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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Educational Management and Instruction (JEMIn) Pakem : Jurnal Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Geografi Unpatti EDUCATIONE: Journal of Education Research and Review Jurnal Pengabdian kepada Masyarakat Arumbai DEVOTIONIS: Journal of Community Service Jurnal Pengabdian kepada Masyarakat Arumbai

Rumfot, Sumarni

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Author-ID : 7585930

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Evaluasi Sistem Informasi Manajemen Pendidikan Pada Gugus I Kairatu Barat Sialimbona, Irawan; Kempa, R.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1074

The rapid advancement of information technology in various sectors is inevitable. Information technology that is increasingly sophisticated on the one hand facilitates human work and at the other end increasingly requires humans to be able to operate it. In that context, improvement in the field of information technology is a very urgent need. Schools as educational institutions cannot escape the advancement of information technology. Schools are required to implement a good management information system. This is done so that schools can improve efficiency and effectiveness in managing school management. This research aims to find out (1). The extent of the implementation of the Education management information system in cluster 1 West Kairatu. (2). What factors are supporting and inhibiting the implementation of Academic SIMDIK in cluster 1 West Kairatu. This study used descriptive qualitative research, using observation, interviews and documentation, as data collection techniques. This research was conducted in three schools in cluster 1 west Kairatu. Based on the research, the results obtained are: (1) Input Aspect: The results of the initial study of the implementation of Academic SIMDIK, the Input dimension found that input data such as: Data based students, educators and education personnel, lesson plan documents, curriculum and so on have been well organized. The results of observations of dimension (2) process: it was found that curriculum and learning management, teacher assignments, scheduling, teaching units, teaching plans, subject management, student attendance in PBM, question bank data processing, management of test scores, were quite good, but student case data was not well organized. The results of the observation of dimension (3) Product: it was found that the management of student academic grades, academic achievements and student study reports were well organized. Supporting factors, the principal is proficient in using IT, administrative management is quite good. While inhibiting factors There are still principals, teachers who cannot use IT properly, especially senior teachers who are about to retire, inadequate computer equipment, internet networks and electricity that are less supportive, especially when sending data.

Analisis Kebijakan Pemenuhan Kebutuhan Guru pada SMA di Kota Ambon Rahabav, Williams Mauritz; Ratumanan, T.G.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1075

Teacher ratio in Maluku in general and Ambon City in particular still occur miss match good mismatch in meaning imbalance teacher to student ratio and mismatch in meaning not balance teacher competence with field tutored study. Problem the impact on the advantages of field teachers studies certain and happen shortage of teachers in other schools. Coping problem the issued SKB 5 Ministers. SKB 5 Ministers need follow up with Policy operations at the provincial level. As for the purpose study this that is 1) Knowing Policy Local Government in fulfillment the need for teachers at high schools in Ambon City; 2) Knowing burden teacher work at SMA in Ambon City; 3) Knowing school strategy in Fulfill burden teacher work at SMA in Ambon City and 4) Identify constraint school in Fulfill burden teacher work at a high school in Ambon City. Study this belong to study qualitative. Informant totaling 17 people with details: Head of GTK, 8 principals and 8 selected teachers with the purposive sampling technique data collection is done with use guidelines interview and study documentation. Data analysis was carried out with technique analysis descriptive quantitative and qualitative. The results of data analysis show that 1) Local Government Policy has Secrete two policy as explanation of the 5 Ministerial Decrees, namely: Regulations Maluku Governor (PERGUB) N0. 6, 2021 About Technical Instructions for Provision of Teachers No Permanent (GTT) and Honorary Teacher Salary Technical Guidelines School Assignments for 2022; 2) The ratio of high school teachers in Ambon City if compared with amount class / group obtained average of 1:19. However, if seen from comparison rombel with number of teachers per field study, happened imbalance ratio. In Ambon City happened the excess of teachers as many as 682 people and the shortage of teachers as many as -112 people; 3) all PNS teachers in Ambon City get reach a maximum of 24.53 JTM/ week and as many as 4 schools namely Alhilal Ambon High School, Mediatrix High School, Passo Christian High School and Maluku Adventist High School the civil servant teachers no reach 24 JTM / week; 4) Some the teacher 's problem is not reach JTM 24 Hours/ Week : (a) head school not enough pay attention to the activity decree addition to school for converted; many teachers are difficult for get additional JTM outside school, because the teacher must compete with other teachers; (c) school no could To do solving rombel because in accordance rule standard facilities and infrastructure as well as standard curriculum national governing amount burden Minimum and maximum teaching hours one week confirm that amount student maximum for high school is 20 students / group; (d) problem financial, fatigue result in delay go to school, teachers don't could complete Duty routine such as RPP and so on; (e) Number of lesson hours eye lesson certain in structure curriculum such as: English, foreign language others, history, art etc only 2 hours per week so the teacher doesn't could meet 18JTM/week as precondition and also not could Fulfill with Duty adjunct and teaching in other schools for reach 24 JTM / week.

