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International Journal of Information Techonology and Education (IJITE)
Published by JR Education
ISSN : -     EISSN : 28098463     DOI : -
Core Subject : Science, Education,
Computer Science & IT Other
Focus And Scope The International Journal of Information Technology and Education (IJITE) provides a distinctive perspective on the theory and best practices of information technology and education for a global audience. We encourage first-rate articles that provide a critical view on information technology and education– its effects, development, implementation, strategy, management, and policy. The scope of IJITE is following, but not limited to IT Governance Enterprise Architecture IT Service Management IT Project Management IT Audit User Experience Design IT Security System Analysis and Design Data and Information Management Multimedia System Augmented Reality and Virtual Reality Accelerators and 3D System Integration Distance Learning e-Learning m-Learning Games in Education Learning Media on Information Technology
Arjuna Subject : Ilmu Komputer (semua kategori) - Sistem Informasi
Articles 253 Documents
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Prototype of Laminer and Turbulent Flow Learning Tools in the Fluid Mechanics Course at the Mechanical Engineering Study Program, Faculty of Engineering, Universitas Negeri Manado Watuseke, Charles Benheart; Rompas, Parabelem Tinno Dolf; Manggopa, Hiskia Kamang
International Journal of Information Technology and Education Vol. 5 No. 1 (2025): December 2025
Publisher : JR Education

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Abstract

In this study, the aim is to develop and analyze the performance of prototype laminar and turbulent flow learning tools in the Fluid Mechanics course in the Mechanical Engineering Study Program. The development of the tool was carried out to make it easier for students to understand the differences in flow characteristics through direct observation of changes in discharge, flow velocity, and Reynolds numbers. The research method used was an experiment by measuring discharge between 0.5–2 L/s on a transparent pipe with a diameter of 20 mm. Flow rate data is calculated based on actual discharge, while pressure is measured using differential manometers. Furthermore, the data were analyzed using the Reynolds number equation and the pressure loss theory (Darcy–Weisbach). Overall, the results show that the prototype is able to show the flow transition clearly, with the critical limit of the flow being at the average Reynolds number of about 2,200. At low discharge, the flow pattern indicates the stability of the laminar flow, while at high discharge vortex and velocity fluctuations are formed that mark turbulent flows. Pressure loss measurements also show a linear increase in laminar flow and a non-linear increase in turbulent flow, in line with fluid theory. These findings prove that the prototype developed is effective as a learning medium because it is able to visualize changes in flow regimes in real-time and provide a more interactive practicum experience.
Implementation of A Deep Learning Approach to Improve the Learning Outcomes of Students in the Building Design, Modeling and Information Department at State Vocational High School 1 Kaidipang Binol, Sri Astuti; Manggopa, Hiskia Kamang; Angmalisang, Harrychoon; Rompas, Parabelem Tinno Dolf
International Journal of Information Technology and Education Vol. 5 No. 1 (2025): December 2025
Publisher : JR Education

