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All Journal Jurnal Harkat : Media Komunikasi Gender Jurnal Manajemen Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Academy of Education Journal SOSCIED JURNAL CIVIC EDUCATION: MEDIA KAJIAN PANCASILA DAN KEWARGANEGARAAN INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS International Journal of Information Techonology and Education (IJITE) Abdimas : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal Of Educational Research and Review JURNAL PARADIGMA: Journal of Sociology Research and Education Journal of Innovative and Creativity Abdurrauf Science and Society Collaborative: Journal of Community Service
Ruth Sriana Umbase
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Arts Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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PERAN MANAJERIAL KEPALA SEKOLAH DALAM MENGOPTIMALKAN PENGEMBANGAN KARAKTER SISWA DI SMP FRATER DON BOSCO MANADO PADA ERA KURIKULUM MERDEKA Yohanes Bery Mokalu; Banunaek Rofinus; Dhea Jessica Sendiang; Eric Kondoy; Rillya Arundaa; Theodorus Pangalila; Ruth Sriana Umbase
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.1867

Abstract

This study aims to analyze the principal’s management in developing students’ character at SMP Don Bosco Manado based on the Merdeka Curriculum. The study focuses on how the principal plans, implements, and evaluates character development programs, as well as the supporting and inhibiting factors in their implementation. This research employs a qualitative descriptive method with a case study approach. Data were collected through in-depth interviews, participatory observation, and documentation. The results indicate that the principal has effectively applied management based on the Merdeka Curriculum through program planning, teacher development, and student activity evaluation. The character development programs have successfully enhanced students’ discipline, responsibility, teamwork, and religious attitude. Supporting factors include teacher support, school facilities, and student participation, while inhibiting factors include limited time and external environmental influences. In conclusion, the principal’s role is strategic in shaping students’ character, and effective management positively impacts the implementation of the Merdeka Curriculum.
Political Dynamics in Education Policy in Indonesia: A Systematic Literature Review Ruth Sriana Umbase; Yohanes Bery Mokalu; Dhea Jessica Sendiang; Herman Philips Dolonseda; Rofinus Banunaek
SOSCIED Vol 9 No 1 (2026): SOSCIED - Juli 2026
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/82gbfh29

Abstract

This study examines the political dynamics shaping education policy in Indonesia through a systematic literature review (SLR). While education policy is often framed as a technical and rational process, increasing evidence suggests that political interests, power relations, and governance structures play a decisive role in policy formulation and implementation. Using the PRISMA framework, this study analyzes peer-reviewed articles published between 2015 and 2025. The findings reveal that education policy in Indonesia is strongly influenced by elite actors, decentralization politics, institutional fragmentation, and ideological contestation. The review further demonstrates that decentralization reforms have produced both opportunities for local participation and challenges related to policy inconsistency and unequal implementation across regions. This study proposes a Political–Policy Interaction Model that conceptualizes policy processes as dynamic interactions between political forces and governance structures. The findings contribute to Public Policy Analysis by integrating political economy and governance perspectives into education policy research, particularly in developing countries.
The Management of Social Studies Learning In Elementary Schools In Minahasa Regency Boby A. Lompoliuw; Harol R. Lumapow; Ruth Umbase; Marien Pinontoan
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