Pengaruh Kompetensi Pedagogik dan Profesionalisme Guru Terhadap Prestasi Belajar Siswa Pada SMA se-Kecamatan Amalatu-Elpaputih Wairatta, Viona; Laurens, Th.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1076

The impact of teachers's pedagogical competence and professionalism on student learning achievement in high school in Amalatu-Elpaputih District. A teacher's pedagogical and professional competence is needed to improve the quality of learning and student achievement. This research was conducted with the aim of looking at the influence of teachers' pedagogical and professional competence on the learning achievement of high school students in the amalatu-elpaputih sub-district, western Seram district. This type of research is quantitative, with the number of samples selected using a saturated sampling technique being 80 people. The technique used to obtain this is through a closed questionnaire. Regression test statistics show that (1) there is a positive and significant influence of teacher pedagogic competence on the learning achievement of State High School students in the Amalatu-Elpaputih subdistrict, SBB district. This influence can be explained through the regression model formed, namely . The magnitude of the influence of pedagogical competence on student learning achievement, namely 34.30% and 65.70%, is another factor outside this regression model; (2) there is a positive and significant influence of teacher professionalism on the learning achievement of State High School students in the Amalatu-Elpaputih sub-district, SBB district. This influence can be explained through the regression model formed, namely . The influence of teacher professionalism on student learning achievement is 27.60%, and the remaining 72.40% is other factors outside this regression model; and (3) there is a positive and significant influence of pedagogical competence and teacher professionalism on the learning achievement of State High School students in the Amalatu-Elpaputih subdistrict, SBB district. This influence can be explained through the regression model formed, namely . The magnitude of the influence of pedagogical competence and teacher professionalism on student learning achievement, namely 38.60% and 61.40%, is another factor outside this regression model.

Manajemen Pendidikan Karakter di SMA Negeri 13 Ambon Djamaluddin, Sunardi; Rahabav, P.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1077

This research aims to (1) To find out the character education planning at SMA Negeri 13 Ambon. (2) To find out the organization of character education at SMA Negeri 13 Ambon. (3) To find out the implementation of character education at SMA Negeri 13 Ambon. (4) To find out the supervision of character education at SMA Negeri 13 Ambon. (5) To find out the factors that support and detain character education at SMA Negeri 13 Ambon. The results of this research are: (1) Educational character management planning at SMA Negeri 13 Ambon begins with a program planning meeting at the beginning of the year involving all school components including the principal, vice principal for curriculum, student affairs, infrastructure, public relations, treasurer, education staff and education and school committees. The meeting discussed determining the goals of character education, preparing programs and integrating character values to students. (2) The organization of character education for students of SMA Negeri 13 Ambon was carried out based on a Decree from the principal to all stakeholders of SMA Negeri 13 Ambon, with regard to what, where and when the activities will be carried out, why it must be implemented, and how to implement it. (3) The implementation of character education at SMA Negeri 13 Ambon was carried out in integrative way by all teachers including the principal. (4) Supervision of character education at SMA Negeri 13 Ambon was carried out by internal and external supervisors. The internal supervisor is the principal, assisted by the vice principal, while the external supervisor is a school supervisor assigned by the Educational Office. The Implementation is carried out in accordance with their responsible and functions, based on the instrument of supervision activities, both monitoring and evaluation. (5) The supporting factor for character education management in SMA Negeri 13 Ambon is, there is a coordination between the principal and the vice principal, teachers and staffs in implementing various models, methods and learning strategies in character education in teaching and learning process, inside and outside the classroom, supported with adequate infrastructure. The only factor detaining the management of character education in SMA Negeri 13 Ambon is the lack of self-awareness of certain subject teachers.

