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All Journal International Journal of Information Techonology and Education (IJITE)
Joulanda A M Rawis
Doctoral Program in Educational Management, Graduate School, Universitas Negeri Manado, Indonesia
Computer Science & IT Other

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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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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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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.
Implementation of Digital Spatial-Based Educational Model Innovation in High Schools in the Islands of North Sulawesi Province Herman Meiky Koessoy; Joulanda A M Rawis; Orbanus Naharia; Mozes M. Wullur
International Journal of Information Technology and Education Vol. 5 No. 1 (2025): December 2025
Publisher : JR Education

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The gap in education quality and access in island and border regions remains a structural problem in the Indonesian education system. Fragmented geographical conditions, limited infrastructure, and uneven distribution of educational resources demand innovative, contextual and adaptive educational models. This study aims to analyze the implementation of innovative spatial digital education models in Senior High Schools (SMA) in the Sangihe Islands Regency, North Sulawesi Province. Specifically, this study examines the readiness of spatial digital technology infrastructure, the implementation of spatial digital technology-based curriculum, the impact of these innovations on student achievement, local government policy support, and factors influencing their implementation. This study uses a qualitative descriptive approach with a prospective case study design. Data were collected through field observations, in-depth interviews, and documentation studies involving policy stakeholders, principals, teachers, and students. Data analysis was conducted using an interactive analysis model that includes data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of spatial digital education in Sangihe Islands Senior High Schools is still in its early stages, characterized by limited network infrastructure, suboptimal utilization of geospatial applications in learning, and variations in teachers' digital literacy competencies. However, regional policy support and human resource potential indicate significant opportunities for the development of sustainable spatial digital education models. This research confirms that integrating digital and spatial approaches can be an alternative strategy for improving access, relevance, and quality of education in archipelagic and border regions
Participation in Scientific Activities as a Driver of Sustainable Nursing Education: An Educational Management Perspective from Minahasa Regency, Indonesia Selvie Serly Rumagit; Orbanus Naharia; Joulanda A M Rawis; Arie F. Kawulur
International Journal of Information Technology and Education Vol. 5 No. 2 (2026): March 2026
Publisher : JR Education

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Continuing nursing education is a crucial element in maintaining nurses' professional competence amidst the dynamic development of health sciences and demands for quality services. One form of implementation of continuing professional development is participation in scientific activities such as seminars, workshops, and training, which play a role in updating knowledge and improving clinical practice skills. However, nurses' involvement in scientific activities is determined not only by individual motivation but also by the support of the educational management system within healthcare organizations. This study aims to analyze how nurses' participation in scientific activities contributes to the sustainability of nursing education from an educational management perspective in Minahasa Regency. The results indicate that participation in scientific activities is an important indicator in strengthening the ecosystem of continuous professional learning, especially when supported by organizational policies, educational leadership, and access to competency development programs. This finding aligns with global studies that confirm that continuing professional development has a significant relationship with improved clinical competence, service quality, and patient safety. Furthermore, institutional support and a learning organizational culture have been shown to play a role in increasing nurses' engagement in professional development activities. Thus, participation in scientific activities should be viewed as an integral part of a continuing nursing education management strategy that is oriented not only toward improving individual competence but also toward strengthening the professional education system within the context of regional healthcare services.
Co-Authors Andriessanto C. Lengkong Antonius Heatubun Arie F. Kawulur Deicy Paath Deitje A. Katuuk Grace L.A. Turalaki Harol R. Lumapow Henny Nikolin Tambingon Herman Meiky Koessoy Iddo Posangi Jeffry Sony Junus Lengkong Jenny Nancy Kaligis Joseph Philip Kambey Kornelius Kambu Moh. Qowi Mordekhai L Laihad Mozes M. Wullur Olviane I. Rattu Orbanus Naharia Riviva W Maringka Robby Dondokambey Rolles N. Palilingan Ruth Umbase Selvie Serly Rumagit Shelty D.M. Sumual Theodorus Pangalila Tinneke E. M. Sumual Wensi R. L. Paat