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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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Application Of Thematic Pop Up Book Media In Improving Language Ability Of Children Aged 4–5 Years Feorintina Gloria Ester Atimeta; Puput Kartiqha Airtur; Yustina Indriyani Dhelo; Yufita Seubelan; Yesaya Binoni Bayang; 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.v2i2.830

Abstract

Background: Language ability is a fundamental aspect of early childhood development as it supports communication, comprehension, and expression skills. However, limited empirical evidence has examined the use of thematic Pop Up Book media in authentic classroom settings using an ex post facto design. Objective: This study aimed to examine the effect of thematic Pop Up Book media on the language ability of children aged 4–5 years at PAUD Nekafhonis. Method: A quantitative approach with an ex post facto design was employed involving 17 children selected through total sampling. Data were collected using thematic Pop Up Book media and language ability scales and analyzed using descriptive statistics and simple linear regression with SPSS 25.0. Results: The findings revealed that thematic Pop Up Book media had a positive and significant effect on children’s language ability, with an R Square value of 0.242, indicating a contribution of 24.2%. The significance value was 0.045 (p < 0.05), confirming the hypothesis. Novelty: This study provides empirical evidence of the effectiveness of thematic Pop Up Book media in improving early childhood language ability within a real classroom context using an ex post facto design. Conclusion: Consistent and structured implementation of thematic Pop Up Book media can significantly enhance children’s language development and support active learning in early childhood education.
Development Of Early Childhood Creativity With Physical Motor Skills Using Project-Based Learning At Cemara Liliba Kindergarten Orvinanto Sabneno; Adriana Lape; Fenti Bani; Yuni Hano; Maria Fahik; Defrin Waang; 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.v2i2.831

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate ideas, solve problems, and express themselves through meaningful learning experiences. However, empirical evidence regarding the implementation of Project-Based Learning using an ex post facto design in authentic early childhood classroom settings remains limited. Objective: This study aimed to examine the effect of Project-Based Learning on the creativity development of children aged 5–6 years at Cemara Liliba Kindergarten. Method: A quantitative approach with an ex post facto design was employed involving 20 children selected through purposive sampling. Data were collected using Project-Based Learning and creativity instruments based on relevant theoretical indicators and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that Project-Based Learning had a positive and significant effect on children's creativity development, with an R Square value of 0.304, indicating a contribution of 30.4%. The implementation of mindful, meaningful, and joyful learning activities also supported children's active engagement during project-based learning. Novelty: This study provides empirical evidence of the effectiveness of Project-Based Learning in enhancing early childhood creativity through an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Project-Based Learning can effectively foster children's creativity and provide practical guidance for teachers in designing meaningful, child-centered learning experiences.
Penerapan Model Deep Learning Terhadap Pembentukan Karakter Tanggung Jawab Anak Usia Dini Yeti Anggiani Baun; Sri Mariani Lomi Wadu; Apriani Yakoba Asamani; Novriana Yanti Manafe; Sara Lodia Selly; Dominikus Lau; 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.v2i1.836

Abstract

Early childhood education plays a fundamental role in optimizing children's development during the golden age through holistic and integrated learning experiences. One of the current learning approaches that emphasizes meaningful, mindful, and joyful learning is the deep learning model. However, empirical evidence regarding its contribution to the development of responsibility character in early childhood remains limited. Therefore, this study aimed to examine the effect of the deep learning model on the development of responsibility character among children aged 5–6 years at PAUD Diaspora Danau Ina, Kupang City. This study employed a quantitative approach with an ex-post facto design. The respondents consisted of 26 children selected using purposive sampling. Data were collected using questionnaires measuring the implementation of the deep learning model and the development of responsibility character. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. The results revealed that the implementation of the deep learning model was predominantly in the high category (46%), followed by the moderate (35%) and low (19%) categories. Likewise, the development of responsibility character was mostly in the high category (51%), followed by the moderate (25%) and low (24%) categories. The regression analysis demonstrated that the deep learning model had a positive and significant effect on the development of responsibility character (R = 0.444; R² = 0.197; F = 5.906; p = 0.023), indicating that the model contributed 19.7% to the formation of responsibility character, while the remaining 80.3% was influenced by other factors. These findings suggest that the deep learning model can serve as an effective learning approach to strengthen responsibility character in early childhood through active, meaningful, and enjoyable learning experiences, thereby contributing to character education practices in early childhood education institutions.
Perkembangan Model Pembelajaran Berbasis Permainan Sirkuit Dalam Meningkatkan Motorik Halus Anak Usia 4-6 Tahun Putri Elisabeth Kolly; Elsa Mariana Pian; Oktifina Loni Sabila; Sifra Yulti Nisipeni; Desi Katarina Saepito; 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.v2i1.838