Efektifitas Pemanfaatan Dana Bantuan Operasional Pendidikan (BOP) dalam Upaya Peningkatan Mutu Pendidikan Jenjang PAUD di Kecamatan Bula Kabupaten Seram Bagian Timur Faud, Nurjanah; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1083

Permendikbud Number 2 of 2022 states that the Early Childhood Education (PAUD) Operational Assistance (BOP) is an aid fund provided by the Central Pamerintah to assist in providing funding for non-personnel operational costs in supporting early childhood education learning activities. In accordance with article 12 paragraph (1) letter (e) of the Regulation of the Minister of Finance of the Republic of Indonesia Number 116/PMK.07/2022 concerning the Management of Non-Physical Special Allocation Funds, the calculation of the allocation of Education BOP funds is carried out based on the number of students multiplied by the unit cost per student. This type of research is descriptive qualitative research with a problem formulation that combines research to explore or photograph the situation to be thoroughly researched, broadly and in depth in the early childhood education unit in Bula sub-district, namely at Bula State Guidance Kindergarten and Gumumae Bula Kindergarten. The purpose of this study itself is to determine the Effectiveness of the Management of Education Operational Assistance Funds (BOP) in an Effort to Improve the Quality of PAUD Education in Bula District, East Seram Regency and to determine the supporting and inhibiting factors in the management of educational operational assistance at Bula State Guidance Kindergarten and Gumumae Bula Kindergarten. From the results of the research conducted, it was found that BOP fund planning was carried out through the preparation of school activity plans and budgets (RKAS) by involving: school principals and staff and teacher councils, school school committees and management at the education office in charge of ECCE, the realization of the BOP Fund Program at both ECCE institutions has been completed according to the target time. Performance objectives and targets in accordance with the RKAS, the implementation/use of BOP funds at TK Pembina Bula and TK Gumumae Bula have not applied the principles of transparency and accountability in the Financial statement accountability report.At TK Pembina Bula and TK Gumumae Bula in 2022.

Manajemen Pembelajaran Anak Berkebutuhan Khusus (ABK) pada SD Negeri 8 Bula Kecamatan Bula Kabupaten Seram Bagian Timur Rumatumia, Hairudin; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1084

Education is a basic right for everyone, regardless of social class/strata, race, political choice, creed or physical and mental differences as stated in the 1945 Constitution article 31 paragraph (1) states "Every citizen has the right to equal educational opportunities". Law Number 4 of 1997 concerning persons with disabilities Article 10 Paragraph (1) states that "Equality of opportunity for persons with disabilities in all aspects of life and livelihood is implemented through the provision of accessibility". The existence of children with special needs (ABK) at SD Negeri 8 Bula, Bula District, East Seram Regency consists of several categories including: Special Smart Children and Special Talents (CIBI), Slow learners, Children who have specific learning difficulties, and Autism. In the application of learning management at SD Negeri 8 Bula, of course, it must be slightly different from other public schools that do not have students with special needs ABK). In education, management is the activity of integrating educational resources to be centralized in an effort to achieve predetermined educational goals by directing people to carry out certain activities to achieve goals. That is, moving those people to organize the means, materials, tools, and costs and by certain methods carry out their respective activities. In practice the manager or principal is in charge of directing the teachers, staff, and students. Not only leading or encouraging, but also thinking about strategies or policies to regulate school physical, facilities, and infrastructure. This type of research is qualitative descriptive research Through. From the results of the research conducted, it was found that the Planning for Learning Management of Children with Special Needs (ABK) carried out by the Principal and Teachers / Educators at SD Negeri 8 Bula in identifying students must be carried out earlier when students register so that in the preparation of RPP and Syllabus a modified curriculum can be made that can accommodate learning models for students with special needs, Implementation (Actuating) of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers have implemented learning strategies in accordance with references to the applicable curriculum, namely the 2013 Curriculum, and Evaluation of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers evaluate the implementation of learning, evaluations are carried out on student learning outcomes common.

