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All Journal Publikasi Pendidikan Jurnal Konseling dan Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Psikologi Perseptual International Research Based Education Journal Jurnal Bimbingan dan Konseling Terapan JURNAL KONSELING GUSJIGANG JKI (Jurnal Konseling Indonesia) Jurnal Administrasi dan Manajemen Pendidikan Pedagogik Journal of Islamic Elementary School J-MPI (Jurnal Manajemen Pendidikan Islam) Islamic Guidance and Counseling Journal Global Conference Index Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Jurnal Bimbingan dan Konseling Borneo JAMP : Jurnal Administrasi dan Manajemen Pendidikan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Community Mental Health and Public Policy Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Bimbingan dan Konseling Pandohop SocioEdu: Sociological Education Jurnal Akuntansi Manado (JAIM) Jurnal Pendidikan Geografi Unpatti Jurnal Konseling Pendidikan Islam Jurnal Penelitian Pendidikan Indonesia EDUCATIONE: Journal of Education Research and Review Jurnal Konseling Komprehensif: Kajian Teori dan Praktik Bimbingan dan Konseling Indonesian Journal of Innovation Multidisipliner Research DEVOTIONIS: Journal of Community Service Journal of Economic Education Jurnal Didaktik Matematika
Paul Arjanto
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Transportation Other

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INTERNALISASI NILAI KEARIFAN LOKAL PELA GANDONG DALAM MANAJEMEN SUMBER DAYA MANUSIA UNTUK PENINGKATAN KINERJA GURU Liyona Aty R Puttileihalat; Rudolf Kempa; Paul Arjanto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14935

Abstract

This study examines the internalization of Pela Gandong local wisdom values within human resource management (HRM) as a strategy for improving teacher performance at SD Inpres 21 Ambon, Nusaniwe District, Ambon City, in the Academic Year 2025/2026. Employing a qualitative approach with a single instrumental case study design (Stake, 1995), this research explores how Pela Gandong values — Masohi (mutual cooperation), Ain ni ain (mutual assistance), Hidup orang basudara (brotherhood across religious and ethnic lines), and Sasi (respect for communal rules) — are operationalized by the school principal in HRM practices, and their impact on organizational climate and teacher performance. Data were collected through in-depth interviews with 9 key informants (principal, 4 senior teachers, 2 junior teachers, 1 school committee member, and 1 supervisor), participatory observation over 4 weeks (July–August 2025), and document analysis. Data analysis employed the Miles, Huberman, and Saldaña (2014) interactive model using NVivo 14. Findings reveal that SD Inpres 21 Ambon has developed four distinctive Pela Gandong-based managerial mechanisms: inter-religious Masohi teacher groups, consensus-based (musyawarah mufakat) staff meetings, Ain ni ain mentoring for junior teachers, and a Sasi-based community agreement. These mechanisms strengthen bridging social capital, foster collective professional identity, and enhance affective commitment to the school — collectively driving sustained improvement in teacher performance. This study contributes the MSDM-KL Model (Local Wisdom-Based HRM) as an original three-layer conceptual framework: values — practices — outcomes, with significant policy implications for educational HRM in Maluku Province.
MANAGING SCHOOL LITERACY PROGRAMS IN PUBLIC SENIOR HIGH SCHOOLS IN AMBON Dina; Patrisius Rahabav; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8071

Abstract

This study describes and analyzes the management of school literacy programs at SMA Negeri 9 Ambon and SMA Negeri 5 Ambon. The research used a qualitative multi-site design because it examined naturally occurring school practices in two senior high schools. Data were collected through observation, semi-structured interviews, and documentation involving principals, teachers, library staff, and students. The analysis followed the interactive model of data reduction, data display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings show that the two schools have implemented literacy activities, especially reading before lessons, but the level of management varies. At SMA Negeri 5 Ambon, planning reached 75%, organizing 100%, implementation 100%, and evaluation 100%. The school also conducts an annual Language Month program to develop students' literacy interests. At SMA Negeri 9 Ambon, planning reached 50%, organizing 66.6%, implementation 100%, and evaluation 66.6%. Both schools have not yet established a formal School Literacy Team, and several activities remain dependent on subject teachers. Supporting factors include principal support, teacher involvement, library availability, and coordination between teachers and library staff. Inhibiting factors include limited varied reading materials, low student reading motivation, teacher punctuality issues, and the absence of formal evaluation instruments. The study concludes that literacy programs require stronger formal planning, structured teams, diversified reading resources, and systematic evaluation to become sustainable school culture.
MAPPING ENTREPRENEURIAL LEADERSHIP OF SCHOOL PRINCIPALS RESEARCH: A BIBLIOMETRIC ANALYSIS Alberthin Gabriela Reskir; Tanwey G. Ratumanan; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8114

