Jeffry Sony Junus Lengkong
Doctoral Program in Educational Management, Graduate School, Universitas Negeri Manado, Indonesia

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Analysis of Strategic Planning for Enhancing the Capacity of Health Human Resources at Community Health Centers (Puskesmas) in Minahasa Regency Olviane I. Rattu; Jeffry Sony Junus Lengkong; Joulanda A M Rawis; Harol R. Lumapow; Ruth Umbase
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Abstract

The development of health human resources (HHR) is a critical determinant in improving the quality and effectiveness of primary healthcare services, particularly in community health centers (Puskesmas). In the context of decentralization and regional autonomy, local governments are required to manage health workforce planning strategically to ensure adequate availability, equitable distribution, and appropriate competencies of healthcare personnel. However, many regions in Indonesia continue to face persistent challenges, including workforce shortages, uneven distribution across geographical areas, and limited capacity development programs. This study aims to analyze the strategic planning process for enhancing the capacity of health human resources at community health centers in Minahasa Regency. Specifically, the study examines four key stages of planning: preparation, situational analysis, problem formulation, and the development of activity plans (Rencana Usulan Kegiatan/RUK). A qualitative approach with a case study design was employed to explore the complexity of planning processes within real organizational settings. Data were collected through in-depth interviews, observations, and document analysis involving key stakeholders, including health office officials, Puskesmas managers, healthcare workers, and planning personnel. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that although strategic planning processes have been formally implemented in accordance with national guidelines, their execution remains suboptimal. Key issues identified include insufficient availability of health personnel, lack of accurate and updated workforce data, weak integration between planning and budgeting, limited capacity of planning staff, and inconsistencies between Puskesmas-level planning and district-level policies. Furthermore, the study highlights that educational management plays a crucial role in strengthening health workforce planning through continuous professional development, competency-based training, and systematic evaluation. The integration of management functions, planning, organizing, actuating, and controlling (POAC), is essential to ensure sustainable human resource development in primary healthcare settings. This study concludes that strengthening strategic planning for health human resources requires a comprehensive approach that integrates workload-based planning methods, capacity building for planners, improved data systems, and stronger policy support. It recommends the adoption of competency-based planning frameworks, enhanced intersectoral collaboration, and the institutionalization of continuous education programs to improve the quality of health services at Puskesmas.
Human Resource Development Strategies of the Social Affairs Office in Handling Abandoned Children in Minahasa Regency Maya C. Rambitan; Deitje A. Katuuk; Jeffry Sony Junus Lengkong; Mozes M. Wullur; Ruth Umbase
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Abstract