Pengaruh Kemampuan Manajemen Kepala Sekolah, Kepemimpinan Kepala Sekolah Terhadap Mutu Pelayanan Pendidikan Melalui Kinerja Guru Usran, Usran; Ratumanan, T.G.; Lekatompessy, J. E.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1085

The aim of this research is to explain: 1) The influence of work motivation on the performance of East Kutai Regency driving teachers, 2) The influence of self-efficacy on the performance of East Kutai Regency driving teachers, 3) The influence of resilience on the performance of East Kutai Regency driving teachers, 4) The influence of work motivation on the resilience of driving teachers in East Kutai Regency, 5) The influence of self-efficacy on the resilience of driving teachers in East Kutai Regency, 6) The indirect influence of work motivation on performance through the resilience of driving teachers in East Kutai Regency, and 7) The indirect influence of self-efficacy on the performance of driving teachers through resilience in East Kutai Regency. Type of quantitative research. The research population was school principals and driving teachers for Classes 5, 7 and 8 in East Kutai Regency. The sampling method used proportional sampling of 20 school principals and 51 teachers. Results Based on the results of the research and discussion, it can be concluded as follows: 1) Work motivation has a direct positive effect on the performance of teachers in East Kutai Regency. 2) Self-efficacy has a direct positive effect on the performance of East Kutai Regency driving teachers. 3) Teacher resilience has a direct positive effect on the performance of teachers in East Kutai Regency. 4) Work motivation has a direct positive effect on the resilience of teachers driving East Kutai Regency. 5) Self-efficacy has a direct positive effect on the resilience of teachers driving East Kutai Regency. 6) There is a significant influence between work motivation and performance through the resilience of driving teachers in East Kutai Regency. 7) There is a significant influence between self-efficacy on the performance of driving teachers through resilience in East Kutai Regency.

Pengaruh Supervisi Kepala Sekolah Dan Kompetensi Guru Terhadap Kinerja Guru Di Sekolah Dasar Negeri Se-Kecamatan Bula Fidmatan, Firdah; Kempa, R.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1086

This research aims to (1) Describe the supervision of school principals in State Elementary Schools in Bula District. (2) Describe the competency of teachers in State Elementary Schools in Bula District. (3) Describe the performance of teachers in State Elementary Schools in Bula District. (4) Describe whether or not there is a significant influence between principal supervision on teacher performance in State Elementary Schools in Bula District. (5) Describe whether there is a significant influence between teacher competency on teacher performance in State Elementary Schools in Bula District. (6) Describe whether or not there is a significant influence between principal supervision and teacher competency together on teacher performance in State Elementary Schools in Bula District. This type of research is quantitative research. The samples obtained came from state elementary schools in Bula District, East Seram Regency. The sample used was 106 respondents. The data obtained in this research was through filling out a questionnaire. The research method used by researchers in this research is descriptive quantitative with quantitative regression analysis methods. The results of descriptive analysis of principal supervision variables in Bula District Elementary Schools, East Seram Regency are classified as moderate, Teacher Competency variables in Bula District East Seram District Elementary Schools are classified as high, and teacher performance variables in Bula District Elementary Schools are classified as high, and teacher performance variables in Bula District Public Elementary Schools Eastern Seram Regency is relatively high. The results of the descriptive analysis based on the results of testing the first hypothesis show that the principal's supervision has a significant influence on teacher performance. The second hypothesis also shows that teacher competence has a significant influence on teacher performance. The third hypothesis shows that principal supervision and teacher competence together have a significant influence on teacher performance in State Elementary Schools in Bula District, East Seram Regency.

Implementasi Kebijakan Dinas Pendidikan Kebudayaan Pemuda dan Olahraga dalam Meningkatkan Mutu Guru di SMP Kecamatan Bula Kabupaten Seram Bagian Timur Kilbaren, Muh. Ali; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1087

Policy implementation in principle is a way for a policy to achieve its goals. The implementation process will vary depending on the nature of the policy being implemented. Different decisions will show the characteristics, structures and relationships between the factors that influence the implementation of public policy so that the implementation process will also experience differences. The characteristics of education policy include (1) having goals, (2) having formal legal aspects, (3) having operational concepts. Compiled by the authorities, the formulator has capacity in the field of education, can be measured and evaluated, has a systematic formulation, and is prioritized. Policy implementation is seen in a broad sense, which is the stage of the policy process immediately after the enactment of the law. Implementation is seen broadly as having the meaning of implementing laws in which various actors, organizations, procedures and techniques work together to carry out policies in an effort to achieve the goals of policies or programs. Implementation of school quality assurance is a government policy to improve the quality of education. Implementation of a quality assurance system in primary and secondary education refers to standards according to applicable regulations. The results of the study show that the planned policies related to aspects of quality improvement do not indicate the direction and targets that must be achieved, this is due to the techniques and strategies in the formulation of policies related to programs that show a focus on solving educational problems related to quality. The quality of education is influenced by the competence of teachers while the academic qualifications of teachers are at the secondary school level (97.0%) for elementary schools (69.4%) for elementary schools (38.6%) for S1. For the level of certification (PAUD has been certified 0% - not yet certified 99.5%) School (Elementary has been certified 6.8% - has not been certified 93.2%) and Secondary Education (certified 8.3% and not yet certified 91.7 %).

