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All Journal 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 Early Childhood Education Development and Studies (ECEDS) 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 Humanities Earth & Planetary Sciences Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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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.
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Yubita Epifani Bobsuni; Demarti Eny; Inko Deslin Tiumate; Irma Sesfa&#039;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.
Co-Authors Ade Marlin Kaat Adeleide Lasboy Adriana Lape Adris Imelda Tabais Agnes Meka Agnes Tefa Aguinda Missa Akwila Kase Alesandra Atty Alia Kono Alika Adina Ajaib Tabe Amelia Lole Amida Riapa Nadila Nenohai Angki Tolang 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 Benu, Christine Jey Amelia 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 Enderikanihu Fallo Engelbertus Seran Englintan Dethan Erlin Sonlai Esi Debora Alokabel Esi Soe Esmida Delfiani Betty Ester Klakik Eunike laa Falen Lay Fany Sarci Herlinda Nome Fasni Sanam Febi Priska Huki Febriyanti Bifel Feni Sefniarti Kase Fenti Bani Feorintina Gloria Ester Atimeta Feren Kituhoma Feti Hendrina Oematan Fici Katrina Kanni Fifti Yundi Selan Fridolina Lamak Genoveva Beto 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 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 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 Meyzia Susang Mia Laosan 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 Rensi Wadu Netu Restimar Tanti Abanat Resty Taneo Retno J. K. Lopo Rianti Benu Richard S. Tolang Rinensi Alvionita Lodo Rini Missa Rini Sansindi Taneo Risna Bureni Risnawati Marzuki Rita Fay Riwanti Sio Rosalia Blegur Sara Lodia Selly Sarita Natumnea Sefanya Halla Sefrianti Tanaem Selfi Jerwanti Bako 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 Sonia Melani Banik Sri Mariani Lomi Wadu Sriviani Nguru Tadeus Tea Taroci Neolaka 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 Yanti Tefa Yardi Haninuna Yelsi Benu Yeni Faitmoes Yeni Felpina Lasena Yeni Patriziana Regina Penuam Yesaya Binoni Bayang Yesri Liunokas Yeti Anggiani Baun Yetri Triwira Neolaka Yoban Nicanor Marwanto Daud Yohanes Lanalo Yona M. Masu Yubita Epifani Bobsuni Yublina Sofians Maniti Yufilda Tlonaen Yufita Seubelan 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