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Educational Management Model for Enhancing Medical Professional Competence in Forensic and Medicolegal Education through Artificial Wound Simulation Nola T S Mallo; Henny Nikolin Tambingon; Orbanus Naharia; Ruth Umbase
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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This article examines the management of competency improvement for participants in a medical professional education program in forensic and medicolegal sciences. The central problem is the gap between expected forensic-medical competence and the limited learning conditions experienced during a short clinical rotation, particularly the scarcity of real forensic cases that can be observed and practiced directly by learners. The study used a qualitative case-study approach based on in-depth interviews, observation, and documentation. The analysis was organized through the educational management functions of planning, organizing, actuating, and controlling (POAC), and was integrated with competency-based medical education, simulation-based learning, and continuous quality improvement. The findings show that competency improvement requires careful planning of competency needs, an integrated curriculum, structured resources, active implementation through lectures, case discussions, laboratory practice, artificial wound simulation, and repeated writing exercises for Visum et Repertum. Evaluation through formative feedback, summative assessment, and simulation-based Objective Structured Clinical Examination (OSCE) indicated improvement in descriptive, analytical, documentary, confidence, and collaborative competencies. The article proposes an educational management model that integrates POAC with artificial wound simulation as an innovation to address limited rotation time and real-case scarcity. The model strengthens technical competence, reflective learning, medicolegal reasoning, and quality assurance in forensic medical education.

Social Media Use, Digital Literacy, and Counseling Effectiveness as Predictors of Reproductive Health Knowledge among Medical Students: An Educational Management Perspective Inggrid C Mahama; Deitje A. Katuuk; Ruth Umbase; Henny Nikolin Tambingon
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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This article analyzes the influence of social media use, digital literacy, and the effectiveness of reproductive health counseling on medical students' reproductive health knowledge. The study is positioned within educational management because digital platforms, information literacy, and counseling programs are not merely instructional tools; they represent a managed learning ecosystem that requires planning, implementation, monitoring, and evaluation. A quantitative survey design was used with 276 medical students as respondents. Data were collected through structured questionnaires measuring four constructs: social media use, digital literacy, counseling effectiveness, and reproductive health knowledge. Instrument testing showed that all indicators were valid, while reliability coefficients were strong for social media use (Cronbach's alpha = 0.939), digital literacy (0.923), counseling effectiveness (0.933), and reproductive health knowledge (0.926). Multiple regression analysis indicated that the three predictors simultaneously explained 51.3% of the variance in reproductive health knowledge (R = 0.716; R² = 0.513; F = 95.551; p < 0.001). In the final model, social media use showed the strongest standardized effect (β = 0.381), followed by counseling effectiveness (β = 0.346) and digital literacy (β = 0.261). The findings imply that reproductive health education in medical education should be managed as an integrated digital education strategy, combining credible social media content, critical digital literacy development, and interactive counseling. The article contributes to educational management by proposing a practical pathway for strengthening evidence-based reproductive health knowledge through digital learning governance.

Specialist Medical Education Program (PPDS): A Phenomenological Study at the Faculty of Medicine, Sam Ratulangi University Iddo Posangi; Joulanda A M Rawis; Henny Nikolin Tambingon; Shelty D.M. Sumual
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Bullying in clinical medical education has increasingly been recognized as a systemic problem that undermines learning quality, resident well-being, and ultimately patient safety. This study examines the dynamics of bullying within the Specialist Medical Education Program (PPDS), particularly Anesthesiology and Intensive Care, at the Faculty of Medicine, Sam Ratulangi University (FK Unsrat), and formulates a comprehensive management model for bullying prevention aimed at reducing residents’ risk of depression. Using a qualitative phenomenological approach, data were collected through Focus Group Discussions (FGD) and in-depth interviews with purposively selected participants, including junior residents, senior residents, and consultants. Findings indicate that bullying is often “mild” in appearance yet persistent, manifesting verbally (humiliating remarks, destructive criticism), socially (information exclusion), symbolically (non-academic errands justified as “tradition”), and administratively (unrealistic deadlines and punitive task allocations). These behaviors are normalized by a seniority culture, rigid academic traditions, and hierarchical structures, which create power imbalances and discourage reporting due to fear of retaliation and negative academic consequences. The study also reveals that existing prevention efforts remain largely normative: formal rules are not explicit about bullying, standard operating procedures (SOPs) are absent, and reporting mechanisms are unclear or distrusted. In response, this study proposes an integrated bullying prevention management model consisting of a dedicated SOP, an independent reporting and protection system, strengthened empathetic communication training, consultant mentoring development, organizational culture reorientation, and continuous monitoring and evaluation. The model positions prevention as an institutional quality assurance agenda in clinical education, linking humane supervision, ethical professionalism, and mental health safeguarding to improved learning outcomes and safer care.