Manajemen Kelompok Kerja Guru (KKG) pada Gugus Flamboyan Kecamatan Pulau Gorom Kabupaten Seram Bagiaan Timur Rumanama, Darama; Laurens, Th.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1088

The aim of this study is to analyze the functions of planning, organizing, implementing, and evaluating the Flamboyan Cluster KKG using qualitative testing methods. The results of the research indicate that the Flamboyan Cluster KKG has successfully established a solid foundation through a clear vision, mission, goals, and strategies in the planning aspect. The structured planning provides direction and measurable goals for the group, creating a collaborative environment for professional growth and the improvement of educational quality. In the organizational aspect, the Flamboyan Cluster KKG demonstrates commitment and a holistic approach in forming an effective teacher working group. Participatory approaches, adjustments to needs, and a focus on developing teacher competencies are key elements for the development of professionalism and teaching quality. In the implementation phase, the application of motivational strategies, focused guidance, effective coordination, and the use of digital communication media create a positive working environment. In-depth understanding of member needs, proactive response to feedback, and commitment to individual professional growth strengthen the group's performance. Regarding evaluation, the Flamboyan Cluster KKG adopts a participatory approach in formulating job standard criteria and suggesting future work program recommendations. Despite logistical challenges, the group successfully involves active members and adapts to environmental changes to enhance the effectiveness of KKG activities and the quality of teacher development in their region.

Co-Authors Akyuwen, Johanis Stenly Anak Agung Oka Anshoriyah, Sofiyatul Bugis, Nurdiana Djamaluddin, Sunardi Faubun, Fransina M. Faud, Nurjanah Fidmatan, Firdah Fretes, Elsa Beatrix De Hattu, Yan HendrikWenno, Izaak I. H. Wenno I.H. Wenno Iwan Ramadhan Izaak Hendrik Wenno, Izaak Hendrik Jamair, Raddy Jamlean, Laurensia Kempa, R. Kempa, Rudi Kesaulya, Eka Kilbaren, Muh. Ali Kunu, Matusela Latukau, Rahmawati Latuliu, Nurlaila Laurens, Th. Lautloly, Benedikta Lekatompessy, J. E. Lekatompessy, J.E Lokollo, I. J. Lokollo, l.J Luhulima, Nurbai Saparwati Maahury, Estin Indria Mahulauw, Emy Mahulauw, Ujian Makaruku, Vando Kristi Makaruku, Vando. K. Marasabessy, Sitti Bariah Moriolkosu, Djems Raymon Munipah, Siti Musa, La Nanilette, Sahama Nunuela, Nandalita Nussy, Salim Ode, Bahtiar Papilaya, J Papilaya, J. Papilaya, P. Paul Arjanto Rahabav, P. Rahabav, Patris Rahabav, Patrisius Rahabav, Williams Mauritz Ramliani, Wa Ode Ratumanan, G.T. Ratumanan, T. G. Ratumanan, T.G. Refwutu, Meilan Retraubun, Fenty Rudolf Kempa, Rudolf Rumakabes, Hasanudin Rumanama, Darama Rumatumia, Hairudin Rumeon, M. Sidik Sahalessy, A. Sahallesy, Arnold Sahib, Abdul Salenussa, Roodmansye E.I Sapulette, Frida Sari, Veny Yohan Sialimbona, Irawan Singerin, Sarlota Siolimbona, La Diu Sohilait, Desembra Suailo, Amir Sujana, Ujang Thayb, Murni Daeng Tomasila, Beatrix Ufie, Alberto Boudewijn Umasugi, Ajuan Untayana, Adha Usran, Usran Wairatta, Viona Wakim, Yuliana Wenno, I. H Wenno, Izaak H Wenno, Izaak H. Wokas, Amalia Hayuningtias

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