Abandoned children represent a persistent social problem with long-term implications for educational attainment, psychosocial wellbeing, and the quality of future human resources. This article reformulates a doctoral dissertation into a journal-style paper and examines how the Social Affairs Office of Minahasa Regency designs, implements, and evaluates human resource development strategies for abandoned children from an educational management perspective. The study employed a qualitative descriptive design. Data were generated through in-depth interviews, field observations, and document analysis, then analyzed using the interactive model of Miles and Huberman through data reduction, data display, and conclusion drawing. The findings indicate that the strategy has been organized through planning, organizing, actuating, and controlling (POAC), supported by legal mandates and cross-sector coordination with police, women and child protection agencies, local communities, and child welfare institutions. In practice, however, the strategy shows uneven effectiveness. It is relatively strong in basic-needs fulfillment, emergency response, administrative verification, and short-course skills training, but remains weaker in formal education reintegration, sustained psychosocial recovery, family reunification quality, and long-term social integration. Key enabling factors include regulatory support, institutional collaboration, and the existence of non-formal training initiatives, while key barriers include inadequate budget allocation, insufficient qualified social workers, limited facilities, weak outcome-based evaluation, low public participation, and low motivation among many children to re-enter school. The article argues that abandoned children's development should not be treated merely as a welfare intervention but as a long-horizon educational management process. Based on the findings, a strengthened educational management strategy is proposed, integrating measurable educational indicators, competency development for social workers, stronger community participation, digitalized case management, and continuous CIPP-based evaluation. Such a strategy is necessary to transform short-term rescue efforts into sustainable human resource development outcomes.
Cross-Sectoral Collaborative Governance in School Health Services: A Multi-Case Study at Junior High Schools in North Minahasa Regency Jilly Toar; Joulanda A.M. Rawis; Jeffry Sony Junus Lengkong; Beatrix J. Podung
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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This research aims to analyze the cross-sectoral collaboration patterns between the education and health sectors in managing School Health Services (UKS) and to develop a governance model adaptive to regional characteristics. The central problem is the phenomenon of Silo Mentality (sectoral ego) and the Health Coverage Gap, which hinders the effectiveness of school health services despite the region's Universal Health Coverage (UHC) status. Employing a qualitative multi-case study approach, this research was conducted at three types of junior high schools in North Minahasa Regency: Urban (SMPN 1 Airmadidi), Rural (SMPN 1 Dimembe), and Private (Manado Independent School). Data were collected through in-depth interviews, observations, and documentation, followed by cross-case analysis. The findings reveal that: (1) Collaboration patterns remain trapped in administrative formalities and are passive-reactive; (2) Bureaucratic barriers and the absence of resource pooling trigger systemic budgetary gaps in public schools; (3) This study successfully constructed an original model: The Mapalus Spiral Integrative-Adaptive (MSIA). The MSIA model transforms the local wisdom of Mapalus into a social technology that integrates digital presence and context-specific adaptive management. The implications of the study emphasize that effective UKS governance requires a shift from administrative leadership to adaptive leadership rooted in local collectivity and digital innovation.
Adaptive Time Management Strategies in Surgical Residency Education: A Qualitative Study in a Teaching Hospital in Manado Andriessanto C. Lengkong; Harol R. Lumapow; Joulanda A M Rawis; Jeffry Sony Junus Lengkong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Surgical residency education places learners in an unusually demanding learning environment in which clinical care, academic responsibility, operative exposure, research tasks, documentation, and personal recovery compete for limited time. This article analyzes adaptive time management strategies used by surgical residents in a teaching hospital in Manado and formulates a contextual model for supporting professional learning and resident well-being. The study used a qualitative descriptive approach with in-depth interviews, observation, and documentation involving surgical residents, clinical supervisors, and a residency education coordinator. Thematic analysis identified three interrelated dimensions of time management: planning, implementation, and evaluation. Planning was characterized by adaptive daily prioritization, clinical urgency mapping, and individualized self-management tools. Implementation was characterized by flexibility in response to emergency cases, teamwork, micro-learning during clinical gaps, and adjustment to unpredictable clinical rhythms. Evaluation was carried out through personal reflection, peer feedback, and supervisor input, although institutional monitoring remained limited. The findings show that time management is not merely a technical scheduling activity but a professional self-regulation competence shaped by workload, clinical pressure, team culture, institutional support, and adult learning experience. The article proposes an adaptive-reflective time management model that integrates strategic clinical prioritization, flexible time blocking, integrated clinical learning, reflective practice, supervisor coaching, and system-level policy feedback. The model contributes to clinical education management by positioning time management as a humanistic and sustainable strategy for improving learning effectiveness, professional identity formation, and resident well-being.
Behavior Change Management Model for Patients with Skin Diseases in Hospital-Based Dermatological Care: A Qualitative Educational Management Study Shienty Gaspersz; Herry Sumual; Rolles N. Palilingan; Jeffry Sony Junus Lengkong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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This article presents a qualitative educational management study on the development of a behavior change management model for patients with skin diseases in hospital settings in Manado City. The study is grounded in the problem that clinical treatment for dermatological conditions is frequently not followed by consistent patient adherence to therapy, self-care routines, trigger avoidance, and long-term follow-up. The study employed a phenomenological qualitative design involving physicians, health professionals, and patients. Data were collected through in-depth interviews, focus group discussion, observation, and document analysis, and analyzed through data reduction, coding, thematic categorization, display, verification, and triangulation. The findings show that patient education has already been practiced as part of dermatological consultation; however, educational planning remains largely individual, implicit, situation-based, and dependent on each physician's experience. The implementation of education is mostly verbal, informative, and clinic-centered, while participatory dialogue, family involvement, written materials, follow-up documentation, and behavioral evaluation remain limited. Patients interpret behavior change as a gradual learning process involving cognitive understanding, emotional acceptance, confidence, professional support, and personal experience. The article proposes a contextual model consisting of needs-based planning, collaborative organization, participatory implementation, meaning reconstruction, reinforcement, and continuous evaluation. The model contributes to educational management by framing hospitals as non-formal learning spaces and patients as adult learners whose sustained behavioral change requires structured, empathetic, culturally sensitive, and continuously monitored education. The model also strengthens promotive and preventive functions in dermatological care by linking clinical management with patient learning and behavior change.