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p-Index From 2021 - 2026
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All Journal International Journal of Humanities Education and Social Sciences SERUMPUN : Journal of Education, Politic, and Social Humaniora
Garry Brumadyadisty
Universitas Islam Syekh Yusuf, Tangerang, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Tourism Development in the Sumenep Archipelago: Policy, Infrastructure, and Stakeholder Synergy Siska Armawati Sufa; Slamet Riyadi; Agustiawan Djoko Baruno; Garry Brumadyadisty; Irzameingindra Putri Radjamin
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 4 (2026): IJHESS FEBRUARY 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i4.2179

Abstract

Tourism development in the Sumenep Archipelago faces complex challenges due to geographical fragmentation and limited stakeholder synergy. Despite its significant potential in marine and cultural tourism, efforts remain hindered by sectoral coordination, policy misalignment, and uneven infrastructure development. This study investigates how stakeholders communicate and collaborate in tourism development, identifies key obstacles in implementing tourism policies and infrastructure, and explores local community involvement across island districts such as Gili Iyang, Kangean, and Gili Labak. Using a qualitative approach and multi-case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The findings indicate that stakeholder communication is fragmented and project-dependent, lacking a formal collaboration forum. Infrastructure challenges include poor accessibility, weak digital connectivity, and insufficient sanitation facilities. Policy gaps emerge from the disconnect between national frameworks and island-specific spatial and logistical needs. Meanwhile, local communities participate mainly as microeconomic implementers with minimal empowerment, institutional support, or access to capital. The study concludes with a recommendation to establish participatory policies, strengthen local institutions, and facilitate cross-sector collaboration to build an inclusive, adaptive, and sustainable tourism governance model for the Sumenep Archipelago.
Teachers as Digital Facilitators: A Qualitative Study on Professional Adaptation in Technology-Based Curriculum Garry Brumadyadisty; Siska Armawati Sufa; Gardena Smoro Laksmi; Suprayitno Suprayitno
SERUMPUN : Journal of Education, Politic, and Social Humaniora Vol. 3, No. 2 : SERUMPUN (JULY-DECEMBER 2025)
Publisher : Yayasan Maslahatul Ummah Ilal Jannah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/srp.v3i2.210

Abstract

The development of digital technology has driven significant changes in educational practices, particularly in the role of teachers, who have transformed from knowledge deliverers to digital facilitators. This study stems from the problem of low pedagogical readiness and institutional support experienced by teachers in facing the demands of technology-based learning. The purpose of this study is to analyze the process of reconstructing teachers' professional identities, supporting and inhibiting factors, and their implications for pedagogical practices in the digital era. The research methodology used a qualitative approach with NVivo-assisted thematic analysis, involving in-depth interviews with teachers from various school contexts. The results show that the changing role of teachers requires cognitive, emotional, and social adjustments. Self-efficacy proved to be a central factor in successful adaptation, while infrastructure limitations and ambiguous administrative policies caused emotional stress. Peer collaboration and reflective practices strengthen resilience and serve as sources of pedagogical innovation. The study concludes that digital adaptation is not merely a technical skill, but a process of reconstructing pedagogical identity influenced by internal agency, social structures, and institutional support. Recommendations include strengthening continuous training, equitable infrastructure policies, and establishing teacher practice communities to support sustainable transformation.
Co-Authors Agustiawan Djoko Baruno Gardena Smoro Laksmi Irzameingindra Putri Radjamin Siska Armawati Sufa Siska Armawati Sufa Slamet Riyadi Suprayitno Suprayitno