Garuda - Garba Rujukan Digital

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

The Roadmap Policy of Junior High School Education in Maybrat Regency: A Qualitative Multi-Case Study on Planning, Implementation, and Evaluation in a 3T Context Kornelius Kambu; Jeffry Sony Junus Lengkong; Joulanda A M Rawis; Rolles N. Palilingan
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study examines the planning, implementation, and evaluation of the Junior High School (SMP) Education Roadmap Policy in Maybrat Regency an Indonesian region categorized as 3T (frontier, outermost, underdeveloped). The study responds to persistent disparities in educational access and quality that are strongly shaped by geographic isolation, uneven teacher distribution, infrastructure gaps, and limited digital readiness. Using a qualitative multi-case design, data were collected through in-depth interviews with key actors (regional head, education office leadership, school principals, teachers, and community representatives), observations, and document analysis across SMP settings. Evidence indicates that the policy planning process has been initiated in a participatory manner and anchored in the region’s medium-term development direction; however, it remains insufficiently integrated with broader regional planning documents and is weakened by data validity constraints arising from uneven data synchronization practices. Implementation has shown tangible governmental commitment through infrastructure development, teacher contracting, local BOS strengthening, scholarships, and teacher training; nevertheless, implementation performance is constrained by structural and managerial challenges particularly shortages of subject teachers, transportation barriers, low parental participation, limited ICT facilities, and low digital literacy. Evaluation practices tend to emphasize administrative reporting rather than outcome-based learning improvements; although national instruments such as the Education Report Card (Rapor Pendidikan) have begun to be used, they are not yet fully integrated into iterative policy refinement. The findings suggest that strengthening evidence-based planning, ensuring consistent implementation mechanisms, improving inter-agency coordination, and adopting comprehensive outcome-oriented evaluation are critical for transforming the roadmap into an effective regional education governance instrument in 3T settings.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

Title

Found 13 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 13 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 13 Documents
Search