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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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IMPLEMENTASI NILAI-NILAI TEOLOGI SOSIAL BAGI REMAJA KRISTEN DI GMIT SYALOM OEHANI KABUPATEN KUPANG Rita Rita; Metriana Bansole; Reni Rambu Kareri; Susan E. Betty; Mina P. Bengoe Lede; Fenti Oematean; Yeti Bobu Arulina; Ani Lawu Nedi; 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.v4i2.247

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pemahaman kepada remaja Kristen tentang makna dan implementasi nilai-nilai Teologi Sosial dalam kehidupan sehari-hari serta mendorong keterlibatan aktif mereka dalam persoalan sosial kemasyarakatan. Seminar dilaksanakan pada 19 Juni 2026 di Gereja GMIT Syalom Oehani, Desa Kuaklalo, Kecamatan Taebenu, Kabupaten Kupang, diikuti oleh remaja jemaat, katekumen, dan pelayan remaja. Sasaran kegiatan adalah remaja usia 13–25 tahun yang menghadapi tantangan pergaulan dan pengaruh media sosial di era digital. Metode yang digunakan meliputi ceramah, diskusi interaktif, ice breaking, dan refleksi rohani. Materi seminar mencakup dua sesi: (1) dasar teologis panggilan sosial remaja Kristen berdasarkan Matius 5:13-16, dan (2) tantangan, peran, dan implementasi Teologi Sosial bagi remaja di era modern. Hasil kegiatan menunjukkan peningkatan pemahaman peserta tentang Teologi Sosial, tumbuhnya kesadaran sosial terhadap isu kemiskinan dan ketidakadilan, serta munculnya komitmen untuk mengimplementasikan nilai-nilai iman secara konkret dalam kehidupan bermasyarakat. Kegiatan ini membuktikan bahwa model seminar partisipatif berbasis Teologi Sosial efektif dalam membentuk kesadaran dan karakter sosial remaja Kristen, dan diharapkan menjadi model yang dapat diadopsi oleh gereja-gereja GMIT di Kabupaten Kupang.
Keterlibatan Ayah dalam Pengasuhan Terhadap Perkembangan Sosial Emosional Anak Usia Dini Fredericksen Victoranto Amseke
Montessori Jurnal Pendidikan Kristen Anak Usia Dini Vol. 6 No. 1 (2025): Montessori Jurnal Pendidikan Kristen Anak Usia Dini
Publisher : Institut Agama Kristen Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51667/mjpkaud.v6i1.2318

Abstract

Social emotional development is an important aspect that influences father's involvement in care in early childhood. The purpose of this study was to determine the effect of father's involvement in parenting on the social emotional development of children aged 5-6 years. The method in this study is quantitative. The sampling technique with purposive sampling is children aged 5-6 years. Respondents of this study amounted to 49 children aged 5-6 years at Betlehem Oesapa Barat Kindergarten, Kupang City. Data collection techniques in the form of a father's involvement scale in parenting and a social emotional development scale. The scale of father's involvement in parenting was developed by Hawkins et al, (2002) called Inventory of Father Involvement. The social emotional development scale was developed by Squires, Bricker and Twombly (2002) called the social emotional development scale. The data analysis technique was simple linear regression. The results of this finding found that father's involvement in parenting has a positive and significant effect on the social emotional development of children aged 5-6 years with a contribution of 98%, which means that the better the father's involvement in parenting can improve the social emotional development of early childhood. It is expected that fathers establish a safe and comfortable relationship with children, understand the needs and characteristics of children that can affect mental health in early childhood social emotional development.
Implementing Empathy-Based Learning To Reduce Early Childhood Aggressive Behavior At KB Riyadussolihin Imas Masitoh; Evi Siti Sonia; Gina Raudatul Janah; Ai Ratika; 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.v2i4.857