This study aims to describe the management of Social Studies learning in elementary schools in Minahasa Regency. The focus of the study includes learning planning, learning implementation, learning evaluation of Social Studies. This study employed a qualitative approach with a descriptive research design. Data were collected through in-depth interviews, observations, and documentation. The research informants consisted of school principals and elementary school teachers. Data analysis techniques included data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The results of the study indicate that: (1) Social Studies learning planning has been carried out through the preparation of learning instruments, but it remains largely administrative in nature; (2) The implementation of Social Studies learning is still predominantly conventional and teacher-centered; (3) The evaluation of Social Studies learning is mainly oriented toward written tests and has not fully implemented authentic assessment; (4) The supervision of Social Studies learning has been conducted through academic supervision, but it has not yet reached a comprehensive level and still tends to focus on administrative aspects; (5) The management of Social Studies learning is influenced by inhibiting factors, such as limited learning media and learning resources, as well as supporting factors, including teacher commitment and principal support.Based on the research findings, it is necessary to strengthen Social Studies learning management with a greater orientation toward improving the quality of the learning process through the development of innovative learning strategies, authentic assessment, and comprehensive academic supervision.
Performance Determinants of Public-Sector Employees: The Effects of Education Level, Training, and Job Satisfaction on Employee Performance at the Public Works and Spatial Planning (PUPR) Department of North Sulawesi Province Deicy Paath; Joulanda A M Rawis; Shelty D.M. Sumual; Jenny Nancy Kaligis; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Employee performance is a strategic issue in public organizations because it directly affects the quality, timeliness, and accountability of public services. In regional government institutions, performance improvement is frequently linked to human resource development efforts especially improving educational qualifications, implementing relevant training, and maintaining job satisfaction. This study investigates the influence of education level, training, and job satisfaction on employee performance at the Public Works and Spatial Planning (PUPRD) Department of North Sulawesi Province. This research employed a quantitative correlational design. The population consisted of 145 employees, while the sample comprised 94 respondents selected through purposive sampling with a minimum tenure criterion of three years. Data were collected using a structured questionnaire and analyzed using descriptive statistics, classical assumption testing, and regression analysis with IBM SPSS. The results indicate that education level, training, and job satisfaction significantly affect employee performance both partially and simultaneously. The multiple regression model obtained was Y = 11.086 + 0.135X₁ + 0.137X₂ + 0.018X₃, where Y is employee performance, X₁ is education level, X₂ is training, and X₃ is job satisfaction. Partial tests showed significant effects for education level (t = 47.089, sig = 0.002), training (t = 50.328, sig = 0.000), and job satisfaction (t = 34.241, sig = 0.003). Simultaneously, the three predictors significantly influenced performance (F = 69.534; sig = 0.001), with Adjusted R² = 0.812, meaning 81.2% of the variance in employee performance was explained by the three variables. The findings suggest that public agencies seeking to strengthen performance should prioritize (1) structured educational development aligned with job demands, (2) equitable access to relevant training programs supported by evaluation, and (3) organizational policies that enhance job satisfaction through work environment improvements, fair compensation perceptions, supervisory support, and clear career pathways.
Management Strategies for Enhancing Healthcare Workers’ Competence in Erectile Dysfunction Education at a Primary Healthcare Center in Manado City, Indonesia Grace L.A. Turalaki; Jeffry Sony Junus Lengkong; Joulanda A M Rawis; Rolles N. Palilingan; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Erectile dysfunction (ED) is a prevalent and treatable condition with substantial impacts on men’s quality of life, mental health, and intimate relationships. Despite its clinical importance, ED education at the primary healthcare level remains limited, particularly in sociocultural contexts where sexual health is considered taboo. This study explores healthcare workers’ competence in delivering ED education, identifies supporting and inhibiting factors, and formulates educational management strategies to strengthen ED education at a single primary healthcare center in Manado City, Indonesia. A qualitative case study design was employed. Data were collected from 46 healthcare workers through in-depth interviews, focus group discussions, observations of service delivery, and review of relevant internal documents. Data were analyzed using an interactive approach comprising data reduction, data display, and conclusion drawing (Miles et al., 2014). The findings reveal that healthcare workers’ competence ranges from low to moderate. While biomedical knowledge of ED is generally present, gaps persist in communication skills, empathy, counseling techniques, and culturally sensitive engagement. ED education is often brief, opportunistic, and non-standardized, limiting patient understanding and behavior change. Supporting factors include availability of private counseling space, leadership support, interprofessional collaboration, culturally appropriate educational media, and partner involvement. Inhibiting factors include time constraints, psychological discomfort among healthcare workers, social stigma, limited structured training, and the absence of standardized operating procedures (SOPs) for ED education. The study proposes a competency-based, continuous educational management strategy integrating planning, implementation, and evaluation (POAC), supported by coaching, supervision, and culturally responsive patient education practices. These findings contribute to educational management in healthcare by demonstrating how organizational systems and competence development can strengthen sensitive health education at the primary care level.
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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Abstract

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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Abstract

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.
Enhancing Quality Assurance in Teacher Education: Development of a PPEPP-Based Micro Teaching Assessment System Keith Francis Ratumbuisang; Herry Sumual; Orbanus Naharia; Mario Tulenan Parinsi; Hendry Tamboto; Ruth Umbase; Donal Ratu; Rolles N. Palilingan
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Micro teaching assessment plays a strategic role in preparing prospective teachers to develop professional teaching competencies. However, in many teacher education institutions, the assessment process is still conducted manually, inconsistently, and without adequate integration into institutional quality assurance systems. These limitations reduce the effectiveness of assessment as a tool for educational management and continuous improvement. This study aims to develop and evaluate a Micro Teaching Assessment Information System based on the PPEPP cycle (Planning, Implementation, Evaluation, Control, and Improvement) to support more systematic, transparent, and accountable assessment management. The research employed a Research and Development (R&D) approach consisting of needs analysis, system design, prototype development, expert validation, field testing, and product revision. Data were collected through observations, interviews, questionnaires, and system usability testing, and were analyzed using descriptive and inferential statistics as well as thematic analysis. The results indicate that the developed system achieved high levels of feasibility and usability, improved assessment efficiency, standardized evaluation procedures, enhanced the quality of feedback, and enabled real-time monitoring of student performance. The study concludes that the PPEPP-based assessment information system provides an effective technological solution for strengthening micro teaching management, supporting data-driven decision-making, and promoting sustainable quality improvement in teacher education.
Human Resource Development in Minahasa Regency: Challenges and Policy Implementation in Education, Health, and Workforce Sectors Robby Dondokambey; Deitje A. Katuuk; Joulanda A M Rawis; Jeffry Sony Junus Lengkong; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