Model Development of Training Management for Maritime Transport Apparatus at Amurang Sea Port: A Qualitative Study on Planning, Implementation, Evaluation, and Career-Linked Improvement Moh. Qowi; Jeffry Sony Junus Lengkong; Joulanda A M Rawis; Henny Nikolin Tambingon; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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This study develops and analyzes a Training Management Model for maritime transport apparatus serving at Amurang Sea Port, focusing on how training is planned, implemented, evaluated, and redesigned into a more contextual and career-linked system. The research problem emerges from the persistent gap between training programs administered through BP2TL (Balai Pendidikan dan Pelatihan Transportasi Laut) and the real operational needs of small ports, where limited infrastructure, constrained budgets, and bureaucratic routines often reduce training relevance and post-training application. The study employs a qualitative descriptive approach, using in-depth interviews, observation, and document analysis to capture the practices and constraints across training management stages. Findings show that training planning has followed formal guidance and standards; however, it remains dominated by administrative routines and has not fully adopted a dynamic, field-driven training needs assessment. Key planning gaps include limited flexibility of training budgets, weak integration between training and career pathways, insufficient contextualization of training modules for small-port operations, and minimal utilization of evaluation outputs for subsequent planning cycles. Implementation is delivered through formal mechanisms but is not yet optimal: training methods are still heavily theoretical (lecture-based), simulation and case-based practice remain limited, and schedules often conflict with participants’ operational duties, restricting participation and learning transfer. Evaluation tends to emphasize administrative outputs (attendance and certification) rather than measuring competence, behavioral change, and work-unit performance impacts. Based on these findings, the study proposes a revised model that is contextual, decentralized, and unit-needs-based, integrating comprehensive evaluation frameworks (ADDIE, Kirkpatrick, and CIPP) to treat the port environment as a “real learning laboratory” and participants as change agents. The study concludes that shifting training management from annual compliance routines to an outcome-oriented human resource development strategy is essential for strengthening safety, service quality, and professionalism in maritime public services at small ports.

Transformational Leadership Construction of High School Principals in Raja Ampat Regency: A Grounded-Theory Case Study in an Archipelagic Context Stanly Fictor Metem Sauyai; Rolles N. Palilingan; Henny Nikolin Tambingon; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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This study describes and analyzes the construction of transformational leadership among high school (SMA) principals in Raja Ampat Regency and identifies determinant factors shaping that construction within an archipelagic and remote-area setting. The research employs a qualitative case study design and applies grounded-theory procedures to generate an empirically grounded leadership construction model. Data were gathered through in-depth interviews, observation, and document analysis, involving principals as main informants and teachers as supporting informants. Findings show that transformational leadership is constructed through eight interrelated dimensions manifested in daily leadership practices: (1) work direction, (2) communication of vision and mission, (3) trust building, (4) creativity development, (5) motivation provision, (6) role modeling, (7) optimism cultivation, and (8) instilling pride in the school. The construction of transformational leadership is influenced by two groups of determinant factors: internal factors (personal values, motivation, experience, competence, and self-reflection) and external factors (training, teacher support, professional interactions, educational policy, and the socio-cultural context of the archipelago). The study contributes a contextual leadership construction model relevant for remote and island-based education systems and offers implications for principal capacity development and policies to improve educational quality in geographically constrained regions.

