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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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Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Yubita Epifani Bobsuni; Demarti Eny; Inko Deslin Tiumate; Irma Sesfa'o; Jetri Alimia Kamlasi; 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.v2i3.850

Abstract

Background: Emotional intelligence is a fundamental aspect of early childhood development because it influences children's ability to recognize and regulate emotions, demonstrate empathy, cooperate with peers, and establish positive social relationships. However, many preschool children continue to experience difficulties in emotional regulation and social interaction, indicating the need for appropriate learning strategies. Objective: This study aimed to examine the effect of the storytelling method on the emotional intelligence of children aged 4–5 years at PAUD Taruna Elim. Method: A quantitative study employing a quasi-experimental one-group pretest–posttest design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments and analyzed using descriptive statistics and simple linear regression with SPSS. Results: The findings indicated that the storytelling method was positively associated with children's emotional intelligence; however, the relationship was not statistically significant (p = 0.146 > 0.05). The coefficient of determination (R² = 0.114) showed that the storytelling method explained 11.4% of the variance in children's emotional intelligence, while 88.6% was influenced by other internal and external factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of storytelling in an authentic early childhood classroom while highlighting the limited contribution of classroom storytelling alone to children's emotional intelligence. Conclusion: Storytelling can support emotional learning experiences, but its effectiveness should be strengthened through interactive classroom activities and continuous collaboration between teachers and parents.
Application Of Deep Learning Model Towards The Instillation Of Moral Values In Early Childhood Trisora Lauleti; Sindi Lestari Haumeni; Fici Katrina Kanni; Rianti Benu; Jhon Medion Maifani; Elsa Juwyta Nome; 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.v2i3.851

Abstract

Background: Moral value development is a fundamental aspect of early childhood education because it shapes children's character, responsibility, honesty, respect, and positive social behaviour. The implementation of the Deep Learning model, which emphasizes meaningful, mindful, and joyful learning, is expected to support children's moral development through active and contextual learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Deep Learning model and the moral value instillation of children aged 5–6 years at TK Cemarah Liliba. Method: This quantitative study employed an ex post facto correlational design involving 21 children selected through total sampling. Data were collected using a structured questionnaire measuring the implementation of the Deep Learning model and children's moral values and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Pearson Product Moment correlation, simple linear regression, the coefficient of determination, and SPSS version 25. Results: The findings revealed a positive and statistically significant relationship between the implementation of the Deep Learning model and children's moral value instillation (p < 0.05), indicating that more effective implementation of the model was associated with better moral development. Novelty: This study provides empirical evidence regarding the application of the Deep Learning model within an authentic early childhood education setting to strengthen children's moral values. Conclusion: Integrating meaningful, mindful, and joyful learning into classroom practice can support the development of children's moral values and promote more holistic early childhood education.
Penerapan Model Deep Learning Terhadap Perkembangan Kognitif Anak Usia Dini Rini Missa; Lita Yumarsi Hano; Melida Kadja; Meriance Karmalei; Yumiati Snaen; Pia Adolpah Tari; 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.v2i1.852

Abstract

Cognitive development is one of the important aspects in early childhood education as it relates to the ability to think, understand, remember, categorize information, and solve problems. Efforts to optimize children's cognitive development require learning that is not only oriented toward mastery of subject matter, but also capable of providing meaningful learning experiences. One approach that can be used is deep learning instruction, which emphasizes the principles of mindful learning, meaningful learning, and joyful learning. This study aims to describe the implementation of deep learning instruction and analyze the cognitive development of children aged 5–6 years at PAUD Sabalus Vani Naimata. This study uses a quantitative approach with a quasi-experimental method using a One Group Pretest-Posttest Design. The research sample consisted of all children in the 5–6 age group, determined using a total sampling technique. Data were collected through tests (pre-test and post-test), observation, and documentation, then analyzed using descriptive statistics and the Paired Sample t-Test with the assistance of IBM SPSS Statistics. The results showed that deep learning instruction had been implemented through activities that encourage active child engagement, connect material to real-life experiences, and create an enjoyable learning atmosphere. The implementation of this learning approach had a positive impact on children's cognitive development, as indicated by improvements in their ability to observe, categorize information, think logically, solve simple problems, and develop creativity.
Penerapan Metode Story Telling Dalam Meningkatkan Kemampuan Moral Agama Anak Usia Dini Josi Fernanda Tefa; Desmi Halena Jeke; Priska Modesty Kotta; Merfin Merlina Anin; 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.v2i1.853

