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All Journal Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) International Journal of Information Techonology and Education (IJITE)
Kalalo, Debie K.R.
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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INNOVATION WORK BEHAVIOR: NEW MODEL TO SUCCESSFUL ORGANIZATION Sumual, Tineke; Sumual, Shelty; Setyaningsih, Sri; Kalalo, Debie K.R.; Lolong, Rima F.; Koessoy, Herman M.
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 3 No. 1 (2023): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v3i1.933

Abstract

This study aims to explore Innovative Work Behavior (IWB) within the educational context, focusing on the contributions of individuals and organizations to the innovation processes within educational institutions. In the face of the complex dynamics heightened by the challenges of the pandemic, the role of innovation has become increasingly crucial to ensure the quality of learning and the achievement of high educational standards. Educators, as primary subjects in this context, are expected to cultivate creative thinking abilities, explore emerging technologies, and advocate for innovative ideas to drive positive change in the education sector. The recent model proposed by Demircioglu et al underscores the critical role of network behavior in shaping IWB, emphasizing the significance of an innovative climate and knowledge sharing as key factors stimulating IWB. The research methodology involves a comprehensive and integrative literature review, providing an in-depth analysis of relevant literature. The study concludes by highlighting the necessity of collaboration among governments, school administrators, educators, educational staff, and the community to create an innovative and responsive educational environment.
Evaluation of Autism Student Learning Program in Special Schools in North Sulawesi Province Kalalo, Debie K.R.; Rawis, Joulanda A M; Lumapow, Harol R.; Lengkong, Jeffry Sony Junus; Kambey, Joseph Philip; Palilingan, Rolles N.; Umbase, Ruth; Tamboto, Hendry
International Journal of Information Technology and Education Vol. 5 No. 1 (2025): December 2025
Publisher : JR Education

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Abstract

This study was conducted to evaluate the learning program for students with autism spectrum disorders in Special Needs Schools (SLB) in North Sulawesi Province. The research context is based on the increasing number of children with autism, limited special education services, and the need for adaptive, individualized, and independence-oriented learning models. The research objectives include evaluating the learning program, identifying implementation barriers, and mapping supporting factors in the implementation of learning at the Hizkia Manado Special Needs School for Autism, Efatah Bitung Special Needs School, and Paulus Tomohon Special Needs School. The study used a descriptive qualitative approach through in-depth interviews, observations, and documentation analysis, and involved policymakers, principals, teachers, and parents. The results showed that the learning program has attempted to adhere to the principles of individualization through the IEP, the use of methods such as ABA, TEACCH, and PECS, and the inclusion of supportive therapy. However, implementation is still hampered by the limited number of teachers with special education competencies, the lack of autism-friendly infrastructure, unequal access to therapy services, and low parental involvement. On the other hand, policy support, cross-sector collaboration, and teacher and school commitment are significant supporting factors. The study concluded that improving the quality of learning requires strengthening human resources, developing learning infrastructure tailored to the needs of children with autism, and integrating education and health services. Consequently, local governments and schools need to develop holistic and sustainable service designs to ensure optimal academic, social, and independence development for students with autism.
Co-Authors Jeffry Sony Junus Lengkong Kambey, Joseph Koessoy, Herman M. Lihart Lumapow Lolong, Rima F. Rawis, Joulanda A M Rolles N. Palilingan Ruth Sriana Umbase Setyaningsih, Sri Shelty D. M. Sumual Tamboto, Hendry Tineke Sumual