Abstract

Fine motor skills are an important aspect of early childhood development through active and enjoyable learning. This study aims to analyze the effect of a circuit-based learning model on the fine motor skills of children aged 4–6 years at Efrata Preschool. The study used a quantitative approach with an ex post facto design. The sample size was 20 children aged 4–6 years, selected using a total sampling technique. Data collection was conducted using a questionnaire consisting of a circuit-based learning model scale and a child's fine motor skills scale that met validity and reliability tests. The data were analyzed using simple linear regression analysis using SPSS version 25.0. The results showed that the circuit-based learning model had a positive and significant effect on the fine motor skills of children aged 4–6 years (p = 0.003 < 0.05). The coefficient of determination (R Square) of 0.381 indicates that the circuit-based learning model contributed 38.1% to children's fine motor development, while the remaining 61.9% was influenced by factors outside the study. Thus, implementing a circuit-based game-based learning model in a structured and consistent manner can be an alternative learning method to optimize fine motor development in early childhood education (PAUD) units.
Application Of Deep Learning Model In Improving Early Childhood Development Meyzia Susang; Yelsi Benu; Rosalia Blegur; Marina Anone; Sarita Natumnea; Selvi Wahi; 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.v2i2.839

Abstract

Background: Cognitive development is an essential aspect of early childhood education as it underpins children’s abilities in thinking, reasoning, problem-solving, and decision-making that support lifelong learning. The Deep Learning model, which integrates mindful, meaningful, and joyful learning principles, is an innovative approach designed to enhance children’s engagement and learning experiences. However, empirical evidence on its effectiveness in relation to cognitive development in real kindergarten settings remains limited. Objective: This study aimed to analyze the relationship between the implementation of the Deep Learning model and the cognitive development of children aged 4–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study used an ex post facto design involving 20 children selected through purposive sampling. Data were collected through observation, interviews, documentation, and cognitive development assessments, then analyzed using descriptive statistics and simple linear regression with SPSS. Results: The findings indicated that the Deep Learning model encouraged active participation, curiosity, and enjoyable learning experiences among children through mindful, meaningful, and joyful activities. However, the regression analysis showed that the relationship between the Deep Learning model and cognitive development was not statistically significant (p > 0.05). The coefficient of determination (R² = 0.088) revealed that only 8.8% of cognitive development variance was explained by the model, while 91.2% was influenced by other factors. Novelty: This study provides empirical evidence of Deep Learning implementation in early childhood classrooms using an ex post facto design. Conclusion: The Deep Learning model created positive learning experiences but did not significantly affect children’s cognitive development.
The Applikation Of Deep Learning Using Loose Part To Enhance Early Childhood Creativity Development Rinensi Alvionita Lodo; Becina Damira Ottu; Maretni Nopus; Dela Astriwanti Tunmuni; Karjo Donisius Djaha; 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.v2i2.840

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The Deep Learning approach integrated with Loose Parts media has been introduced as an innovative child-centered learning strategy that promotes mindful, meaningful, and joyful learning. However, empirical evidence regarding its implementation in authentic early childhood classrooms remains limited. Objective: This study aimed to analyze the effect of the Deep Learning approach integrated with Loose Parts media on the creativity development of children aged 4–5 years at PAUD Joel, Kupang City. Method: This quantitative study employed an ex post facto research design involving 20 children selected through total sampling. Data were collected using observation, documentation, and creativity assessment instruments and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the implementation of the Deep Learning approach with Loose Parts media had a positive and statistically significant effect on children's creativity development (p < 0.05). The coefficient of determination (R² = 0.131) indicated that the approach explained 13.1% of the variance in creativity development, while the remaining variance was influenced by other factors. Novelty: This study provides empirical evidence of integrating the Deep Learning approach with Loose Parts media through an ex post facto design in an authentic early childhood education setting. Conclusion: The Deep Learning approach with Loose Parts media can positively support children's creativity development by providing meaningful, exploratory, and child-centered learning experiences.
3R Based Learning Method (Reuse, Reduce, Recycle) In Enhancing Early Childhood Creativity Hawila Rassi; Taroci Neolaka; Ariyanti Tafuli; Merianus Maifani; Debora Kamuilut; 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.v2i2.841