This study investigates the quality of Human Resource Development (HRD) in Minahasa Regency, Indonesia, focusing on the interrelated dimensions of education, health, and economic welfare within the context of local governance. A qualitative descriptive design was employed, with data collected through interviews, field observations, and document analysis across 25 districts. The findings reveal that despite the steady improvement of the Human Development Index (HDI), significant disparities remain in access to education, healthcare services, skilled labor distribution, and digital infrastructure. The study identifies key challenges, including fragmented inter-agency coordination, limited budgetary support, and a persistent mismatch between educational outcomes and labor market demands. In addition, weaknesses in existing monitoring and evaluation systems were found to constrain evidence-based policymaking and program effectiveness. This research proposes strategic measures to strengthen HRD governance, such as enhancing cross-sector collaboration, optimizing resource allocation, expanding vocational and technology-oriented training, and developing integrated monitoring mechanisms. The study contributes to the literature on regional HRD by offering an empirical and contextualized framework for improving human capital development in decentralized governance settings and emerging regions.
Evaluating the Effectiveness of E-Learning Implementation in the Professional Teacher Education Program through the CIPPO Model Wensi R. L. Paat; Deitje A. Katuuk; Joulanda A M Rawis; Jeffry Sony Junus Lengkong; Ruth Umbase
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

This study aims to evaluate the implementation of e-learning in the Professional Teacher Education Program (PPG) at Manado State University using the CIPPO evaluation model, which consists of Context, Input, Process, Product, and Outcome components. The rapid transition to digital learning environments in higher education requires systematic evaluation to ensure the effectiveness and sustainability of e-learning practices, particularly in teacher professional development programs. A mixed-method approach was employed, involving quantitative surveys and qualitative interviews with PPG students, lecturers, and program administrators. Data were collected through structured questionnaires, observation, and document analysis. The findings indicate that the context component demonstrates strong institutional support and policy alignment, while the input component reveals adequate infrastructure but limited digital pedagogical competencies among some instructors. The process evaluation highlights the need for more interactive instructional strategies and consistent learning management system utilization. Product evaluation shows positive student performance and engagement, although variations exist across courses. Outcome analysis suggests that e-learning contributes to improved professional competence, digital literacy, and learning flexibility. The study concludes that the CIPPO model provides a comprehensive framework for assessing e-learning implementation and identifying areas for continuous improvement. Recommendations include strengthening lecturer training, enhancing technological infrastructure, and developing standardized e-learning guidelines to optimize the quality of PPG e-learning programs.
Co-Authors Apeles Lexi Lonto Ariel N. Rengkuan Arje Cerullo Djamen Arundaa, Rillya Bagit, Vidya Banunaek Rofinus Bernadina Waha Labuan Damar, Hanrice Agustina Deicy Paath Deitje Adolfien Katuuk Dewa Bagus Sanjaya Dhea Jessica Sendiang Dhea Jessica Sendiang Donal Mateos Ratu Eric Kondoy Gilly Marlya Tiwow Grace L.A. Turalaki Hartini Ngadiorejo Hendry Tamboto Henny N. Tambingon Herman Philips Dolonseda Herry Sumual Hetreda Terry Hutapea, Yeni Tria Inggrid C Mahama Itje Pangkey Ivonny M. Sapulete Jeffry Sony Junus Lengkong Jefry S. J. Lengkong Jenny Nancy Kaligis Joulanda A. M. Rawis Kalalo, Debie K.R. Kalalo, Griszelda E. Kambey, Joseph Kartini, Ni Wayan Keith Francis Ratumbuisang Kodarasi, Febri Kondoy, Eric Lando E. Sumarauw Lenny Leorina Evinita Liando, Olivia Eunike Selvie Lihart Lumapow Lompoliuw, Boby A. Lumapow, Harol R Marien Pinontoan Mario Tulenan Parinsi Maru, Gideon M. Maya C. Rambitan Miryam Theofilia Kolibu Moh. Qowi Mozes Markus Wullur Ni Wayan Kartini Nola T S Mallo Novie Noldy Johanes Rompis Olivia A Waworuntu Olviane I. Rattu Orbanus Naharia Palilingan, Ronny Palilingan, Verry Ronny parabelem tinno dolf rompas Paulus Robert Tuerah Quido Conferti Kainde Rillya Arundaa Riviva W Maringka Rizki R. Najoan Robby Dondokambey Rofinus Banunaek Rofinus, Banunaek Rolles N. Palilingan Rolles N. Palilingan Rolles Nixon Palilingan Romi Mesra Sanda, Gloria V Sendiang, Dhea Jessica Shelty D. M. Sumual Stanly Fictor Metem Sauyai Tamboto, Hendry Tangkilisan, Viktris Theodorus Pangalila Tinneke Evie Meggy Sumual Veronike E.T Salem Waldi, Atri Wensi R. L. Paat Wua, Telly D. Yohanes Bery Mokalu Yohanis Paulus Namsa