Abstract

This study maps the development of research on entrepreneurial leadership of school principals using bibliometric analysis. Bibliographic data were retrieved from the Scopus database and screened using the PRISMA 2020 flow procedure. From 397 initial records, 59 English-language articles and reviews were selected for analysis. The dataset covered publications from 2014 to 2026, 45 sources, 150 authors, and 7,127 references. The analysis examined annual scientific production, source productivity, country scientific production, international collaboration, author keywords, keyword co-occurrence, thematic mapping, and trend topics. The findings show that the field has grown unevenly but steadily, with publication peaks in 2018, 2020, and 2024. Frontiers in Education and the International Journal of Educational Management were among the most productive sources. Indonesia, Australia, Malaysia, South Africa, Cyprus, Hong Kong, Finland, the United States, and the United Kingdom occupied visible positions in country productivity, while international collaboration remained relatively limited. The keyword and thematic analyses show that school principals, entrepreneurial leadership, school leaders, school leadership, entrepreneurship education, innovation, entrepreneurial competence, and educational management form the core conceptual structure of the field. The study contributes by clarifying the publication, geographical, and thematic structure of entrepreneurial school leadership research and identifying future directions for educational management studies.
TRANSFORMATIONAL LEADERSHIP IN MALUKU'S DISADVANTAGED, FRONTIER, AND OUTERMOST SCHOOLS: A BURU MULTI-SITE STUDY Kartika Eka Prasetiyani; Patrisius Rahabav; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8260

Abstract

Principal leadership is crucial for sustaining school quality in Indonesia's disadvantaged, frontier, and outermost (3T) areas, where limited infrastructure, teacher shortages, and difficult access often constrain educational services. This study aims to analyze the implementation of transformational leadership by principals at SMP Negeri 28 Buru and SMP Negeri 37 Buru, Maluku Province; identify its impacts on school performance; and explain supporting and inhibiting factors. A qualitative multi-site design was applied. Data were collected through in-depth interviews with principals, teachers, and students, direct observation of school activities, and documentation of school programs and student achievements. The data were analyzed using data reduction, data display, conclusion drawing, and cross-site comparison, while credibility was strengthened through source triangulation, method triangulation, and member checking. The findings show that both principals applied the four dimensions of transformational leadership. Idealized influence appeared in discipline, integrity, and direct involvement in school activities. Inspirational motivation was reflected in efforts to build optimism and a shared vision. Intellectual stimulation encouraged teachers to use simple learning media and local resources. Individualized consideration appeared in personal coaching, emotional support, and attention to student potential. These practices improved teacher discipline, work motivation, student confidence, learning creativity, and community participation. Supporting factors included teacher solidarity, principal commitment, community support, operational assistance, and students' learning motivation, whereas obstacles included insufficient facilities, difficult geography, teacher shortages, limited professional training, and weak technology access.
QUALITY MANAGEMENT OF ELEMENTARY SCHOOLS BASED ON NATIONAL ASSESSMENT Debie Elvan Latuharhary; Tanwey Gerson Ratumanan; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8325

Abstract

This study aims to analyze elementary school quality management based on National Assessment results in three different institutional contexts in Dobo, Aru Islands Regency. The research employed a qualitative multi-site study at SD Naskat Yos Sudarso 1 Dobo, SD Negeri 7 Dobo, and SD Kristen 1 Dobo. Data were collected through in-depth interviews, open observation, and document study involving principals, teachers, school operators, and supervisors. The data were analyzed using reduction, display, and conclusion drawing, followed by cross-site analysis. The findings show that all three schools have implemented quality management through planning, implementation, evaluation, and follow-up, but with different levels of effectiveness. SD Naskat Yos Sudarso 1 Dobo demonstrated a more systematic data-based planning process through the use of Education Report Card data in school programs, supported by literacy habituation, reading corners, literacy competitions, and the GASING method for numeracy. SD Kristen 1 Dobo showed initial efforts to use National Assessment data, although monitoring and follow-up were not yet consistent. SD Negeri 7 Dobo still faced major challenges in integrating assessment data into school planning and instructional improvement. The study concludes that successful quality management based on National Assessment is strongly influenced by data-driven principal leadership, teacher involvement in reflective culture, and consistent evaluation and follow-up mechanisms.
ANALYSIS OF TEACHER COMPETENCY STANDARDS IN CREATING EFFECTIVE LEARNING AT SMP ALHILAAL KAMAL Markus Marthen Somae; Izaak Hendrik Wenno; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8326

