6 years at TK Cemara Liliba, Kupang City. Method: A quantitative approach with an ex post facto design was employed involving 18 children selected through total sampling. Data were collected using Discovery Learning and cognitive development scales based on Bruner's learning theory and Piaget's cognitive development theory and analyzed using descriptive statistics and simple linear regression. Results: Discovery Learning had a positive and significant effect on children's cognitive development, with an R Square value of 0.286, indicating a contribution of 28.6%. The mindful, meaningful, and joyful dimensions also supported children's active engagement during learning. Novelty: This study provides empirical evidence of the effectiveness of Discovery Learning using an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Discovery Learning can enhance children's cognitive development and provide practical guidance for teachers in designing exploration-based learning activities.
Co-Authors Ade Marlin Kaat Adeleide Lasboy Adriana Lape Adris Imelda Tabais Agnes Meka Agnes Tefa Aguinda Missa Ai Ratika Akwila Kase Alesandra Atty Alfonia Tanaob Alia Kono Alika Adina Ajaib Tabe Amelia Lole Amida Riapa Nadila Nenohai Angki Tolang Ani Lawu Nedi Anita A. Hege Udju Ann Hazzeltine Mau Tellu Apri Laos Apriani Aplunggi Apriani Yakoba Asamani Ariani Liukae Ariyanti Tafuli Asaria Kamesa Beatriks Tanau Becina Damira Ottu Berta Yulinda Suan Beti Fadila Tapen Chantika Marsa Karisma Ndoen Clarenthia Henderina Sakan Dance Babis Daniel B. Bana Debora Kamuilut Debora Madde Deby Suriyani Manimau Defrin Waang Dela Astriwanti Tunmuni Delfi Natalia Baunsele Delila Plaikol Delsia Ninurasa Delta Ullu Delti Fallo Demarlin Talan Demarti Eny Densi Oktavia Bekamalai Desi Agustina Bekak Desi Alyani Liufeto Desi Katarina Saepito Desi Sopa Desmi Halena Jeke Deterisa Kase Dewita Rumaseb Dian Lestari Anakaka Dicesya Bunga Dikson Lenamah Dince Mariana Bulan Dinda Snae Dominikus Lau Efa Nomtanis Elda Haekase Elias Matias Laure Elsa Juwyta Nome Elsa Mariana Pian Ema Dayanti Mnir Emil Lassa Enderikanihu Fallo Engelbertus Seran Englintan Dethan Erlin Sonlai Esi Debora Alokabel Esi Soe Esmida Delfiani Betty Ester Klakik Eunike laa Evi Siti Sonia Falen Lay Fany Sarci Herlinda Nome Fasni Sanam Febi Priska Huki Febriyanti Bifel Feni Sefniarti Kase Fenti Bani Fenti Oematean Feorintina Gloria Ester Atimeta Feren Kituhoma Feti Hendrina Oematan Fici Katrina Kanni Fifti Yundi Selan Freska Reti Therina Kefi Fridolina Lamak Genoveva Beto Gina Raudatul Janah Givendy Tnunay Gladys Suryaniputri Hinadonu Godi Liva Fobia Grace Bernadeth Sipa Grace Selan Gracia Fortuna Habel Lauren Hagar Landjen Hariyeta M.G. Banunaek Hawila Rassi Heppy Maumeling Ida Oematan Idayanti Kargena Imas Masitoh Imelda T. Kase Inka Nenometa Inko Deslin Tiumate Iren Hede Irma Nubatonis Irma Sesfa&#039;o Itin Nenosaban Jelisje Ndolu Jendriadi Banoet Jeri