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Abstract

The low level of Higher Order Thinking Skills (HOTS) and student learning outcomes in vocational subjects remains a major challenge in vocational education in Indonesia. Students generally operate at the level of Lower Order Thinking Skills (LOTS) and have difficulty connecting vocational concepts with their application in real-world contexts. This study aims to improve student learning outcomes through the implementation of a Deep Learning approach in vocational instruction at the Building Modeling and Information Design (DPIB) Department of SMK Negeri 1 Kaidipang. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles comprising planning, action, observation, and reflection stages. The research participants consisted of 10 Grade X DPIB students. The Deep Learning approach was implemented through inquiry learning and project-based learning methods. The results demonstrate a significant improvement in learning outcomes, with average scores increasing from 42% in the pre-cycle to 66% in Cycle I and 86% in Cycle II. Improvements were also observed in collaboration, conceptual understanding, critical analysis skills, and student engagement.
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 Paath, Deicy; Rawis, Joulanda A M; Sumual, Shelty D.M.; Kaligis, Jenny Nancy; Umbase, Ruth
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 Turalaki, Grace L.A.; Lengkong, Jeffry Sony Junus; Rawis, Joulanda A M; Palilingan, Rolles N.; Umbase, Ruth
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.
Specialist Medical Education Program (PPDS): A Phenomenological Study at the Faculty of Medicine, Sam Ratulangi University Posangi, Iddo; Rawis, Joulanda A M; Tambingon, Henny Nikolin; Sumual, Shelty D.M.
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Bullying in clinical medical education has increasingly been recognized as a systemic problem that undermines learning quality, resident well-being, and ultimately patient safety. This study examines the dynamics of bullying within the Specialist Medical Education Program (PPDS), particularly Anesthesiology and Intensive Care, at the Faculty of Medicine, Sam Ratulangi University (FK Unsrat), and formulates a comprehensive management model for bullying prevention aimed at reducing residents’ risk of depression. Using a qualitative phenomenological approach, data were collected through Focus Group Discussions (FGD) and in-depth interviews with purposively selected participants, including junior residents, senior residents, and consultants. Findings indicate that bullying is often “mild” in appearance yet persistent, manifesting verbally (humiliating remarks, destructive criticism), socially (information exclusion), symbolically (non-academic errands justified as “tradition”), and administratively (unrealistic deadlines and punitive task allocations). These behaviors are normalized by a seniority culture, rigid academic traditions, and hierarchical structures, which create power imbalances and discourage reporting due to fear of retaliation and negative academic consequences. The study also reveals that existing prevention efforts remain largely normative: formal rules are not explicit about bullying, standard operating procedures (SOPs) are absent, and reporting mechanisms are unclear or distrusted. In response, this study proposes an integrated bullying prevention management model consisting of a dedicated SOP, an independent reporting and protection system, strengthened empathetic communication training, consultant mentoring development, organizational culture reorientation, and continuous monitoring and evaluation. The model positions prevention as an institutional quality assurance agenda in clinical education, linking humane supervision, ethical professionalism, and mental health safeguarding to improved learning outcomes and safer care.
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 Kambu, Kornelius; Lengkong, Jeffry Sony Junus; Rawis, Joulanda A M; Palilingan, Rolles N.
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

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.
Training Management for Patient Education in Critical Care Areas at a Central General Hospital in Manado, Indonesia Laihad, Mordekhai L; Rawis, Joulanda A M; Palilingan, Rolles N.; Kambey, Joseph Philip
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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Abstract

Patient and family education is a cornerstone of quality healthcare, particularly in critical care areas where clinical uncertainty, high-risk decisions, and emotional distress converge. Despite its recognized importance, patient education in intensive care settings often remains inconsistent due to time pressure, heavy workloads, communication barriers, and limited standardized tools. This qualitative case study analyzes how training management can improve patient education practices in a critical care environment at a central general hospital in Manado, Indonesia. The study examines (1) training planning and needs assessment, (2) training implementation strategies, (3) training evaluation, and (4) contextual factors influencing success. Data were collected through in-depth interviews, FGDs, observation, and document review, and analyzed using an interactive approach supported by triangulation. Findings indicate that patient education quality was initially suboptimal, reflected in frequent refusal of medical procedures (approximately 50 cases per month), high family anxiety (around 80%), and inconsistent use of educational media. Key factors shaping patient education included nurses’ workload and time constraints, cultural and literacy barriers among families, variability in communication competence, and uneven availability and enforcement of SOPs and supporting media. A Training Needs Analysis (TNA) identified gaps across six key competency domains and informed the development of ten training modules. Training was delivered through simulation, role play, and bedside coaching, improving staff compliance with patient education SOPs from 38% to 70%. Evaluation using the Kirkpatrick and CIPP models suggested that training was relevant and impactful, although some outcome targets remained unmet. Recommendations include digitalizing education media, strengthening SOP implementation, embedding training into performance appraisal systems, and expanding training across units.
Model Development of Training Management for Maritime Transport Apparatus at Amurang Sea Port: A Qualitative Study on Planning, Implementation, Evaluation, and Career-Linked Improvement Qowi, Moh.; Lengkong, Jeffry Sony Junus; Rawis, Joulanda A M; Tambingon, Henny Nikolin; Umbase, Ruth
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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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 Sauyai, Stanly Fictor Metem; Palilingan, Rolles N.; Tambingon, Henny Nikolin; Umbase, Ruth
International Journal of Information Technology and Education Vol. 4 No. 4 (2025): September 2025
Publisher : JR Education

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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 Ratumbuisang, Keith Francis; Sumual, Herry; Naharia, Orbanus; Parinsi, Mario Tulenan; Tamboto, Hendry; Umbase, Ruth; Ratu, Donal; Palilingan, Rolles N.
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.

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