Abstract

This study aims to analyze the implementation of teacher competency standards in creating effective learning at SMP Alhilaal Kamal, Kairatu Barat District, Seram Bagian Barat Regency. The research used a qualitative survey approach. Data were collected through interviews, observation, and documentation involving the principal, vice principal for curriculum, and teachers. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the implementation of teacher competencies has not been optimal. Pedagogical competence was reflected in teachers' awareness of classroom management, student characteristics, lesson planning, and learning evaluation, but learning devices and classroom practices were not consistently prepared and implemented. Professional competence was indicated by teachers' efforts to master subject matter and learning strategies, although preparation, media use, and self-development still needed improvement. Personality competence was reflected in expectations that teachers should be disciplined, responsible, mature, and exemplary, yet consistency in classroom control and student guidance remained weak. Social competence appeared in communication with students, colleagues, and parents, but collaboration among teachers and parental involvement were still limited. The inhibiting factors included limited teacher knowledge, motivation, commitment, experience, cooperation, facilities, and parental support. Supporting factors included school leadership, teacher willingness to improve, and the availability of basic learning facilities. The study concludes that effective learning requires continuous principal supervision, planned teacher competency development, stronger collaboration, and systematic evaluation of teacher performance.
CHILD-FRIENDLY SCHOOL MANAGEMENT: A MULTIPLE CASE STUDY IN AMBON Costapina Purimahua; Rudolf Kempa; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8402

Abstract

Child-Friendly Schools require systematic management to ensure that children learn in safe, inclusive, participatory, and violence-free environments. This study aims to analyze Child-Friendly School management at SD Xaverius A1 Ambon, SMP Negeri 20 Ambon, and SMK Negeri 6 Ambon. A qualitative approach with a multiple case study design was used. Data were collected through in-depth interviews, observation, document analysis, and supporting questionnaires involving principals, teachers, guidance and counseling teachers, school committees, parents, and students. The data were analyzed using the Miles, Huberman, and Saldana interactive model, supported by cross-case comparison to identify similarities and differences among the three schools. The findings show that Child-Friendly School management has generally been implemented well, but the degree of optimization differs across sites. SD Xaverius A1 Ambon showed the most optimal implementation because it had a formal Child-Friendly School decree and more structured programs. SMK Negeri 6 Ambon also showed strong implementation through character development, school-wide coordination, and protection-oriented strategies. SMP Negeri 20 Ambon fulfilled most indicators but still required stronger supervision, student behavior guidance, documentation, and parental involvement. Supporting factors included cooperation among principals, teachers, guidance counselors, committees, parents, and students, while inhibiting factors included peer influence outside school, diverse student characteristics, limited facilities, and uneven parental participation. This study contributes to educational management by showing that Child-Friendly School implementation requires not only formal policy, but also participatory management, consistent supervision, and contextual adaptation across educational levels.
HUMANISTIC SCHOOL MANAGEMENT FOR SAFE AND SUPPORTIVE SCHOOL CULTURES: AN INTEGRATIVE FRAMEWORK Paul Arjanto; Sarlota Singerin; Bety Diana Serly Hetharion; Vando Kristi Makaruku
EDUCATIONE Vol. 4 No. 2 (2026)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.292