Koebanu Jerisky Terlin Bani Jetri Alimia Kamlasi Jhon Medion Maifani Josi Fernanda Tefa Josimoni Rilina Leba Juan Flegon Fernando Moni Junirna A. Knaufmone Kaleb Lelo Kaleb Lelo Karjo Donisius Djaha Ketty Kase Kevi Stevani Nokas Krismiyati Kana Ledi Bulla Lita Yumarsi Hano Lusadin Kiuk Mairda Yuventi Baksuni Mamima Laulet Mamy Elisabeth Natbais Maretni Nopus Maria Asadama Maria Banunaek Maria Fahik Maria I.M. Hetmina Maria Marsanda Mego Maria Yoaknia Taneo Mariam Klomang Mariance Paut Marina Anone Marlen Bara Lay Marni Taneo Marselmi Neno Uran Martheda Paut Maya Bani Maya Sri Tapenu Meisye Haobenu Melani Nees Melida Kadja Melince Klau Seran Merfin Merlina Anin Meri Natun Meriance Karmalei Merianus Maifani Merlin Missa Mesi Reinammah Metri Ameliana Taneo Metriana Bansole Meyzia Susang Mia Laosan Mina P. Bengoe Lede Mira D. Lasbaun Miranda Moni Muni Hermina Myriam Stifania Tamelab Naisanu Florawati Naisanu Nalle, Efraim Semuel Naomi Pitay Nelci Karel Nenci Tefi Neni H. Malailehi Neti Manao Neti Yulianti Olla Nifren T Talan Nirlen Betti Nofi Tefa Nofri Teflopo Noldiana Natonis Noldiana Nompetus Nonce Herlina Mailan Norfita Tanau Norlinda Kudji Novriana Yanti Manafe Nusi Liventri Mafefa Oktifina Loni Sabila Ordia Nubatonis Oreasa Bernadus Tuauni Orvinanto Sabneno Patrio Malailehi Paulina Kale Uke Petrus Logo Radja Pia Adolpah Tari Prety Tamelab Priska Modesty Kotta Priska Oematan Puput Kartiqha Airtur Putri Elisabeth Kolly Putri Novryanti Nesimnasi Putri Tanesib Reni Rambu Kareri Rensi Wadu Netu Restimar Tanti Abanat Resty Taneo Retno J. K. Lopo Retno J.K Lopo Rianti Benu Richard S. Tolang Rinensi Alvionita Lodo Rini Missa Rini Sansindi Taneo Risna Bureni Risnawati Marzuki Rita Fay Rita Rita Riwanti Sio Rosalia Blegur Sara Lodia Selly Sarita Natumnea Sebriana Yakob Sefanya Halla Sefrianti Tanaem Selfi Jerwanti Bako Selfina Atakari Selvi Wahi Selvina Kristina Baitanu Semsry Lakes Sentika Jenbeka Septinia Lae Seriyana Karlau Sheryl Nathasya Siktimu Sifra Yulti Nisipeni Sindi Lestari Haumeni Sindy Gambella Bessie Sintya Binti Fola Besi Sisilia Susana Naklui Sonia Melani Banik Sonia Sonia Sri Mariani Lomi Wadu Sriviani Nguru Susan E. Betty Tadeus Tea Taroci Neolaka Tertulus Daeng Patta Tirsa Elik Trisora Lauleti Uslina Mimin Vebi Frare Veni Bara Lay Venia Fangidae Vini Tenis Virgin Mulle Vitha Eky Weli Magtelda Meor Wonis Mailan Yalen Neonleni Yandi Failed Yanpitherszon Liunokas Yanti Tefa Yardi Haninuna Yelsi Benu Yeni Faitmoes Yeni Felpina Lasena Yeni Patriziana Regina Penuam Yesaya Binoni Bayang Yeti Anggiani Baun Yeti Bobu Arulina Yetri Triwira Neolaka Yoban Nicanor Marwanto Daud Yohanes Lanalo Yona M. Masu Yubita Epifani Bobsuni Yublina Sofians Maniti Yufilda Tlonaen Yufita Seubelan Yuliana Nata Yulinda Bani Yulinda Magdalena Humau Yulinda Yulinda Yulmi Elisabeth Manno Yumiati Snaen Yumida Maria Ora Yuni Hano Yunita Banunaek Yunita Raikou Yunita Tampani Yustina Indriyani Dhelo