The Disconnect between Financial Compliance and Pedagogical Utility in School Management: A Phenomenological Study on “Sleeping Assets” and Bureaucratic Rituals Novie Noldy Johanes Rompis; Henny Nikolin Tambingon; Rolles N. Palilingan; Ruth Umbase
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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In the landscape of decentralized school-based management, principals hold a complex dual autonomy: as accountable fiscal managers and as visionary instructional leaders. However, the pressure of bureaucratic isomorphism often creates an extreme disparity in focus. This phenomenological study investigates how principals in Public Junior High Schools (SMP) in Tomohon City, Indonesia, navigate the existential tension between the demands for state financial reporting compliance and the effectiveness of asset utilization for learning. Through in-depth interviews, document analysis, and physical observation of schools, this study uncovers a chronic phenomenon of “Loose Coupling.” The findings indicate that: (1) An Asymmetry of Accountability occurs, where leadership energy is exhausted pursuing an administrative “clean audit” status, while the evaluation of pedagogical impact is neglected; (2) The emergence of the “Sleeping Assets” phenomenon, where teaching aids and learning technologies undergo an ontological death—purchased as symbols of modernity but unused in classroom practice; and (3) External evaluation tends to be blunt and normative, failing to diagnose the gap between budget expenditure and learning quality. This study concludes that without reforming accountability mechanisms to balance fiscal and pedagogical indicators, educational decentralization will only produce symbolic compliance without substantial quality improvement.

Teacher Leadership Development in Elementary Schools in South Minahasa Regency Sarah S.N Tombokan; Jeffry Sony Junus Lengkong; Mister Gideon Maru; Henny Nikolin Tambingon
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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The development of teachers' roles extends beyond teaching to leadership roles. This study aims to describe and identify teacher leadership development, its determinants, and its outcomes in elementary school settings. This study employed a case study method with a multi-case study design. The primary data source was an informal group of 11 participants, consisting of three principals and eight teachers. Data collected through interviews, observations, and documentation studies were processed using qualitative data analysis techniques using an interaction model. The validity of the research data was tested using credibility, transferability, dependability, and confirmability techniques. The results of the study are presented in three findings. First, elementary school teacher leadership development occurs through teacher learning, the boundaries of teacher leadership encompassing the classroom, group, and organization, and roles within and outside the school. Second, the determinants of elementary school teacher leadership development include internal and external factors, as well as interactions between principals and teachers. Third, the results of elementary school teacher leadership development include outcomes at the teacher, student, and school levels. The results of this study are discussed in relation to theory and empirical evidence from previous research. Furthermore, the research conclusions and recommendations are described

Effectiveness of Junior High Schools in Minahasa Regency Hansje Tommy Wuwungan; Herry Sumual; Rolles N. Palilingan; Henny Nikolin Tambingon
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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This study aims to analyze the effectiveness of junior high schools (SMP) in Minahasa Regency and to examine the influence of teacher competence, learning resource management, instructional media, principal leadership, classroom management, and school academic culture on school effectiveness. This research employed a quantitative approach using a survey method. The study was conducted in 103 public and private junior high schools in Minahasa Regency. Data were collected through questionnaires, observations, and documentation, involving teachers and principals as respondents. Data analysis was performed using multiple linear regression, preceded by classical assumption tests including normality, linearity, and multicollinearity tests, with a significance level of α=0.05. The results show that, partially, teacher competence, learning resource management, instructional media, principal leadership, classroom management, and school academic culture have a positive and significant effect on junior high school effectiveness in Minahasa Regency, with significance values of p < 0.05 for each variable. Simultaneously, the results of the F-test indicate that the six independent variables jointly have a significant effect on school effectiveness (Sig. < 0.05). Furthermore, the coefficient of determination indicates that school effectiveness is substantially influenced by the combined contribution of these variables, while the remaining variance is explained by other factors outside the research model. The study concludes that the effectiveness of junior high schools in Minahasa Regency is significantly influenced by teacher competence, learning resource management, instructional media, principal leadership, classroom management, and school academic culture, both partially and simultaneously. Therefore, improving school effectiveness requires an integrated and sustainable strengthening of these factors to enhance educational quality and achieve optimal educational outcomes at the junior high school level.

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