Abstract

Policies that define safe schools often specify desired conditions but leave unclear how leaders can convert rights-based commitments into routines that shape everyday experience. This study develops an integrative framework for humanistic school management within Indonesia's Budaya Sekolah Aman dan Nyaman (BSAN), rendered here as Safe and Supportive School Culture. An integrative policy-conceptual review synthesized 40 substantive sources published between 1943 and 2026 across humanistic management, school climate, leadership, relational pedagogy, inclusion, partnership, restorative practice, digital safety, and authoritative policy standards. Sources were analyzed through deductive coding against four BSAN protection domains and inductive mechanism coding, followed by model construction and contradiction checking. The synthesis identifies five mutually reinforcing organizational capabilities: dignity-anchored leadership, protective governance, relational pedagogy, collaborative partnership, and continuous evaluation. These capabilities operate through relational trust, procedural predictability, psychological safety, stakeholder legitimacy, and organizational learning. The framework distinguishes harm reduction from flourishing and shows that humanism requires enforceable systems, not benevolent interpersonal style alone. It also surfaces five implementation tensions: care versus permissiveness, early detection versus surveillance, participation versus tokenism, contextual adaptation versus rights dilution, and restorative responses versus mandatory referral. The study contributes a multilevel architecture, implementation roadmap, and balanced indicator set linking policy mandates to observable practice. Empirical multi-site testing should examine whether the proposed mechanisms predict safety, belonging, engagement, and equitable well-being across diverse school contexts.
Manajemen Pembelajaran Di Tengah Keterisolasian: Potret Nyata Tantangan Geografis, Konflik Sosial, dan Pengembangan Kompetensi Guru Di SD Negeri 13 Tual Maria Kilmas; Rudolf Kempa; Paul Arjanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 3 (2026): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i3.1220

Abstract

Penyelenggaraan pendidikan di sekolah kepulauan terpencil menghadapi persoalan serius yang bersumber dari tiga arah sekaligus, yaitu guru, siswa, dan orang tua. Keterlambatan kehadiran guru akibat jarak tempuh laut dari kota ke pulau menyebabkan pembelajaran baru dimulai sekitar pukul sembilan pagi, jauh dari jadwal yang seharusnya. Rendahnya kedisiplinan siswa, minimnya kepedulian orang tua, serta keterbatasan sarana prasarana seperti ruang kelas rusak, tidak adanya laboratorium, kekurangan buku ajar, dan ketergantungan listrik pada panel surya semakin memperburuk kondisi pendidikan. Penelitian ini bertujuan untuk mengkaji kondisi manajemen pembelajaran, tantangan penyelenggaraan pendidikan, serta strategi pengembangan kompetensi guru di SD Negeri 13 Tual, Pulau Ut, Kota Tual, Provinsi Maluku. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus tunggal. Data dikumpulkan melalui wawancara mendalam terhadap kepala sekolah dan guru, observasi lapangan, serta studi dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana melalui tahapan kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa sekolah telah melakukan berbagai upaya kreatif, antara lain penambahan jam belajar malam menggunakan televisi pintar, pembentukan kelompok kerja guru mini, serta penekanan pada kemampuan membaca, menulis, dan berhitung sebagai prioritas utama pembelajaran. Disimpulkan bahwa dibutuhkan kebijakan pendidikan yang adaptif dan responsif terhadap konteks lokal kepulauan, termasuk penambahan guru, penyediaan rumah dinas, perbaikan sarana prasarana, dan peningkatan akses internet guna mewujudnya pendidikan yang berkualitas dan berkeadilan.
Manajemen SDM Pendidikan di Sekolah Satu Atap Kepulauan: Analisis Tantangan Geografis, Sosial Ekonomi, dan Keterbatasan Infrastruktur di SMPN SATAP 4 Tual Maria Kilmas; Rudolf Kempa; Paul Arjanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 3 (2026): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i3.1221