Abstract

Background: Aggressive behavior in early childhood has become an increasing concern because it negatively affects children's social-emotional development and may be intensified by exposure to inappropriate emotional experiences in the digital era. Developing empathy through classroom learning is considered a promising strategy for preventing aggressive behavior. Objective: This study aimed to examine the effect of empathy-based learning on reducing aggressive behavior among early childhood children at KB Riyadussolihin, Cianjur Regency. Method: This study employed a quantitative quasi-experimental design using a one-group pretest-posttest approach. Fifteen children were selected through purposive sampling from a population of 21 children based on the highest aggressive behavior scores. Data were collected using structured observation sheets measuring physical, verbal, and relational aggression and were analyzed using descriptive statistics and a paired-samples t-test with SPSS. Results: The findings revealed a statistically significant difference between pretest and posttest scores (p < 0.001), indicating that empathy-based learning significantly influenced children's aggressive behavior. The intervention produced a very large effect size (Cohen's d = −1.512). Although the posttest mean score increased, this finding should be interpreted cautiously because the observation instrument demonstrated relatively low reliability. Novelty: This study provides empirical evidence supporting empathy-based learning as a structured classroom intervention for addressing aggressive behavior in early childhood. Conclusion: Empathy-based learning shows strong potential to promote positive behavioral change and should be integrated into early childhood education through interactive activities and collaboration between teachers and parents.
Application Of The Deep Learning Model On The Cultivation Of Tolerance Values In Children Aged 3–6 Years Selfina Atakari; Sebriana Yakob; Alfonia Tanaob; Emil Lassa; 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.v2i4.858

Abstract

Background: Tolerance is a fundamental character that should be cultivated during early childhood because it supports children's ability to respect diversity, cooperate with others, and build positive social relationships. Developing tolerance requires meaningful and child-centered learning experiences that actively engage children in the learning process. Objective: This study aimed to examine the effect of the deep learning model on the cultivation of tolerance values among children aged 3–6 years at PAUD Weldy Kuanhueum. Method: This quantitative study employed an ex-post facto research design involving 30 children selected through total sampling. Data were collected using structured questionnaires measuring the implementation of the deep learning model and children's tolerance values. 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 revealed that the deep learning model had a positive and significant effect on children's tolerance values (p = 0.001 < 0.05). The coefficient of determination (R² = 0.361) indicated that the model explained 36.1% of the variance in tolerance values, while 63.9% was influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence that integrating Mindful Learning, Meaningful Learning, and Joyful Learning effectively supports tolerance development in authentic early childhood education settings. Conclusion: The consistent implementation of the deep learning model can strengthen children's tolerance values and should be integrated into daily classroom activities through collaboration between teachers and parents.
The Role of Peer Play in Prosocial Behavior among Preschool Children Aged 4-6 Years Freska Reti Therina Kefi; Fredericksen Victoranto Amseke; Anita A. Hege Udju
Kumara Cendekia Vol 14, No 2 (2026): KUMARA CENDEKIA (IN PRESS)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v14i2.116356