Abstract

Cognitive development is one of the important aspects in early childhood education as it relates to the ability to think, understand, remember, categorize information, and solve problems. Efforts to optimize children's cognitive development require learning that is not only oriented toward mastery of subject matter, but also capable of providing meaningful learning experiences. One approach that can be used is deep learning instruction, which emphasizes the principles of mindful learning, meaningful learning, and joyful learning. This study aims to describe the implementation of deep learning instruction and analyze the cognitive development of children aged 5–6 years at PAUD Sabalus Vani Naimata. This study uses a quantitative approach with a quasi-experimental method using a One Group Pretest-Posttest Design. The research sample consisted of all children in the 5–6 age group, determined using a total sampling technique. Data were collected through tests (pre-test and post-test), observation, and documentation, then analyzed using descriptive statistics and the Paired Sample t-Test with the assistance of IBM SPSS Statistics. The results showed that deep learning instruction had been implemented through activities that encourage active child engagement, connect material to real-life experiences, and create an enjoyable learning atmosphere. The implementation of this learning approach had a positive impact on children's cognitive development, as indicated by improvements in their ability to observe, categorize information, think logically, solve simple problems, and develop creativity.
Penerapan Model Deep Learning Terhadap Pendidikan Seks Anak Usia Dini Ade Marlin Kaat; Weli Magtelda Meor; Heppy Maumeling; Chantika Marsa Karisma Ndoen; 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.v2i1.854

Abstract

Sexual violence against young children in Indonesia remains a serious concern, highlighting the need to strengthen sex education as an early preventive measure. This study aimed to describe the level of sex education understanding among children aged 5–6 years at Cemara Liliba Kindergarten and to apply an Artificial Neural Network (ANN) based on a Multilayer Perceptron (MLP) as a deep learning approach to classify children's levels of understanding based on observational data. A quantitative descriptive design was employed involving 20 children selected through total sampling. Data were collected using an observation instrument consisting of 10 basic sex education indicators rated on a 1–4 scale. Data analysis was conducted using descriptive statistics and an ANN model validated through Leave-One-Out Cross Validation (LOOCV). The findings revealed a mean understanding score of 33.35 out of a maximum score of 40 (83.38%), with 14 children (70%) categorized as having a high level of understanding and 6 children (30%) categorized as having a low level. The ANN model accurately classified the research data, while the indicators related to protecting private body parts from strangers and identifying private body parts contributed the most to the classification results. The research instrument demonstrated excellent reliability (Cronbach's Alpha = 0.877). The novelty of this study lies in applying ANN as a data analysis method for early childhood sex education, offering a more objective and data-driven approach to evaluating children's understanding.
Application Of The Discovery Learning Model In Improving Cognitive Abilities Of Early Childhood Jerisky Terlin Bani; Godi Liva Fobia; Jeri Koebanu; Nusi Liventri Mafefa; Neti Yulianti Olla; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.855

Abstract

Background: Emotional intelligence is a fundamental aspect of early childhood development because it influences children's ability to recognize and regulate emotions, demonstrate empathy, cooperate with peers, and establish positive social relationships. However, many preschool children continue to experience difficulties in emotional regulation and social interaction, indicating the need for appropriate learning strategies. Objective: This study aimed to examine the effect of the storytelling method on the emotional intelligence of children aged 4–5 years at PAUD Taruna Elim. Method: This study employed a quantitative ex-post facto research design involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring the implementation of the storytelling method and children's emotional intelligence. The instruments were tested for validity and reliability prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings indicated that the storytelling method was positively associated with children's emotional intelligence; however, the relationship was not statistically significant (p = 0.146 > 0.05). The coefficient of determination (R² = 0.114) showed that the storytelling method explained 11.4% of the variance in children's emotional intelligence, while 88.6% was influenced by other internal and external factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of storytelling in an authentic early childhood classroom while highlighting the limited contribution of classroom storytelling alone to children's emotional intelligence. Conclusion: Storytelling can support emotional learning experiences, but its effectiveness should be strengthened through interactive classroom activities and continuous collaboration between teachers and parents.
The Implementation Of The Storytelling Method To Enhance Early Childhood Languange Development Sindy Gambella Bessie; Noldiana Nompetus; Restimar Tanti Abanat; Feni Sefniarti Kase; Sheryl Nathasya Siktimu; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.856