Abstract

Penelitian ini bertujuan menganalisis manajemen sumber daya manusia pendidikan di Sekolah Menengah Pertama Satu Atap 4 Tual, sekolah yang berlokasi di Pulau Ut, wilayah kepulauan terpencil Kota Tual, Provinsi Maluku. Tiga tantangan utama yang dihadapi sekolah ini meliputi hambatan geografis berupa perjalanan laut guru dari daratan ke pulau, kondisi sosial ekonomi masyarakat yang berada di bawah standar, serta minimnya infrastruktur pendidikan yang tersedia. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode wawancara mendalam terhadap kepala sekolah dan guru yang bertugas di sekolah tersebut. Hasil penelitian menunjukkan bahwa: pertama, perjalanan laut antara daratan dan Pulau Ut berdampak pada ketidaktepatan kehadiran guru yang mengganggu efektivitas kegiatan belajar mengajar; kedua, penurunan jumlah siswa secara konsisten dipicu oleh konflik sosial di masyarakat dan rendahnya kondisi ekonomi keluarga sehingga menyebabkan meningkatnya angka putus sekolah; ketiga, ketiadaan perpustakaan, jaringan internet yang tidak memadai, dan pasokan listrik yang tidak stabil menghambat pelaksanaan program literasi dan numerasi; serta keempat, partisipasi orang tua yang tinggi dan dukungan bantuan operasional sekolah daerah dari pemerintah menjadi kekuatan sosial penting bagi keberlangsungan sekolah. Penelitian menyimpulkan bahwa manajemen sumber daya manusia di sekolah kepulauan memerlukan kebijakan afirmatif yang kontekstual, penguatan infrastruktur dasar yang mendesak, serta program pengembangan kompetensi guru yang berkelanjutan dan disesuaikan dengan kondisi lokal.
Co-Authors AA Sudharmawan, AA Adha Marche Lino Untajana Adi Atmoko Agus Maramba Meha Agus Timan Akmal Alberthin Gabriela Reskir Annisaislami Khairati Aprilya Christy Lorwens Arif Taufiq Dani Abdillah Arifin Arifin Arnold Sahalessy Arsyil Waritsman Asep Sunandar Awalya Siska Pratiwi Beatrix Tomasila Beatrix Tomasila Bety Diana Serly Hetharion Burhanuddin Burhanuddin Calvrin Saukoly Christi Matitaputty Costapina Purimahua Dahiana, Wa Ode Dami, Zummy Anselmus Dara Kakisina Darma A. Ngilawajan Debie Elvan Latuharhary Desembra Sohilait Dina Dony Darma Sagita Emma Rumahlewang Estin Indria Maahury Fachry Abda El Rahman Feibry Feronika Wiwenly Senduk Felix Febry Somae felix somae Fenty Retraubun Hetty Rahmawati Ibrahim Bafadal Ifdil Ifdil Izaak Hendrik Wenno Izak Jakobis Makulua Jovial Kaihatu Juliana, Novela Kaihatu, Jovial Kartika Eka Prasetiyani Kempa, Vicardy Khairul Bariyyah Khairul Bariyyah Kunu, Matusela Laily Tiarani Soejanto Lambertus Johanes Lokollo Latukau, Rahmawati Lifia Meiliza Wiyono Liyona Aty R Puttileihalat Lorwens, Aprilya Christy M. Fahli Zatrahadi Maahury, Estin Indria Mahaly, Sawal Mahulauw, Ujian Makaruku, Vando Kristi Maria Goreti Kilmas Maria Imaculada da Conceição Soares Maria Kilmas Markus Marthen Somae Matusela Kunu Meilan Refwutu Mufida Istati Mustiningsih Nedhy Tisan Neleke Huliselan Neleke Huliselan, Neleke Novela Juliana Nunuela, Nandalita Nur Adila Wafiqoh Zulvi Nurul Rahmi Nussy, Salim Patrisius Rahabav Patrisius Rahabav Patrisius Rahabav Pattiasina, Johan Prisca Diantra Sampe Raden Bambang Sumarsono Rahabav, Patrisius Rahmawati Latukau Ramliani, Wa Ode Refwutu, Meilan Retraubun, Fenty Rima Pratiwi Fadli Rudolf Kempa Rudolf Kempa Rudolf Kempa Rudolf Kempa Rudolf Kempa Rudolf Kempa, Rudolf Rumfot, Sumarni Rusnawati Ellis Sahalessy, Arnold Salim Nussy Sampe, Prisca Diantra Santy Andrianie Sawal Mahaly Seng Tong Chong Singerin, Sarlota Soeci Izzati Adlya Sumarni Rumfot Tanwey G. Ratumanan Tanwey Gerson Ratumanan Tanwey Gerson Ratumanan Telussa, Rivaldo Paul Tisan, Nedhy Tomasila, Beatrix Ujian Mahulauw Vando Kristi Makaruku Vando Kristi Makaruku Vando Kristi Makaruku Vicardy Kempa Wa Halija Wa Ode Husniah Wa Ode Ramliani Wakim, Yuliana Walid Fajar Antariksa Waluwandja, Petrisia Anas Wandi Yusuf Bugis Yaki, Missy Yane Lusye Yulastri, Resti Yulian Hermanus Wenno YULIAN HERMANUS WENNO Yuliana Wakim Yusuf Sobri, Ahmad