Abstract

Early childhood prosocial behavior is very important for sharing, helping, empathizing, and collaborating when playing with peers as the foundation of early childhood social development. The purpose of this study was to determine the effect of playing with peers on the prosocial behavior of children aged 4–6 years at Efata Liliba PAUD, Kupang City. This research method is quantitative with a purposive sampling technique for children aged 4–6 years. The respondents of this study were 52 children aged 4–6 years at Efata Liliba PAUD. The data collection technique used a questionnaire in the form of a scale of playing with peers and a scale of prosocial behavior. The data analysis technique was simple linear regression. The results of the study found a positive and significant effect between playing with peers on children's prosocial behavior with a coefficient of determination (R²) of 0.746, which means that the effect of playing with peers on children's prosocial behavior contributed 74.6%. The better children play with peers, the more it can improve children's prosocial behavior. It is hoped that parents and teachers will provide activities for children to play and interact socially and emotionally with peers to develop children's abilities in prosocial behavior.
Pelatihan Peningkatan Pengetahuan Tumbuh Kembang Anak Melalui Tes Daya Dengar dan Tes Daya Lihat Fredericksen Victoranto Amseke; Ema Dayanti Mnir
DEDICATIO: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 2 (2023): Desember: DEDICATIO: Jurnal Pengabdian kepada Masyarakat
Publisher : Institut Agama Kristen Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Permasalahan tumbuh kembang anak prasekolah sering tidak diketahui oleh orang tua dan guru sehingga dianggap sebagai bentuk kenakalan. Dengan memberikan pengetahuan, pembinaan dan penyelesaiannya dari bentuk penyimpangan tentang tumbuh kembang anak maka anak dapat bertumbuh dan berkembangan secara optimal di setiap tahapan perkembangannya. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pemahaman dan pengetahuan sekaligus bekal bagi guru dan orang tua tentang Deteksi Dini Tumbuh Kembang Anak melaui Tes Daya Dengar Dan Tes Daya Lihat di PAUD Hosana Sungkaen. Pelaksanaan kegiatan pengabdian kepada masyarakat berupa pelatihan materi dan screening pertumbuhan dan perkembangan kepada 38 anak usia kurang dari enam tahun dengan menggunakan format SDIDTK (Stimulasi, Deteksi dan Intervensi Dini tumbuh kembang anak) yang terdiri dari TDD (Tes Daya Dengar) dan TDL (Tes Daya Lihat). Pemberian pengetahuan berupa edukasi tentang stimulasi, deteksi dan intervensi tumbuh kembang anak usia pra sekolah melalui Tes Daya Dengar dan Tes Daya Lihat. Hasil screening menunjukkan bahwa pertumbuhan dan perkembangan 38 anak dinyatakan normal. Hasil evaluasi pre test dan post test setelah diberikan pendidikan kesehatan menunjukkan terdapat perbedaan yang signifikan. Diharapkan dengan peningkatan pengetahuan orangtua tentang tumbuh kembang dan deteksi dini dapat meningkatkan derajat kesehatan anak dan keluarga.
MENYAKITI DIRI SENDIRI PADA KALANGAN REMAJA: Self Harm In Adolescents Fredericksen Victoranto Amseke; Sonia Sonia; Sisilia Susana Naklui
Al-Qalbu: Jurnal Pendidikan, Sosial dan Sains Vol. 4 No. 1 (2026): April 2026
Publisher : Yayasan Al-Amin Qalbu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59896/qalbu.v4i1.640

Abstract

Self-harm is the act of intentionally harming oneself without suicidal intent, often as a way to cope with emotional pain or stress. Commonly occurring in adolescents, this behavior can signal a deeper mental health problem and requires attention and support for recovery. This study was conducted to clearly understand the reasons why adolescents engage in self-harm. The subjects studied were three adolescents, two girls and one boy, aged 18 to 21 years. This study used a descriptive qualitative method with data collection through interviews. The results showed that self-harm often appears as an unhealthy way to cope with severe emotional stress. The main findings revealed that self-harming behavior is influenced by three main factors: personal factors, family dynamics, and social relationships. Therefore, it can be concluded that self-harm is an expression of more complex emotional problems and requires a comprehensive treatment approach. Therefore, prevention and rapid intervention, along with a better understanding of self-harming behavior, are crucial to help adolescents deal with emotional stress in a positive way
PERAN PENDAMPING DALAM MEMBERIKAN DUKUNGAN PADA KORBAN KEKERASAN SEKSUAL PADA REMAJA: The Role of Counselors in Providing Support to Adolescent Juvenile Victims of Sexual Violence Tertulus Daeng Patta; Devi Novita Sheldena; Fredericksen Victoranto Amseke
Al-Qalbu: Jurnal Pendidikan, Sosial dan Sains Vol. 4 No. 1 (2026): April 2026
Publisher : Yayasan Al-Amin Qalbu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59896/qalbu.v4i1.651