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it enables children to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The 3R-Based learning method (Reuse, Reduce, Recycle) has emerged as an innovative and environmentally friendly instructional approach that encourages children to explore, reuse, and recycle materials while fostering creativity and environmental awareness. However, empirical evidence regarding its implementation in authentic early childhood education settings remains limited. Objective: This study aimed to analyze the effect of the 3R-Based learning method on the creativity of children aged 4–5 years at PAUD Cahaya Pasar Tani Kolhua. Method: This quantitative study employed an ex post facto research design involving 25 children selected through total sampling. Data were collected using questionnaires measuring the implementation of the 3R-Based learning method and children's creativity and were analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the 3R-Based learning method had a positive and statistically significant effect on children's creativity (p = 0.002; p < 0.05). The coefficient of determination (R² = 0.342) indicated that the method explained 34.2% of the variance in children's creativity, while 65.8% was influenced by other factors. Novelty: This study provides empirical evidence of implementing the 3R-Based learning method through an ex post facto design in an authentic early childhood education setting by integrating environmental sustainability with creativity development. Conclusion: The 3R-Based learning method can effectively support early childhood creativity by providing meaningful, exploratory, and environmentally oriented learning experiences.
Application Of Model-Based Learning To The Social And Emotional Development Of Early Childhood Delta Ullu; Metri Ameliana Taneo; Resty Taneo; Maria Yoaknia Taneo; Sintya Binti Fola Besi; 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.v2i3.844

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it influences children's ability to regulate emotions, cooperate with peers, communicate effectively, and adapt to their learning environment. Objective: This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the social-emotional development of children aged 5–6 years at TK GMIT Sion Camplong. Method: A quantitative study employing an ex post facto design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring children's social-emotional development and were analyzed using descriptive statistics and simple linear regression with SPSS version 25. Results: The findings demonstrated that the implementation of the Problem-Based Learning model had a positive and statistically significant effect on children's social-emotional development (p < 0.05). The coefficient of determination (R² = 0.119) indicated that the PBL model explained 11.9% of the variance in children's social-emotional development, while the remaining 88.1% was influenced by other factors beyond the scope of this study. Improvements were observed in children's cooperation, emotional regulation, self-confidence, empathy, and social interaction during classroom activities. Novelty: This study provides empirical evidence regarding the implementation of Problem-Based Learning within an authentic early childhood classroom context to strengthen social-emotional competencies. Conclusion: Problem-Based Learning is an effective child-centered instructional approach for promoting the social-emotional development of children aged 5–6 years.
The Implementation of Cooperative Learning to enhance Religious and Moral Values In Early Childhood Nenci Tefi; Yunita Raikou; Eunike laa; Yandi Failed; Yulinda Yulinda; 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.v2i3.845

Abstract

Background: Religious and moral development is a fundamental aspect of early childhood education because it shapes children's character, values, and positive behaviour through meaningful learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Cooperative Learning model and the religious and moral development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 22 children selected through total sampling. Data were collected using structured observation instruments assessing Cooperative Learning implementation and children's religious and moral development. Descriptive statistics and simple linear regression were performed using SPSS version 25. Results: The descriptive findings indicated that most children demonstrated moderate to high levels of Cooperative Learning participation and religious and moral development. However, regression analysis revealed no statistically significant relationship between Cooperative Learning and children's religious and moral development (p = 0.353 > 0.05). The coefficient of determination (R² = 0.043) showed that Cooperative Learning explained 4.3% of the variance, while 95.7% was attributable to other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of Cooperative Learning in an authentic early childhood classroom while highlighting the limited contribution of classroom learning alone to children's religious and moral development. Conclusion: Cooperative Learning creates meaningful, collaborative, and enjoyable learning experiences; however, strengthening children's religious and moral values requires continuous support through teacher modelling, parental involvement, and consistent moral habituation.  
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Miranda Moni; Nofi Tefa; Idayanti Kargena; Itin Nenosaban; Angki Tolang; 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.v2i3.846

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it enables children to regulate emotions, cooperate with peers, communicate effectively, and establish positive social relationships. Storytelling is considered an appropriate child-centered learning method for fostering these competencies through meaningful and engaging learning experiences. Objective: This study aimed to examine the relationship between the implementation of the storytelling method and the social-emotional development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 20 children selected through total sampling. Data were collected using structured observation and child development assessment instruments. Descriptive statistics and simple linear regression analyses were performed using SPSS version 25. Results: The findings revealed that the storytelling method had a positive and statistically significant relationship with children's social-emotional development (F = 6.155; p = 0.023 < 0.05; t = 2.481; p = 0.023). The coefficient of determination (R² = 0.255) indicated that storytelling explained 25.5% of the variance in children's social-emotional development, while 74.5% was influenced by other factors beyond this study. Novelty: This study provides empirical evidence regarding the contribution of storytelling to children's social-emotional development within an authentic kindergarten classroom context. Conclusion: Storytelling is an effective child-centered learning approach for promoting children's social-emotional development through meaningful, interactive, and engaging learning experiences.
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