Abstract

Background: Language development is a fundamental aspect of early childhood growth that plays an essential role in supporting children's communication skills, vocabulary acquisition, and social interaction. However, in classroom practice, some children still show limited vocabulary, low speaking confidence, and difficulty expressing ideas. Objective: This study aimed to investigate the effect of the storytelling method on the language development of children aged 3–4 years at TK Cemara Liliba. Method: A quantitative research design was employed using a purposive sampling technique involving 20 children. Data were collected through structured observation sheets and questionnaires, and analyzed using simple linear regression with SPSS. Results: The findings revealed that the storytelling method had a positive and significant effect on children's language development, contributing 35.4% (R² = 0.354), while 64.6% was influenced by other external and internal factors. Novelty: This study provides empirical evidence from an authentic early childhood setting that storytelling enhances children's active participation, listening comprehension, vocabulary enrichment, and expressive speaking skills when delivered through interactive and engaging activities. Conclusion: Storytelling is an effective instructional strategy to support early childhood language development and should be implemented consistently with teacher creativity and supportive learning environments for optimal developmental outcomes in early childhood education contexts settings.
Developing Creativity In Early Childhood Using Nature Based Media Putri Novryanti Nesimnasi; Kevi Stevani Nokas; Maria Marsanda Mego; Delfi Natalia Baunsele; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.859

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to think creatively, solve problems, explore their environment, and express original ideas. Nature-based learning has been widely recommended as an experiential approach that provides meaningful opportunities for exploration and creativity. Objective: This study aimed to examine the effect of nature-based media on the creativity of children aged 4–6 years at TK Cemara Liliba. Method: This quantitative study employed an ex-post facto research design involving 16 children selected through purposive sampling. Data were collected using structured questionnaires and observation sheets measuring the implementation of nature-based media and children's creativity. Instrument validity and reliability were established prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings showed that nature-based media contributed 12.3% of the variance in children's creativity (R² = 0.123). However, the relationship was not statistically significant (F = 1.966; p = 0.183 > 0.05), indicating that children's creativity was largely influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of nature-based media in an authentic early childhood education setting while demonstrating its limited independent contribution to creativity development. Conclusion: Nature-based media can enrich children's learning experiences, but its effectiveness should be strengthened through inquiry-based activities, teacher guidance, and collaboration with families to optimize creativity development.
Application  Of Play-Based Learning Model  In Front Of Early Childhood Language Development Beti Fadila Tapen; Fany Sarci Herlinda Nome; Seriyana Karlau; Myriam Stifania Tamelab; Yumida Maria Ora; Amida Riapa Nadila Nenohai; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.861

Abstract

Background: Language development is a fundamental aspect of early childhood education because it enables children to communicate, express ideas, and interact effectively with others. Play-Based Learning has been widely recognized as a developmentally appropriate approach that promotes meaningful learning through active participation and social interaction. Objective: This study aimed to examine the effect of the Play-Based Learning model on the language development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex-post facto research design involving 25 children selected through total sampling. Data were collected using validated psychological scales measuring the implementation of Play-Based Learning and children's language development. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings revealed that Play-Based Learning had a positive and significant effect on children's language development (F = 11.498; p = 0.002 < 0.05). The coefficient of determination (R² = 0.324) indicated that the model explained 32.4% of the variance in children's language development, while 67.6% was influenced by other factors outside this study. Novelty: This study provides empirical evidence supporting the effectiveness of Play-Based Learning in enhancing language development within an authentic kindergarten context. Conclusion: Play-Based Learning significantly supports children's language development by encouraging meaningful interaction, communication, and active engagement. Teachers are encouraged to integrate storytelling, role-playing, educational games, and collaborative play into classroom activities to optimize children's language skills.
Penerapan Model Deep Learning Terhadap Perkembangan Bahasa Pada Anak Usia Dini Alika Adina Ajaib Tabe; Yunita Tampani; Semsry Lakes; Juan Flegon Fernando Moni; 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.v2i1.862

Abstract

Language development is a crucial aspect of early childhood growth, serving as the foundation for children to communicate, interact, and understand their surroundings. However, challenges hindering the optimization of children's language skills persist in early childhood education settings. This study aims to examine the implementation of the deep learning model regarding the language development of 21 children aged 5–6 years at PAUD Hosana Sungkaen. Language proficiency forms the basis for children to communicate, interact, and comprehend the world around them. The study employs a descriptive approach with quantitative methods, utilizing observation and educator interviews for data collection. The findings reveal that the deep learning model influences language development in children aged 5–6 years, with an R-squared value of 0.892; this indicates that the deep learning model accounts for 89.2% of the impact on language development, while the remaining 10.8% is attributed to factors not examined in this study. It is recommended that teachers implement the deep learning model to foster language development through engaging activities—such as storytelling, question-and-answer sessions, and play—thereby enabling children to communicate effectively and confidently.
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