Abstract

The problem of sexual violence in South Central Timor Regency shows a significant increase from year to year, with data from the UPTD PPA DP3A recording more than 200 cases between 2019 and 2024. This phenomenon has a serious impact on the physical and psychological condition of victims. In this situation, the role of companions is crucial in providing comprehensive support so that victims can recover emotionally, socially, and spiritually. The purpose of this study is to determine the role of companions in providing support to victims of sexual violence at the UPTD PPA DP3A of South Central Timor Regency, as well as to analyze the form of support provided and the factors that influence its success. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that companions carry out four main functions: providing emotional support to help victims deal with trauma, legal support in the investigation and protection process, psychological and pastoral support through individual counseling, and social and economic support during the reintegration stage of victims into the community. The conclusion of this study confirms that the role of counselors has an important contribution to the recovery process of victims of sexual violence, not only from a psychological and social aspect, but also in restoring the victim's faith and self-esteem
Implementation Of Loose Parts-Based Manipulative Media In Learning Activities At TK Negeri Pembina Kupang 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.v2i4.914

Abstract

Background: Loose parts-based manipulative media offer flexible and creative learning resources that encourage children to explore, construct, and express ideas through hands-on experiences in early childhood education. Although these media have been widely introduced to stimulate children’s development, their implementation still faces challenges related to learning organization, children’s active involvement, and the ability of teachers to facilitate meaningful play experiences. Objective: This study aimed to examine the implementation of loose parts-based manipulative media in learning activities by identifying teachers’ preparation, learning processes, and children’s responses at TK Negeri Pembina Kupang. Method: This study used a qualitative descriptive research design. Data were obtained through observation of learning activities, semi-structured interviews with teachers, and analysis of learning documentation. The participants involved one early childhood education teacher and children aged 4–5 years. Data analysis followed the Miles and Huberman interactive model, including data condensation, data presentation, and conclusion formulation. Data validity was strengthened through triangulation of sources and methods. Results: The study showed that teachers implemented loose parts-based manipulative media by preparing various natural and recycled materials, designing exploration-based activities, and creating opportunities for children to engage in independent discovery. The use of loose parts encouraged children to participate actively, demonstrate creativity, communicate with peers, and develop problem-solving abilities during learning activities. However, several children still experienced difficulties in organizing materials, completing tasks independently, and maintaining focus without teacher assistance. Continuous guidance and structured learning instructions were needed to optimize children’s involvement. Novelty: This study emphasizes the role of learning design and teacher facilitation as determining factors in maximizing the educational value of loose parts-based manipulative media in kindergarten settings. Conclusion: Loose parts-based manipulative media provide valuable opportunities for active, creative, and contextual learning. Effective implementation requires well-prepared teachers, appropriate activity designs, and consistent support to strengthen children’s independence and developmental progress.
Analysis Of Independence In Children Aged 5–6 Years At PAUD Kasih Agape Kupang City Mairda Yuventi Baksuni; Petrus Logo Radja; Retno J.K Lopo; 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.v2i4.917

Abstract

Background: Independence is a fundamental developmental competence in early childhood because it supports children’s self-care, decision-making, responsibility, and confidence. Despite its importance, many children aged 5–6 years continue to rely heavily on teachers and parents during daily learning activities, indicating that independence has not yet developed optimally. Objective: This study aimed to analyze the profile of independence among children aged 5–6 years by examining four dimensions of independence: self-care, simple decision-making, responsibility toward oneself and the environment, and self-confidence at PAUD Kasih Agape in Kupang City. Method: This study employed a descriptive qualitative approach. Data were collected through structured classroom observations, semi-structured in-depth interviews with two classroom teachers, and documentation of learning activities and children’s developmental records. The participants consisted of two teachers and five children aged 5–6 years selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, verification, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation. Results: The findings revealed that children’s independence had not yet developed uniformly across the four dimensions. The strongest achievement was observed in simple decision-making, followed by responsibility, while self-care and self-confidence remained at the developing stage for most participants. Daily habituation practices, opportunities for autonomous participation, and positive teacher reinforcement contributed to the gradual development of children’s independence, although several children still required continuous teacher guidance and emotional support. Novelty: This study demonstrates that children’s independence develops through the interaction of structured habituation, child-centered learning, teacher scaffolding, and supportive social environments. Conclusion: Children’s independence can be strengthened through systematic habituation, meaningful opportunities for autonomous participation, consistent teacher scaffolding, and collaborative support between schools and families.
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